Frequently Asked Questions

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

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.

Q: Can I use assistive technology with any student?

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.

Q: Who develops IEPs?

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.

Q: Who implements IEPs?

A: All teachers who teach the student, with the support of a Special Education Resource Teacher (SERT).

Q: When are IEPs revised?

A: Typically, in elementary schools at the start of each school year and then after the February report card. In semestered secondary schools, IEPs are typically revised at or by the start of each semester. 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.

Q: How is achievement of IEPs reported?

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.

Q: When is the IEP box on the report card checked? When is it not?

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.

Q: How are professional assessments for students accessed?

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.

Q: What is the role of a special education resource teacher?

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.

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