Page 27 - The Individual Education Plan (IEP) - A Resource Guide, 2004

PHASE 3: DEVELOP THE IEP AS IT RELATES
TO THE STUDENT’S SPECIAL EDUCATION PROGRAM AND SERVICES
Classify Subjects or Courses and Alternative Program Areas
In planning a student’s special education program, the IEP team must consider a range of options to determine the ones that will best meet the student’s needs, from the provision of accommodations alone to the development of alternative programs. In the following pages, the various options are described and the information to be recorded in the student’s IEP in each case is outlined.
It is helpful, for purposes of planning and IEP development, to classify the subjects or courses and alternative programs in which the student will receive instruction according to the following categories, as appropriate to the student’s individual requirements:
• No accommodations or modifications
• Accommodated only
• Modified
• Alternative
It is essential that the teacher(s) responsible for direct instruction to the student be the primary decision-maker(s) in the process of determining the student’s programming needs and classifying the relevant subjects, courses, and programs accordingly.
“Accommodated only”
The term accommodations is used to refer to the special teaching and assess- ment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. Accommodations do not alter the provincial curriculum expectations for the grade.
Accommodated only (AC) is the term used on the IEP form to identify sub- jects or courses from the Ontario curriculum in which the student requires accommodations alone in order to work towards achieving the regular grade expectations.
“Modified”
Modifications are changes made in the age-appropriate grade-level expecta- tions for a subject or course in order to meet a student’s learning needs. These changes may involve developing expectations that reflect knowledge
Regulation 181/98, clause 6(6)(b), requires the principal, in developing the individual education plan, to take into consideration any recommen- dations made by the committee (IPRC) or the Special Education Tribunal, as the case may be, regarding special education programs or services.
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