This document provides guidance on developing an Individual Education Plan (IEP). An IEP is a written plan describing the special education program and/or accommodations needed to help a student who requires modifications or accommodations to access the curriculum or demonstrate learning. It includes key information such as the student's strengths and needs, annual goals, teaching strategies, required supports, and transition planning for after graduation. The document outlines the components that must be included in an IEP and provides a checklist to guide its development. An IEP is intended to be a collaborative document developed by educators and parents/guardians to support a student's learning.

1. INDIVIDUAL EDUCATION PLAN
Bimose Tribal Council
Teacher Training Manual

2. What is an IEP?
What is an iep?
Table of Contents:
Page 1 – What is an IEP?  a summary of the student’s strengths, interests, and
An IEP is not....
needs, and of the expectations for a student’s
Important information
included in IEP learning during a school year that differ from the
expectations defined in the appropriate grade level
Page 2- Checklist for writing IEP of the Ontario curriculum
 a written plan of action prepared for a student who
Page 3- Reason for developing IEP
Student Profile
requires modifications of the regular school program
or accommodations;
Page 4- Assessment Data  a tool to help teachers monitor and communicate
Student Strengths and the student’s growth
needs
 a plan developed, implemented, and monitored by
Page 5- Required Specialized school staff;
Health Support Services  a flexible, working document that can be adjusted
Subjects, Courses or as necessary;
Alternative Programs  an accountability tool for the student, his or her
Page 6- Program Exemptions/ parents, and everyone who has responsibilities
Course Substitutions/ under the plan for helping the student meet his or
Secondary Diploma her goals and expectations
Accommodations  ongoing record that ensures continuity in
Individualized Equipment
Accommodations and
programming; and
Exemptions for Provincial  a document to be used in conjunction with the
Assessments provincial report card.
Page 7- Special Education Program
Page 8- IEP Developed by... An iep is not…
… an educational program or set of expectations for all
Page 9- Transition Plan students;
Human Resources …a means to monitor the effectiveness of teachers; or
Evaluations … a daily plan.
Page 10- Log of Parent/Student
Consultation and Staff
Review / Updating Important Information that will be included in the iep:
Principal’s Responsibilities 1. Student’s strengths and needs as recorded on
Parent/Guardian/Student the statement of decision received from the
Involvement
IPRC
Page12- IEP plan 2. Relevant medical/health information
3. Relevant formal (standardized) assessment data
4. Student’s current level of educational
achievement in each program area
5. Goals and specific expectations for the student
6. Program modifications (changes to the grade-
level expectations in the Ontario curriculum)
7. Accommodations required (supports or services
that will help the student access the curriculum
and demonstrate learning)
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3. 8. Special education and related services provided to the student
9. Assessment strategies for reviewing the student’s achievements and
progress
10. Regular updates, showing dates, results, and recommendations
11. Transition plan (if required)
Checklist for writing IEP
 Assign primary responsibility for the IEP.
Gather Information
 Review the student’s records (including the previous IEP and the IPRC statement
of decision)
 Consult with the student, parents, school staff, and other professionals
 Observe the student
 Review the student’s current work
 Conduct further assessments, if necessary
 Consolidate and record information
Set the Direction
 Establish a collaborative approach (including the student and parents)
 Establish roles and responsibilities
Develop the IEP
 Identify and record the student’s strengths and needs
 Identify goals and expectations
 Determine strategies and resources
 Develop a transition plan ( 14 and older)
 Establish a monitoring cycle
Implement the IEP
 Share the IEP with the student, parents, school staff, and other professionals
(providing a copy to parents and to the student, if 16 or older)
 Put the IEP into practice
 Continuously evaluate the student’s progress
 Adjust goals, expectations, and strategies as necessary
Review and Update the IEP
 Update the IEP periodically (at least once per reporting period)
 Review and update the IEP at year-end and when the student transfers to
another school
 Store the IEP in the Ontario Student Record
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4. A Closer Look at the Individual Education Plan
Reason for Development of IEP
Regulation 181/98 requires that an Individual Education Plan be developed for every
student identified as exceptional by an Identification, Placement, and Review
Committee (IPRC).
