Page 184 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Draft Part E: The Individual Education Plan (IEP)
demonstrating their learning. Effective instructional strategies are tailored to the student’s readiness to learn and to the student’s strengths and needs, learning style, and interests.
A list of the individualized strategies used with the student, along with any adjustments to the physical environment that are required, should be recorded in the accommodations section of the IEP template (see Appendix E-2).
Examples of the individualized instructional strategies that may be identified in the IEP include the following:
• using special resources such as reading material that is consistent with the student’s reading level and learning style, and audio-visual/technical tools that give learning experiences greater breadth and depth
• using learning resources that provide direct experiences of seeing and touching (i.e., tactile materials)
• providing enrichment units, additional readings, and other opportunities (e.g., problems to solve) that extend learning
• providing mnemonic devices to support the student’s recall of information
• conferring with the student to assist with the organization of a project
• providing organizers of reading content in advance of reading a text
• simplifying the language of instruction
• providing opportunities for performance in areas of special talent
• having the student work on a team with peers whose strengths and/or interests are complementary to those of the student
• developing an independent study plan for the student
• involving an older student as a tutor
As these examples show, effective individualized instructional strategies often draw on principles of Universal Design for Learning (UDL), differentiated instruction, and the tiered approach.7
Examples of individualized assessment strategies that may be identified in the IEP include the following:
• administering tests individually or in small groups
• providing a quiet environment in which assessment may take place
• allowing extra time for students to write tests or complete assignments
7. For more information about these approaches, refer to the ministry document
Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013).
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