The Individual Education Plan: A Resource Guide (Ministry of Education 2004)
Description: Ontario Ministry of Education document which provides information about IEPs from the ministry’s perspective. This document discusses the IEP process as having 5 phases:
- Phase 1:Gather Information
- Phase 2:Set the Direction
- Phase 3: Develop the IEP as It Relates to the Student’s Special Education Program and Services
- Phase 4: Implement the IEP
- Phase 5: Review and Update the IEP
Quote: “Consult With Parents, the Student, School Staff, and Other Professionals
Consultation with the student’s parents and the student, school staff, support personnel, and representatives of outside agencies or services is a valuable source of information, and should be a continuous process throughout the development and implementation of a student’s IEP.
Quote:Consultation with parents
PaArACents can provide an invaluable perspective on their child’s personality, development, and learning. Open communication and cooperation between home and school will also ensure that the two have similar expectations with respect to the student’s special education program and services. Principals are legally required to ensure that parents are consulted in the development of the IEP.
The Education Act and the Municipal Freedom of Information and Protection of Privacy Act in the case of school boards (the Freedom of Information and Protection of Privacy Act in the case of Provincial Schools) contain requirements related to the collection, use, and release of personal information.
Principals and teachers should consult with their board’s freedom-of-information coordinators about the steps required to obtain access to personal information about the student that is not contained in the student’s OSR (for example, from other professionals who work with the student), and about providing information contained in the student’s OSR to other professionals.
Regulation 181/98, clause 6(6)(a), requires the principal, in developing the individual education plan, to consult with the parent and, where the pupil is age 16 or older, the pupil.
Principals are legally required to ensure that all students who are 16 years of age or older are consulted in the development of the IEP. However, any student for whom an IEP is being developed should be consulted to the degree possible. In the information-gathering phase, students should be encouraged to share their perceptions of their learning strengths and needs, talents, and interests. This information may be gathered through interviews, discussions, and interest inventories.
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