Q: Teaching students with special needs sure seems to involve a lot of initials and short forms like IEP, IPRC, ASD, MID, etc. What do they all mean?
A: Check out our special education Glossary for an alphabetized list with definitions.
Q: Can I start implementing teaching strategies even though a student is not formally identified by an IPRC or even on an IEP?
A: Yes, students’ needs dictate our teaching methods, which can be started as soon as the need is present. Check out the specific Areas of Need pages for strategies.
A: Yes, as student needs indicate, use what is available in your school. See our Assistive Technology section for more information and the Ontario Software Acquisition Program Advisory Committee (OSAPAC) for free software for publicly-funded schools. Teachers can install this on their home computers for educational purposes.
A: A school-based team, made up of teachers who teach the student, a special education resource teacher and an administrator, works with the parents/guardians and student to develop and revise Individual Education Plans. See the section on Individual Education Plans for more information.
A: All teachers who teach the student, with the support of a Special Education Resource Teacher (SERT).
A: Typically, at each reporting period, which is often three terms in elementary schools and four terms (two per semester) in secondary schools. However, assessment is continuous and IEPs are working documents that can be revised at any time, particularly when the student meets learning expectations or is having great difficulty. See our Individual Education Plans section for more information.
A: Students who have an IEP with accommodations only have their progress reported on the regular Provincial Report card, just as all other students do, without checking the IEP box. Students on Modified Programs also have their progress indicated on the Provincial Report Card, but he IEP box is checked for each subject that is modified. Teachers must use a statement at the beginning of the comment box to indicate that achievement is in respect to the IEP-modified learning expectations. Alternative Programming is reported on either a school board-generated alternative report card template or the Ontario Ministry of Education Provincial Report Card Addendum. See the section on IEP Reporting.
A: For students who have an IEP with accommodations only, their progress is reported on the regular Provincial Report card without checking the IEP box. For students on Modified Programs their progress is also indicated on the Provincial Report Card, checking the IEP box and using a statement: The grade/mark for the subject/strand is based on the expectations in the IEP which vary from the grade-level expectations. This statement is placed at the beginning of the comment box. For Alternative Programming a school board generate alternative report card template is used and/or the Ontario Ministry of Education Provincial Report Card Addendum. See the section on IEP Reporting.
A: Professional assessments can be accessed through school boards or parents. Please talk to your school’s Special Education Resource Teacher for information and processes. See our section on other Non-Teacher Professional Assessments as well.
A: A Special Education Resource Teacher (SERT) has additional qualifications in special education and acts as an in-school resource. These teachers work with other teachers, administrators, parents/guardians and students to develop and implement IEPs. SERTs may often facilitate school-based team meetings, conduct academic assessments of students and liaise with school board support staff.