In addition, a school board may develop an IEP for students who have not been
identified as exceptional but require special education programs/services. This would
include:
 students who are to be assessed using modified expectations for reporting
on the provincial report card and/or alternative expectations on an
alternative report form; and/or
 students who regularly require accommodations for instructional,
environmental, or assessment situations.
Student Profile
Exceptionality
Indicate the Ministry-approved exceptionality as stated on the IPRC Statement of
Decision.
IPRC Placement Decisions (Extracted from the Ministry of Education’s Educator’s Guide to
Special Education, 2001)
Select the option that most closely resembles the student’s placement as stated in the
IPRC Statement of Decision.
 A Regular Class with Indirect Support
The student is placed in a regular class for the entire day, and the teacher
receives specialized consultative services.
 A Regular Class with Resource Assistance
The student is placed in the regular class for most or all of the day and receives
specialized instruction, individually or in a small group, within the regular
classroom from a qualified special education teacher.
 A Regular Class with Withdrawal Assistance
The student is placed in the regular class and receives instruction outside of the
classroom for less than 50 per cent of the school day, from a qualified special
education teacher.
 A Special Education Class with Partial Integration
The student is placed by the IPRC in a special education class where the
student-teacher ratio conforms to Regulation 298, section 31, for at least 50 per
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5. cent of the school day, but is integrated with regular class for at least one
instructional period daily.
 A Special Education Class Full Time
The student is placed by the IPRC in a special education class, where the
student-teacher ratio conforms to Regulation 298, section 31, for the entire
school day.
Assessment Data
Information in this section should be directly related to the reasons that give rise to the
need for special education programs and services. Examples of possible sources
include: medical/health assessments (vision, hearing, physical, neurological),
speech/language assessments, occupational/physical therapy assessments,
behavioural assessments, and psychological assessments. A current educational
assessment may also be included as an additional information source.
A summary of the assessment results should be listed in a brief statement. Specific
scores are not required but a reference to “See the OSR” is not adequate. Possible
examples include:
 Report supports a diagnosis of learning disabilities
 Report affirms average cognitive functioning
 Information indicates a mild to moderate hearing loss
 Report finds significant area of need in expressive language skills
Student’s Strengths and Needs
It is as important to identify a student’s strengths as it is to determine needs. Strengths
should identify areas where the student has effective learning skills. Assessment
reports frequently identify areas of strength. Strengths should also include information
on learning modalities or styles and lead to the development of successful strategies
and accommodations that would maximize the student’s ability to learn. Possible areas
of strength include:
 Verbal memory skills
 Task completion
 Expressive language skills
 Coordination and fine-motor control skills
 Organizational and time management skills
Areas of need should be drawn directly from the assessment data. They should be
directly related to the reason why the student requires changes to curriculum or the
learning environment, whether it be through accommodations, modified expectations, or
the development of alternatives to the regular curriculum. The identified exceptionality
should be evident in the student’s areas of need. Needs cannot be expressed in terms
of needing a person or a specific program or service. For most exceptionalities the
needs do not change significantly over time. Areas of need should be addressed
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6. through the development of accommodations and/or modified/alternative expectations.
Possible areas of need include:
 Visual memory skills
 Attention
 Receptive language skills
 Visual-motor speed
 Mobility
Strengths and needs in the IEP must be consistent with the description contained in the
IPRC statement of decision, wherever applicable.
Required Specialized Health Support Services
This section of the IEP is used to record the student’s requirements for specialized
health support services. These services are provided by individuals specifically
assigned to administer the required procedures. In most cases, these health needs
must be addressed on a scheduled basis in order for the student to attend school.
