Author: LDAO
Source: LDAO

Individual Education Plans

Every student in the publicly-funded school system who receives special education services must have an Individual Education Program (IEP). The IEP process creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to increase the chances of academic success. To create an effective IEP, parents, teachers, and often the student, must come together to look closely at the learner’s unique needs and design an educational program to help the student succeed.

According to the Ontario Ministry of Education, an IEP is “a written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student’s strengths and needs.”

It is important to distinguish what an IEP is not. The document is not a description of everything that will be taught to a student, a daily lesson plan or a document that records all learning expectations.

IEPs may be prepared without an Identification Placement and Review Committee (IPRC), but the written decision of the IPRC is the only guarantee that a student will be entitled to services he or she requires.

Once the IPRC has made its statement of decision, the principal is notified and becomes responsible for ensuring the IEP is prepared and implemented.

Information gathering for the IEP should include a review of the student’s records (e.g. IPRC statements of decision and recommendations), relevant assessment data, consultations with school personnel and other professionals, and any information gained through observation of the student.

Consultations with parents and students are an important part of the process.
The Ministry recommends a collaborative team approach, where information on a student’s strengths and needs can be shared, and plans can be made on teaching strategies, accommodations, technology supports, and assessment techniques.

Parents and students should be part of the IEP team. Parents and students (16 and over) must be consulted on the development of the IEP, and sign a form to affirm they were consulted in the development process.

The principal must see that the IEP is complete, that copies are sent to the parents and student (if 16 or older), and that all relevant school personnel are aware of the IEP’s content. The principal is responsible for ensuring that the IEP is implemented. However, parents also need to check that all teachers are aware of and understand the contents of the IEP. Parents and students should collaborate with teachers to make sure the provisions are implemented. If students themselves understand and accept the IEP provisions, this can go a long way toward successful implementation.

The IEP must be reviewed and learning expectations updated at least once in every reporting period (i.e. each term where there is a report card). According to The IEP Resource Guide (2004), “If certain strategies cease to be effective, it is imperative that the staff working with the student seek out and implement new teaching methods and accommodations”. Once again, parents and students are to be consulted if there are significant changes to the student’s learning expectations or accommodations.

In 2000 the Ministry of Education issued standards for Development, Program Planning and Implementation of IEPs. Between 2001 and 2003, the Ministry conducted reviews of IEPs prepared by school boards across Ontario. On the basis of information gathered through these reviews, and consultations with educators and parents, a revised IEP Resource Guide was published in 2004. The complete guide can be found at:

www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html