Individual Education Plans (IEPs)

What is an IEP?

The IEP is a written document of the goals, objectives, and strategies that are tailored for students with exceptional needs.

A team:

collectively work together to write an IEP. The IEP meeting provides an opportunity to set achievable goals, which are defined specifically and are related directly to individual needs; break these goals into smaller chunks, which are the objectives; and establish a reasonable time-frame for mastery.  The short-term objectives represent the steps between present performance levels and the achievement of the goals. The IEP documents all adaptations or modifications, as well as the strategies to be used to attain the goals.  The IEP is then reviewed, at least once a year, but more often if new goals need either to be set or reconsidered as being appropriate.  The IEP is intended to be a flexible on-going plan, which also serves as a record over time.  Parents are an integral part of the IEP process; in establishing the educational goals and services to be provided for their children.  However, it is also important for the parents to recognize the teacher’s right to use their professional judgment in providing instruction to their children.

Adapted and Modified Programs

The Adapted Program for students who are DHH allows adaptations, (preferential seating, use of an interpreter, separate setting during tests, extra time on tests) to be made to a student’s program to even out the “playing field”.  However, the learning outcomes in the curriculum, as stated by the Ministry of Education, are retained, and the course work is assessed using the standards for the course.  Full course credit is given.

The Modified Program has learning outcomes substantially different from that of the curriculum.  The IEP team sets specific goals to meet individual needs and assessment of the student’s achievements are based on these goals.  A student may have modifications in place in some classes but in others, adaptations are sufficient.  For example, a student may have modified academic course work and yet be exceptionally talented in music.

 

The School Act, section 182 (2) (a) states:

2. (1) A board must ensure that an IEP is designed for a student with special needs, as soon as practical after the student is so identified by the Board. 

(2) Subsection (1) does not apply where:

 a.  the student with special needs requires no adaptation or only minor

        adaptations to educational materials, or instructional or assessment

        methods,

b.  the expected learning outcomes established by the applicable

     educational program guide have not been modified for the student with

     special needs, and

c.  the student with special needs requires in a school year, 15 hours or less

     remedial instruction, by a person other than the classroom teacher, in

     order for the student to meet the expected learning outcomes referred to

     in paragraph (b)

 

http://www.bced.gov.bc.ca

 

IEP related goals as related to students who are D/HH to be included where appropriate:  

 •regular speech, language, and auditory training

 •Amplification systems (FM systems, microlink, soundfield systems)

 •Services of an oral of signing interpreter

 •Seating in the classroom to facilitate speechreading and audition

•Captioned media/videos

•Assistance of a notetaker, so that the student can fully attend to instruction

•Counselling

•Communication options

•Services from a Hearing Resource Teacher (Itinerant Teacher)