Examples of specialized health support services may include:
 Suctioning
 Injections
 Tube feeding
 Personal care - lifting, toiletting
Subjects, Courses, or Alternative Programs
Prior to completing this section, all subjects/courses and alternative programs, for which
the student will receive instruction, should be sorted into the following organizing
groups.
Accommodated only (AC) refers to subjects/courses from the Ontario curriculum that
require accommodations only for the student to access the regular grade expectations.
Modified (MOD) refers to subjects/courses from the Ontario curriculum that require the
development of modified expectations that differ from the regular grade expectations.
The student may also require specific accommodations for these subjects/courses.
Alternative (ALT) refers to programs that assist students to develop skills/knowledge
(usually coded as “K” courses in secondary schools) and that require alternative
expectations that are not included in the Ontario curriculum. Examples of alternative
programs include: speech/language, anger management, orientation/mobility, and
personal care programs.
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7. All subjects/courses that require accommodations and/or modified expectations and all
alternative programs must be listed on the IEP. Each must be identified as Modified
(MOD), Accommodated only (AC), or Alternative (ALT).
Program Exemptions/Course Substitutions/Secondary Diploma
Program decisions related to curriculum exemptions and substitutions are to be
included in this area. The educational rationale must be stated. An indication of
whether a secondary student is working toward the attainment of a secondary school
diploma, a secondary school certificate, or a certificate of accomplishment is required.
The certificate options would be selected only when it is evident that the student is
primarily enrolled in non-credit courses or not working towards achieving credits.
Accommodations
Accommodations refer to the teaching strategies, supports, and/or services that are
required in order for a student to access the curriculum and demonstrate learning.
Accommodations do not alter the provincial learning expectations for the grade and they
reflect what is different from what is provided for the other students in the class.
Instructional Accommodations refer to changes in teaching strategies that allow the
student to access the curriculum. Environmental Accommodations refer to changes
that are required to the classroom and/or school environment. Assessment
Accommodations refer to changes that are required in order for the student to
demonstrate learning.
Individualized Equipment
Individualized equipment includes any type or item of equipment or any electronic
product or system commercially produced, adapted, or custom-made. Individualized
equipment is intended to maintain, increase, or improve the student’s ability to access
curriculum and demonstrate learning.
Accommodations and Exemptions for Provincial Assessments
This section must be completed if the student is in a grade for which a provincial
assessment is scheduled. If the student requires assessment accommodations
throughout the school year, and these accommodations are permitted by EQAO, they
must be listed in this section. If an exemption is planned for some or all of a provincial
assessment, a statement explaining why the assessment is not appropriate for the
student, as listed in EQAO policy, is required.
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8. Special Education Program
The Special Education Program page must be completed for each modified
subject/course and/or alternative program.
Current Level of Achievement
For current level of achievement, the mark or letter grade from the most recent
Provincial Report card for each subject or course with modified expectations must be
recorded, and the grade level of the expectations that were assessed must be identified.
If the modified expectations were taken from the regular grade curriculum but with
significant changes to the number and/or complexity of the curriculum, the curriculum
grade level can be followed by a “MOD” for modified expectations.
For example, for a grade 5 student with modifications in both Math and
Science/Technology in the previous year, the current levels of achievement would be
recorded as:
Math Science/Technology
Letter Grade/Mark C+ B
Curriculum Grade Level 3 4 (MOD)
Current level of achievement for an alternative skill area should be a description taken
from the latest alternative report.
Annual Program Goal
The annual program goal is a goal statement that describes what a student can
reasonably be expected to accomplish by the end of the school year in a particular
subject, course or skill area. Annual program goals need to be expressed as
observable, measurable achievements. For example,
 In mathematics, John will complete half of the expectations at the
Grade 3 level.
 In reading, Pat will improve decoding and comprehension skills to
the Grade 4 level as measured by the Informal Reading Inventory.
