Page 66 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
• modified expectations, with the possibility of accommodations; or
• alternative expectations, which are not derived from the curriculum expectations
for a course and which constitute alternative programs and/or courses.
If the student requires either accommodations or modified expectations, or both, the relevant information, as described in the following paragraphs, must be recorded in his or her Individual Education Plan (IEP). More detailed information about planning programs for students with special education needs, including students who require alternative programs and/or courses,15 can be found in The Individual Education Plan (IEP): A Resource Guide, 2004 (referred to hereafter as the IEP Resource Guide, 2004).
For a detailed discussion of the ministry’s requirements for IEPs, see Individual Education Plans: Standards for Development, Program Planning, and Implementation, 2000 (referred to hereafter as IEP Standards, 2000). (Both documents are available at www.ontario.ca/edu.)
Students Requiring Accommodations Only
Some students with special education needs are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow the student with special education needs to access the curriculum without any changes to the course expectations. The accommodations required to facilitate the student’s learning must be identified in his or her IEP (IEP Standards, 2000, p. 11).
A student’s IEP is likely to reflect the same accommodations for many, or all, subjects or courses.
Providing accommodations to students with special education needs should be the first option considered in program planning. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.
There are three types of accommodations:
• Instructional accommodations are changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia. Some examples include the use of graphic organizers, photocopied notes, adaptive equipment, or assistive software.
• Environmental accommodations are changes that the student may require
in the classroom and/or school environment, such as preferential seating or special lighting.
• Assessment accommodations are changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time
to complete tests or assignments or permitting oral responses to test questions (see page 29 of the IEP Resource Guide, 2004, for more examples).
If a student requires “accommodations only” in health and physical education courses, assessment and evaluation of his or her achievement will be based on the regular course curriculum expectations and the achievement levels outlined in this document. The IEP box on the student’s Provincial Report Card will not be checked, and no information on the provision of accommodations will be included.
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15. Alternative programs are identified on the IEP by the term “alternative (ALT)”.