An IEP is...
which describes the program and/or services, based on a student's
strengths and needs, which is required by the student to learn and
demonstrate their learning
record of the accommodations needed by a student to achieve learning
document which identifies modified or alternative learning expectations
to help meet stated goals and expectations
An IEP is not...
description of all material to be taught in classes
of teaching strategies regularly used within a classroom
record of all learning expectations
Components of the IEP
Exceptionality - only included for those
students who have been identified by the Identification, Placement, and Review
Committee (IPRC) as exceptional (i.e., behaviour, learning disabillity, mild
intellectual disability, blind and low vision, etc.)
IPRC Placement - outlines the committee's
decision regarding the student's placement. This may include the regular
classroom with indirect support (teacher receives consultation support), with
resource assistance (in class support from the special education teacher), or
with withdrawal assistance (student spends a portion of their day outside of
the regular class with special education teacher). The placement may also
include a special education class with partial integration (regular class for
at least one instructional period) or special education class full time.
Reason for Developing An IEP - an IEP is
developed for those students who are identified by the IPRC or for those who
require special education programs or services, but are not identified by the
IPRC. In this case, the principal deems that a student's achievement will be
assess based on modified expectations and/or that the student regularly
Health Support Services - are services required
regularly by a student to be able to attend school. These services might
include tube feeding, lifting, tioletting, etc.
Individualized Equipment - equipment or
electronic products/systems that are required by a student to maintain,
increase, or improve their ability to learn and demonstrate their learning.
Assessment Relevant to the IEP - assessment
documentation which provides information (i.e., on cognitive abilities) that
will assist in determining and developing a student's educational program.
Area of Strength - strengths may include
preferred learning styles, acquired learning skills, and strength in areas of
cognitive processing and communication. It may also be appropriate to include
personal characteristics, interests, or non-academic achievements.
Area of Need - indicate the need for a special
education program and/or service. Needs may include cognitive and/or processing
challenges or skills deficits affecting a student's ability to learn.
Subjects/Courses or Alternative Program -
outlines whether the student will require an accommodated program, a modified
program, or alternative program.
accommodated program refers to a program in which instructional,
environmental, and assessment accommodations, human supports, and/or
specialized equipment are required by a student.
modified program refers to a program in which changes are made to learning
expectations for a course to meet a student's needs. This may include
developing expectations for a different grade level (increasing or
decreasing number and complexity of expectations).
alternative program refers to a program developed to help a student
develop knowledge or skills that are not outlined in the Ontario
Planned Human Resources (Teaching/Non Teaching Support
Staff) - outline the supports required by a student to achieve
expectations. These supports might include special education teacher, classroom
teacher, educational assistant, board psychologist, or outside support hired by
a parent or guardian.
Program Exemptions or Course Substitutions -
outlines which programs or courses a student is not required to participate along
with a rationale for the exemption or substitution.
Provinical Assessments - only included for
students if they are in a testing year. It outlines the accommodations
permitted during participation in a provincial assessment and may only include
those that are used during regular classroom practice.
Secondary School Goal - the choice selected
depends on the student's pathway. Choices include Certificate of
Accomplishment, Ontario Secondary School Diploma, and Ontario Secondary School
Accommodations - the instructional,
environmental, and assessment strategies, supports, and equipment required by a
student to learn and demonstrate their learning.
Instructional Accommodations - teaching
strategies required by a student to access, and progress through, the
Environmental Accommodations - physical changes
or supports to the classroom and/or school.
Assessment Accommodations - adjustments to
assessment activities and methods required by the student to demonstrate their
Transition Plan - plan outlining the student's
goals and objectives beyond secondary school (i.e., work, further education,
Ministry of Education. (2004). The
Individual Education Plan (IEP): A Resource Guide. Queen's Printer for Ontario.