 In science, Mary will develop her recall and communication of basic
concepts, inquiry skills, and her ability to relate science to the world
outside the school.
Learning Expectations
Learning expectations indicate, by reporting period, the knowledge and/or skills the
student is expected to demonstrate and have assessed. The minimum requirement
during the IEP development phase (first 30 school days following the date of placement)
is the recording of the learning expectations for the first reporting period. Subsequent
learning expectations must be added at the beginning of each reporting period.
Learning expectations are to be written in such a way that the student and parent are
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9. aware of the specific expectations that will be assessed for the next report card. They
should represent specific knowledge and/or skills that the student can demonstrate
independently, given the provision of appropriate assessment accommodations. For
modified expectations, the curriculum grade level from which the learning expectations
are derived must also be identified. Examples of learning expectations are:
 Recall addition and subtraction facts to 18 (Grade 3 expectation)
 Determine a line of symmetry of a 2D shape by using paper folding
and reflections (Grade 2 expectation)
 Describe the basic structure and function of the major organs in
one of the organ systems (Modified Grade 5 expectation)
Teaching Strategies
Teaching strategies support the student in achieving his or her learning expectations.
List only those strategies that are different for this student from those used with the
other students. Examples may include,
 teach visual strategies, like diagrams to represent content, for note
making;
 allow the student to tape lessons for more intense listening at a
later time;
 provide advance organizers to help the student structure the
reading content.
Assessment Methods
State the assessment method that will be used to assess the student learning outlined
in each learning expectation. Assessment methods for a subject, course or alternative
program should represent a range of methods and techniques and incorporate the
previously recorded assessment accommodations. For example,
 For the learning expectation “Describe the basic structure and
function of the major organs in one of the organ systems”, the
assessment method could be: “Short oral presentation with visual
aid”.
IEP Developed by:
Each member of the school board staff involved in the development of the IEP must be
identified in the IEP. List both the name and position for each.
Sources Consulted in Development
A list of information sources used in developing and updating the student’s IEP must be
provided.
Date of Placement
Select the appropriate option for date of placement as specified by either an
Identification Placement and Review Committee (IPRC) meeting or a school team
decision. For most students, this date will be the first day of attendance in a new school
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10. year or semester (secondary only). Regulation 181/98 requires that the completion date
of the IEP Development Phase must be within 30 school days following the Date of
Placement.
Transition Plan
Regulation 181/98 requires that a transition plan be developed for exceptional pupils
who are 14 years of age or older, unless solely identified as gifted. The transition plan
must address goals, actions required, names of person(s) responsible for actions and
timelines relating to the student’s transition to post-secondary activities such as work,
further education, and community living.
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11. Human Resources
Direct instruction and/or consultation provided by special education teachers, and
support services such as teaching assistants or services provided in the areas of
speech pathology, audiology, physical and occupational therapy, recreation,
counselling, social work, and medical services are to be identified on the IEP.
Information must include the type of service provided, the initiation date, planned
frequency or intensity, and location in which the service is to be provided.
Although consultative support provided to classroom teachers by board staff is
more difficult to quantify, the type of service and minimum frequency are
required. Types of support services provided by non-board staff should be noted
on the IEP but the recording of specific information is optional. Examples of
human resource services include:
 Youth Counsellor, 30 minutes, one day a week, conference
room
 Special Education Teacher, 40 minutes, 4/5 days, resource
room
 Educational Assistant, 30 minutes, daily, playground
 Educational Assistant, 300 minutes daily of shared support
with other students, classroom
 Educational Assistant, approximately 1 hour/day for
supportive self-care, in a variety of settings, as required
 Special Education Teacher, consultation with classroom
teacher(s), minimum once per term
Evaluation
Student progress must be evaluated at least once in every reporting period.
Three reporting dates are required for elementary and non-semestered
secondary schools. As IEPs are generally developed each semester in a
semestered secondary school, two reporting dates are to be recorded.
