Individual Education Plans (IEPs)

What is an IEP?

The purpose of the IEP is to help a student who, because of a handicap or difficulties, needs adapted interventions in order to progress optimally in developing the competencies required for success. It consists of a planned set of coordinated actions established as part of a joint action process. It is part of a dynamic process to help the student and is based on a systemic view (including personal, family, social and academic factors) of his or her situation and is implemented using a solution-centred approach.

GUIDE TO USING THE FRAMEWORK FOR DEVELOPING INDIVIDUALIZED EDUCATION PLANS (IEPs)

Video of presentation on IEPs at SEAC


Interventions

Pedagogical Flexibility (Accommodations)

      • The aim of pedagogical flexibility is to allow all students to perform the activities proposed in the classroom, and to progress with their learning in line with QEP requirements for their group class level.

      • Pedagogical flexibility should be applied in all subjects, as a means of promoting educational success. To do this, teachers can expand their intervention options, for example by adjusting their teaching strategies, modifying teamwork arrangements for students, changing their visual presentation of proposed situations, and so on.

Adaptations

      • Adaptations included in an individualized education plan process are designed to help the student to acquire and demonstrate the same learning as other students. The fact that they are stipulated in the plan also ensures that they will be monitored.

      • Adaptation consists of action that can help reduce the gap between the present situation and the desired situation, so that the objective may be reached. Adaptation can lead to a change in the way students with specific needs experience learning and evaluation situations without modifying the evaluation criteria (Framework for the Evaluation of Learning at the Secondary Level, 2006).

Modifications of Instructional Levels

      • A modification is included in the individualized education plan as a means of helping the student to progress to the best of his or her ability towards the learning set out in the QEP for the academic level of his or her classroom group. A modification involves reducing anticipated outcomes in connection with QEP requirements. Consequently, it may be expedient to initially consider implementing adaptations.

      • Modification consists of action that can help reduce the gap between the present situation and the desired situation, so that the objective may be reached. The strategies chosen lead to a change in the way students with specific needs experience learning and evaluation situations and modify the evaluation criteria. Remember that modifications may affect the possibility of obtaining a Secondary School Diploma (Framework for the Evaluation of Learning at the Secondary Level, 2006).

From: http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/adaptation-scolaire-services-comp/Precisions_flexibilite_pedagogique_en.pdf

Abilities

Abilities consist of aptitudes that have been acquired or developed and that help a person to succeed at a physical, intellectual or professional activity.

Needs

The concept of need is defined as the difference or gap between the target outcome and the existing situation. In the individualized education plan, a need reflects what is to be developed by the student in terms of the targeted competencies or what is required to enable the student to meet expectations.

Objectives

An objective is a specific, definable, verifiable result achieved by focusing on consistent action and concerted effort over a given period of time. The wording of the objective will include an action verb, and one or more indicators will be required for evaluation purposes. These indicators, often in combination, may be varied and may refer to: the expected form (e.g. the proposed model) the intensity required (e.g. slowly, calmly) the anticipated frequency (e.g. four times out of five; no more than four times) the allotted time (e.g. for 10 consecutive minutes, during a period) compliance with certain requirements (e.g. in accordance with the process) (Goupil, 1991)

Strategies

Strategies are actions that can help reduce the gap between the present situation and the desired situation, so that the objective may be reached. The strategies used may involve human or material resources or educational approaches or actions to be implemented, specific tools to be used .

Step-by-Step Video Guides

This is a series of videos that lad you step by step through the IEP process.