INDIVIDUALIZED EDUCATION PLAN

WHAT IS AN IEP?

The Individualized Education Plan (IEP) is an essential planning tool that fosters the cooperation of all persons working with students with special needs, their parents, and the students themselves when possible.

An IEP is a living document that enables school teams to provide the necessary support allowing students with special needs to reach their full potential. It contains academic, emotional, behavioural, or social objectives based on the student's abilities and needs. Who, what, and how these objectives will be met are also identified in the IEP.

WHO IS IT FOR?

  • At-risk students

  • Handicapped students

  • Students with a social maladjustments

  • Students with a learning disability

WHEN MIGHT A STUDENT NEED AN IEP?

A student might need:


  • more sustained and coordinated interventions due to the complex situation.

  • additional strategies, adaptations, accommodations beyond what is typically provided to all students.

  • decisions regarding programming, placement and other major changes to the student’s academic pathway are required.


WHO IS THE IEP TEAM?

Establishing and following up on an IEP is a team process, and your input is important. Consider what the teachers and professionals have to say about what they have observed.

  • Students are the heart of the IEP process. They, when in a position to do so, provide the school team with insight on how they perceive school life, their interests, their strengths, their difficulties, and what works for them.

  • The school principal is responsible of ensuring that your child, if they require one, receives an IEP.

  • The teachers play a key role in helping to develop objectives and choosing supports that best aligns with the curriculum.

  • The parents and guardians are an essential part of the IEP process because they know their child best and can provide vital insight and information on their child's abilities, interests, and needs. Be confident in your role as your child's advocate.

  • Any school members working with the student such as aides, resource teachers, and professionals who support the team in understanding the student's profile and provide recommendations to be considered.

  • Other members outside the school setting who know and work with the child may be invited by the parent or principal to provide insight or recommendations.

THE IEP PROCESS

WHEN DO IEP MEETINGS OCCUR?

IEP meetings can be held at any point during the school year. They occur for one of two reasons:

  1. Opening an IEP for a student who previously did not have one

  2. Follow-up meetings to review the IEP objectives

HOW CAN PARENTS AND STUDENTS BEST PREPARE FOR THE IEP MEETING?

The following are a few suggestions that could help you prepare for your child's IEP meeting with the school team:

  • Be prepared in advance: bring any documentation you feel pertinent, such as previous IEPs, professional reports, daycare reports, evaluations, report cards, etc., that would enable the school team to have a better understanding of your child's abilities and needs.

  • Your child's presence: If you feel your child is capable of taking part in the IEP meeting, we strongly suggest that your child be present. To best prepare your child, speak to them about the purpose of the IEP meeting, who will be present, and encourage them to ask questions before, during, and after.

  • Ask questions: As a partner in the IEP process, don't hesitate to ask questions concerning the objectives, the support measures, and services.

    • Examples:

      • What resources, services, supports, technologies, accommodations, adaptations, etc., are available to students?

      • What does the school personnel recommend and why?

      • When will the next follow-up meeting be to review the student's progress?

      • How is the student's progress evaluated?

Preparatory document for parents

  • Parent role: We encourage you to ask how you can support your child at home.

  • Outside services: If you are receiving services from Health and Social Services, or community services, you have the right to invite professionals working with you and your child to an IEP meeting. Examples of outside services: CLSC, CIUSSSS, CISSS, CRDITED.

  • Adaptations and modifications: Take care to understand the implications of what the support measures might have as an impact on your child's educational pathway. Are the proposed measures considered part of flexible pedagogy, adaptations, or modifications? It's important to understand all three support measures and their implications regarding the obtention of a recognized high school leaving.

Reminder: An IEP is a positive step in ensuring school and academic success for your child.

HOW WILL THE STUDENT AND PARENT(S) TRACK PROGRESS?

Parents should expect some form of monthly communication from a member of their child's school team to inform them about their child's progress. These communications can be done in various ways such as a phone call, a note, an in-person meeting, videoconference, email, report card, etc. Students should also be informed on how they are doing.

The IEP should be reviewed at least once per year. However, it can be reviewed more frequently if objectives are reached during the course of the school year, or if there is a need to adjust objectives to make them more achievable.

WHAT COULD BE PUT INTO PLACE TO SUPPORT YOUR CHILD AT SCHOOL?

There are two categories of support that may be offered to students:

  1. Adaptations: These accommodations support student's learning and progress without changing the Quebec Education Plan (QEP) requirements.

  2. Modification: These accommodations support student's learning and progress by changing the QEP learning and evaluation requirements.


ADAPTATIONS

Adaptations are support measures that do not change the nature of the education program, competency outcomes, or evaluation criteria. Student continue to follow the cycle and grade level curriculum, and are assessed by cycle and grade level expectations. Adaptations support students to acquire, learn, and develop the same skills and competencies as their peers.

Examples of adaptations: extra time, visuals, graphic organizers, small group instruction, one-on-one instruction, preferential seating, isolated space, scheduled breaks, Read & Write, electronic dictionary

MODIFICATION

A modification involves changing the anticipated competency outcomes and evaluation criteria in connections with QEP requirements because a student is unable to meet the requirements set by the Ministry. This mean making certain choices with respect to the QEP program content in both learning and evaluation situations. Modifications may apply to one or two competencies, or one or two subjects.

Modifying QEP requirements is considered an exceptional and temporary measure because of the impact it has on the student's possibility of obtaining a high school leaving.