Student progress for modified expectations, as well as all subjects or courses
that have been accommodated only, must be reported using the provincial report
card. When modified expectations have been written for a subject or course, the
IEP box must be checked on the provincial report card. It is not necessary to
check the IEP box for subjects/courses that have been accommodated only. For
alternative expectations, a different format should be used to report on student
achievement. IEPs must indicate the format(s) that will be used to communicate
achievement to parents.
Log of Parent/Student Consultation and Staff Review/Updating
This section of the IEP is used to document parent/student consultations during
the development and subsequent reviews of the IEP and to record the instances
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12. of IEP review/updating by school staff. The learning expectations must be
reviewed and updated as necessary at least once every reporting period. If
revisions result in significant changes to the student’s learning expectations
and/or level of accommodations and services, parent/student consultation must
occur before the changes are implemented. It is not recommended that this log
be used to record all parent-school interactions.
Principal’s Responsibilities
An IEP reflects the school board’s and the principal’s commitment to provide the
special education program and services, within the resources available to the
school board, needed to meet the identified strengths and needs of the student.
The principal is responsible for ensuring compliance with all of the requirements
of the standards for the development and implementation of students’ IEPs.
Parent/Guardian/Student Involvement
The parent and the student (if 16 or older) must be asked to sign the form and
indicate whether they were consulted in the development of the IEP or declined
the opportunity to be consulted, and received a copy of the IEP. A space for
parent/student comments must be provided on the form.
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13. INDIVIDUAL EDUCATION PLAN
Reason for Development of IEP
Student identified as exceptional by IPRC
Student not formally identified by requires special education program/services including
modified/alternative learning expectations and/or accommodations
Name: Gender: Date of Birth:
School:
Student ID#: Principal:
Current Grade/Special Class: School Year:
Most Recent IPRC Date: Date Annual Review Waived by Parent:
Exceptionality
IPRC Placement Decision: (check one)
Regular Class With Indirect Support Special Education Class With Partial Integration
Regular Class With Resource Assistance Special Education Class Full Time
Regular Class With Withdrawal Assistance
Assessment Data:
List relevant educational, detailed medical/health (hearing, vision, physical, neurological)
psychological, speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source Date Summary of Results
Student’s Strengths and Needs:
Areas of Strength Areas of Need
Specialized Health Support Services/Personal Support Required Yes (List Below) No
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14. Subjects, courses, or alternative programs to which the IEP applies: Identify each as Modified
(MOD), Accommodated online (AC), or Alternative (ALT)
1. MOD AC ALT 6. MOD AC ALT
2. MOD AC ALT 7. MOD AC ALT
3. MOD AC ALT 8. MOD AC ALT
4. MOD AC ALT 9 MOD AC ALT
5. MOD AC ALT 10. MOD AC ALT
Elementary Program Exemptions or Secondary School Compulsory Course Substitutions
Yes (Education rationale required) No
Student is currently working toward the attainment of a: Ontario Secondary School Diploma
Ontario Secondary School Certificate
Certificate of Accomplishment
Accommodations:
(Assume common to all subjects unless indicated)
Instructional Accommodations Environmental Accommodations Assessment Accommodations
Individualized Equipment Yes (List Below) No
Accommodation and Exemptions for Provincial Assessments:
Accommodations: Yes (List Below) No
Exemptions: Yes (State educational rationale) No
Special Education Program
To be completed for each subject/course with modified expectations Student ID#
and/or alternative expectations.
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15. SUBJECT/COURSE/ALTERNATIVE PROGRAM:
Current Level of Achievement: Current Level of Achievement for Alternative Program:
(Describes starting point for plan development)
Letter Grade/Mark
Curriculum Grade Level
Annual Program Goal(s): A goal statement describes what a student can reasonably be
expected to accomplish by the end of the school year in a particular subject, course or alternative
program.
