Discussion Board Response
After completing all readings, respond to the following on the Discussion Board: It is vital that parents are involved in their children's learning. How as teachers can we ensure they are involved? How can we involve students in the IEP process?
When I was a student, our teacher involved us in the process by starting the filling out of the paper at school so in the event it were lost on the way home our name would be on it and it could be returned. But the main idea of the teacher at that time I think would have generally been to get us aware of our plan and goals in the future. (We didn't necessarily all have IEP's but similar things). The teacher explained how we needed to fill them out and then bring it home for the parents to fill in. I believe at that time (after speaking to my parents about it), they said nothing every really came of it, a few parents (including my own) went to meet with the teacher and it was basically something he did to allow parents who felt their child had needs, could voice those through the documents sent home. Again, I (and my parents) can't remember what the document was but I do specifically remember in grade 7, being given something similar to an IEP while classmates were specifically given an IEP.
Although, I think a whole class approach like that done is wrong. I like to think the idea of opening a dialogue between parents (all), one-on-one for them to express thoughts and opinions of their child's learning is super important.
Topic 1 : The Individual Education Plan (IEP)
Learning Goals
We are learning to...
understand and interpret Ontario’s curriculum, policies, frameworks, strategies and guidelines.
develop an understanding of, and capacity to work with and critically analyze the various categories and definitions of exceptionalities in Ontario.
explore strategies on how to work effectively with students with special education needs at all stages of their school careers.
understand the relevance of the Education Act, Ministry of Education curriculum expectation, regulations and current policy memoranda.
critically explore fair, equitable, transparent, valid and reliable assessment and evaluation processes that honour the dignity, emotional wellness and cognitive development of all students.
Readings...
Special Education in Ontario Schools by Bennett, Dworet and Weber - Chapters 4 & 5
The Individual Educaton Plan IEP: A Resource Guide - IEP Resource Guide.pdf
Reference site to explore...
OTF: Teachers Gateway to Education - http://www.teachspeced.ca/iep
What is an IEP? The Ontario Teachers' Federation describes an IEP as...
'... a written plan for learning, developed for students with special needs, who may or may not be formally identified as exceptional. The IEP outlines special education programming with accommodations and/or modifications of curriculum. The plan may also include alternative programming and transition plans. An IEP is considered a “working document”, as it is revised and changed throughout the year in response to the student’s progress and needs.’
The IEP is a legal document so it is important that you learn as much as you can about developing one.
If you have questions, please ask!
As you read through the materials on IEPs, make note of the individual sections that you will need to refer to when completing your IEP assignment.
The Invidual Education Plan IEP - A Resource Guide
Reason for Developing the IEP – p.20
Exceptionality – p.21
Placement – p.21
Relevant Assessment Data – p.22
Strengths and Needs – p.23
Courses/Subjects/Alternative Programs – p.25
Exemptions – p.27
Accommodations – p.28
Modifications – p.30
Alternative Programs and Courses – p.37
Human Resources – p.38
Provincial Assessments – p.39
Transition Plan – p.40 transition plans are a requirement - PPM156 *
IEP Development Team – p.41
Sources Consulted – p.41
Parent Consultation – p.42
*PPM 156, dated February, 2013 sets out for school boards and schools new requirements for transition plans for students with special education needs from Kindergarten to Grade 12.
Topic 2: Communication with Parents and Guardians
Learning Goals
We are learning to...
explore strategies that contribute to a culture that promotes openness and innovation.
critically inquire and explore practices that foster resiliency and create a supportive and caring environment.
Readings...
Special Education in Ontario Schools by Bennett, Dworet and Weber, Chapter 6
Ministry website on IPRC - http://www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.html
York Region Parent IEP Resource: The Individual Education Plan _I.E.P._ - A Guide for Parents.pdf
Parent Engagement - Parent Engagement.pdf
Communication with parents of all students is important. Ensuring parents with students with exceptionalities are informed and understand how and what their children are learning is a responsibility that teachers find challenging at times.
As you read through the above readings consider the following:
What is an IPRC and what should parents know about it? What should you know about an IPRC?
How can you ensure parents/guardians understand the IEP?
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