Page 182 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Draft Part E: The Individual Education Plan (IEP)
The above lists of expectations represent all of the student’s learning expectations for these courses for one reporting period. As the lists do not encompass the overall expectations and represent only a small subsection of the regular expectations for the courses, a principal would not, under most circumstances, grant a credit for them.
Learning Expectations – Students with Alternative Programs
Alternative learning expectations should clearly describe specific skills that the student can demonstrate independently, given the provision of appropriate assessment accommodations.
Examples – Elementary
• “In social skills, [the student] will demonstrate, through role playing, the ‘Stop, Think, Do’ technique and employ it or a similar technique some of the time.”
• “In personal care, [the student] will retrieve and open his lunch bag and arrange his food independently, with a maximum of three verbal prompts.”
Examples – Secondary
• “In language and communication, [the student] will independently and accurately retrieve, record, and leave short voice messages in a variety of situations. (KEN, Language and Communication)”
• “In orientation and mobility training, [the student] will move independently from the classroom to the school office during high- traffic times.”
Additional examples of learning expectations in sample IEPs can be found on the website of EduGAINS.
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