Learning Expectations Teaching Strategies Assessment Methods
(Knowledge and/or skills to be (List only those that are different for (For expectations for each reporting
assessed by reporting period, this student and specific to the period)
including Grade level) learning expectations for the
subject/course/alternative program)
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16. IEP Developed by: Sources Consulted in the Development of
the IEP: (check)
Staff Member Position IPRC Statement of Decision (if applicable)
Provincial Report Card
Previous IEP
Parents/Guardian
Student
Other (List Below)
Other
Sources:
Date of Placement in Special Education Program: (select and appropriate option and
provide date)
1) First day of attendance in new special education program
2) First day of the new school year or semester in which the student is continuing in a placement
3) First day of student’s enrollment in a special program that he/she begins mid-year or mid-semester as
a result of a change in placement
Date of Placement:
Completion Date of IEP Development Phase:
(Within 30 school days following the Date of Placement)
Transition Plan:
For Student who are 14 years of age or older, unless solely identified as gifted.
Transition Goal
Specific Goal(s) for Transition to Postsecondary Activities
Actions Required Name of Person(s) Responsible Timelines
for Actions
Implementation and Monitoring:
Human Resources: (Teaching/non-teaching)
Include service, initiation date, frequency or intensity, and location.
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17. Evaluation
Reporting Dates:
Reporting Format: (please check) Provincial Report Card Alternative Report
(Required if student has
modified expectations
and/or accommodations
only)
Log of Parent/Student Consultation and Staff Review/Updating
Date Activity Outcome
(Indicate Parent/Student Consultation or Staff Review)
The Principal has the legal requirement to implement and monitor the IEP.
The plan has been developed according to the Ministry’s standards, addresses the student’s
strengths and needs, and the learning expectations will be reviewed and student progress
monitored at least once every reporting period.
Principal’s Signature: Date:
Parent/Guardian/Student Involvement:
I was consulted in the development of this IEP
I declined the opportunity to be consulted in the development of this IEP
I have received a copy of this IEP
Parent/Guardian/Student Comments:
Parent/Guardian Signature: Date:
Student Signature: Date:
(If 16 or older)
**Actual copy of Ministry of Education IEP
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18. IPRC The Identification, Placement, and Review
Page 17- The Role of the IPRC Committee
Page 18- Specific Aspects of the The Role of the IPRC
IRPC Roles
Who can participate in the
IPRC Process The IPRC guides the process which schools use in
designing education plans to meet the individual needs
Page 19- A Summary of the IPRC of special education students. An IPRC becomes
Process involved once it is clear that the student may benefit
-Challenges and from an alternate approach to learning.
Adaptations
“The needs of exceptional pupils are identified by an
Identification, Placement, and Review Committee
(IPRC). Upon receiving a written request from a
student's parent(s)/guardian(s), the principal of the
school must refer the student to an IPRC.
The IPRC will decide whether the student is an
exceptional pupil and, if so, what type of educational
placement is appropriate. The principal may also, on
written notice to the parent(s)/guardian(s), refer the
student to an IPRC. The parent(s)/guardian(s), as well
as a student who is sixteen years of age or older, have
the right to attend the IPRC meeting and may request
that the IPRC discuss proposals for special
education programs or services to meet the student’s
needs. On the basis of these discussions, the IPRC
can recommend special education programs and
services that it considers to be appropriate for the
student.
The regulation governing the identification and
placement of exceptional pupils directs the IPRC to
consider the integration of exceptional pupils into
regular classes. Before considering the option of
placing a student in a special education class, the
committee must consider whether placement in a
regular class, with appropriate special education
services, would meet the student’s needs and is
consistent with the parent(s)/guardian(s) preferences.
Where placement in a special education class is
chosen, the committee must provide written reasons for
its decision.”
Ontario Ministry of Education Website:
http://mettowas21.edu.gov.on.ca:80/eng/general/elemsec.speced/i
dentifi.html
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19. Specific Aspects of the IPRC Roles
The IPRC assumes responsibility for a number of activities aimed at meeting the
needs of exceptional students. A detailed discussion of this committee's roles
and responsibilities is provided in the Ministry of Education document Special
Education: A Guide for Educators, pages D1 to D42 (available on the Ministry of
Education Web site at http://www.edu.gov.on.ca). Here are a few of the key
aspects of the IPRC role.
The IPRC will:
 invite the parents and the student (if 16 years of age or older) to attend the
meeting;
 review relevant information about the student;
 describe the student's strengths and needs;
 decide whether or not the student should be identified as an exceptional
pupil;
 identify the area(s) of the student's exceptionality(ies), according to the
categories and definitions of exceptionality provided by the Ministry of
Education --*Must have educational assessments completed to do this.
 decide an appropriate placement for the student;
 provide reasons for placement if deciding for placement in a special class;
 discuss proposals for special education programs and services if the
parent or the student age 16 or over requests it;
 review the identification and placement at least once in each school year,
unless the parent gives written notice dispensing with the review.
Who can participate in the IPRC Process?
Any student enrolled at a school has the right to an IPRC, irrespective of the
grade the child is in (including Junior Kindergarten and Kindergarten). Once the
child is enrolled, the parents have the right to request a meeting with the IPRC.
Most IPRC committees are made up of three or more members. Provincial
regulations state that an IPRC committee must include as members a Principal
and a Supervisory Officer employed by the board.
While committee members ensure that appropriate decisions and approaches
are made to benefit the exceptional student, there are other important
participants in the IPRC process. The most centrally important participants are
the parents of the exceptional student. Each school board must prepare a
Parents' Guide to inform parents about the IPRC and the decision-making
process. Information about preparing this guide is available on p. D6 of the
Ministry of Education document Special Education: A Guide for Educators.
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20. Other individuals are welcome to attend IPRC meetings. People who may attend
include the Principal of the student's school (if not already a committee member),
the student's teacher, special education staff, board support staff, Elder,
professionals who may be able to provide further information, and a
representative of the parent or student 16 years of age or older. An interpreter
may also be present, and/or people whose presence is requested by the parent
or principal of the student's school (if agreeable to the IPRC chair). These
individuals may be able to serve as valuable resource people supporting the
activities of the IPRC.
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21. A Summary of the IPRC Process
The tables on this and the next two pages are adapted from Special Education: A
Guide for Educators, Figure D.1 (pages 28-30). They outline some of the steps in
the IPRC process, and their implications for parents, students and the school
principal.
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22. Summary of the IPRC Process, continued...
After the first stage – Engaging the Services of an IPRC– it is necessary to
decide upon the best way(s) to meet the needs of an exceptional student. These
general steps in the IPRC process are outlined below.
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23. Summary of the IPRC Process, continued...
The last stage of the IPRC process is to finalize and implement decisions made
by this committee and sanctioned by the parent(s) and student (16+). The
following list outlines activities following upon committee decisions.
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24. Challenges and Adaptations
While the guidelines for creating and working with an IPRC are clear, they are
not always easy to implement in First Nation contexts. For example, sometimes it
is difficult, if not impossible, to create a "committee" when the only director
available is the political counsellor who holds the portfolio on education in the
community.
What can be done then?
For First Nation communities, the question is often "How do you create a viable
committee that would meet the needs of both the student and the system, using
the resources available within the First Nation community?"
It is important to strive to make a committee parallel to that suggested by the
Ministry, which sometimes requires a creative and adaptive approach. There are
no hard and fast answers on how to do this, and admittedly, approaches must
vary from community to community, depending upon the specific situation.
However, here are some comments and ideas from Aboriginal Special Education
practitioners regarding acceptable approaches which might be used in the
absence of the type of committee that is suggested in the Ministry document.
• One very good suggestion is that the counsellor in charge of education be
informed about the IPRC/IEP process, and the benefits to having one. Then,
discuss with the family, and possibly the board or tribal council what the specific
roles of individuals within those bodies are.
• Some educators are weary to trust the political 'powers that be' in a situation
such as this. This is a terrible pinch to be in, but some accommodations
/recommendations need to be made, and in most instances this involves the
parties who are vested with the role making the recommendations, along with the
principals.
• Instead of a director, the principal of the school could take on that designation.
If the political body in a given community is keen to participate, that role could be
discussed with all parties involved.
• Whatever accommodation is arrived at, it is important that issues of
confidentiality be respected for the sake of the student/family/classroom.
Confidentiality is of particular concern to some practitioners when "outsiders" are
invited to participate.
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25. • It is useful to meet as a team within the school to discuss next steps and review
progress on a periodic basis. Whatever adaptations are chosen, it is important to
reflect upon how the Identification, Placement and Review Committee is fairing
from time to time, and make adjustments as necessary. When there are few
individuals to carry on the work of an IPRC, it may be wise to think about ways in
which responsibilities could be shared so that no one individual is left to carry the
full workload. When roles are rotated, it is also important to keep a
careful record of what has been accomplished to date.
Labelling
Many Aboriginal Special Education Teachers are especially aware of the stigma
that is attached to labelling a child, and how this doesn't fit the traditional
perspective of the communities most times. A concern that many educators
share is how to deal sensitively with some families who would never attend a
meeting and perhaps would never agree to a "label" being slapped on their child.
The best advice in this situation is to be understanding,,, to really listen to the
concerns of the family/ parents.
It is important to remember to be empathetic. Parents sometimes feel that the
teachers are trying "change" their child, or are unwilling to work with them
because their child is different. This may lead to feelings that their child is
somehow inadequate, or worse... less than perfect.
It is important to ensure that parents understand that supporting an assessment
process is something they can do to help the child. Special Education
Practitioners are wise to take the time to explain that a "label" is often used more
as a tool for the child's benefit to do such things as:
i) secure extra dollar resources for the student;
ii) secure extra human resources for the student (if needed);
iii) ensure that the student had every opportunity available to them for success
with the least amount of frustration or distress.
In addition, it is often wise to downplay the label. A label is often merely 'a means
to an end', in that the designation it provides is recognized by educators as a tool
to ensure programming is adequate and appropriate. Once assessment is
completed, then administrators may respond to the recognition of special needs
by lobbying for extra dollars for the student (when necessary). By and large this
explanation is much easier for parents and families to accept, and allows fears to
be recognized.
Downplaying the label helps to ensure that no one "loses face" or has to defend
their traditional beliefs regarding children. Throughout all the steps of an IPRC
process, it is important to emphasize that the student is valued and respected. As
individuals who have responsibility for implementing a systematic and prescribed
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26. way of addressing Special Education needs, it is important to remember the
overall goal -- to ensure that the needs of exceptional children are recognized
and addressed. Steps to address these needs must take into account the
concerns of First Nation families, children and communities. Some compromise
may be necessary to work within the Ministry directions we are given while
simultaneously molding approaches to fit the needs of the student, family, and
community. Aboriginal Special Education Teachers often have the advantage of
a deep understanding of the way the community works, and know the limitations
as well as the strengths which each unique situation offers.
These educators and teachers are well positioned to identify viable ways to
address Aboriginal Special Education needs; ways which are identified and
implemented by Aboriginal people for Aboriginal people.
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27. Resources
Ministry of Education. (2001). Special Education: A Guide for Educators.
Available on the Ministry of Education website at
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html
(See especially the section on IPRCs).
Minister’s National Working Group on Education. (2002, December). Our children
– Keepers of the sacred knowledge. Full report available on the web at:
http://www.ainc-inac.gc.ca/ps/edu/finre/index_e.html
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