How to write an Individual Education Plan

Bimose Tribal Council

Teacher Training Manual

INDIVIDUAL EDUCATION PLAN

2

What is an iep?

a summary of the student’s strengths, interests, and needs, and of the expectations for a student’s learning during a school year that differ from the expectations defined in the appropriate grade level of the Ontario curriculum

a written plan of action prepared for a student who requires modifications of the regular school program or accommodations;

a tool to help teachers monitor and communicate the student’s growth

a plan developed, implemented, and monitored by school staff;

a flexible, working document that can be adjusted as necessary;

an accountability tool for the student, his or her parents, and everyone who has responsibilities under the plan for helping the student meet his or her goals and expectations

ongoing record that ensures continuity in programming; and

a document to be used in conjunction with the provincial report card.

An iep is not… … an educational program or set of expectations for all students; …a means to monitor the effectiveness of teachers; or … a daily plan. Important Information that will be included in the iep:

1. Student’s strengths and needs as recorded on the statement of decision received from the IPRC

2. Relevant medical/health information 3. Relevant formal (standardized) assessment data 4. Student’s current level of educational

achievement in each program area 5. Goals and specific expectations for the student 6. Program modifications (changes to the grade-

level expectations in the Ontario curriculum) 7. Accommodations required (supports or services

that will help the student access the curriculum and demonstrate learning)

What is an IEP?

Table of Contents:

Page 1 – What is an IEP? An IEP is not.... Important information included in IEP Page 2- Checklist for writing IEP Page 3- Reason for developing IEP Student Profile Page 4- Assessment Data Student Strengths and needs Page 5- Required Specialized Health Support Services Subjects, Courses or Alternative Programs Page 6- Program Exemptions/ Course Substitutions/ Secondary Diploma Accommodations Individualized Equipment Accommodations and Exemptions for Provincial Assessments Page 7- Special Education Program Page 8- IEP Developed by... Page 9- Transition Plan Human Resources Evaluations Page 10- Log of Parent/Student Consultation and Staff Review / Updating Principal’s Responsibilities Parent/Guardian/Student Involvement Page12- IEP plan

3

8. Special education and related services provided to the student 9. Assessment strategies for reviewing the student’s achievements and

progress 10. Regular updates, showing dates, results, and recommendations 11. Transition plan (if required)

Checklist for writing IEP

Assign primary responsibility for the IEP. Gather Information

Review the student’s records (including the previous IEP and the IPRC statement of decision)

Consult with the student, parents, school staff, and other professionals Observe the student Review the student’s current work Conduct further assessments, if necessary Consolidate and record information

Set the Direction

Establish a collaborative approach (including the student and parents) Establish roles and responsibilities

Develop the IEP

Identify and record the student’s strengths and needs Identify goals and expectations Determine strategies and resources Develop a transition plan ( 14 and older) Establish a monitoring cycle

Implement the IEP

Share the IEP with the student, parents, school staff, and other professionals (providing a copy to parents and to the student, if 16 or older)

Put the IEP into practice Continuously evaluate the student’s progress Adjust goals, expectations, and strategies as necessary

Review and Update the IEP

Update the IEP periodically (at least once per reporting period) Review and update the IEP at year-end and when the student transfers to

another school Store the IEP in the Ontario Student Record

4

A Closer Look at the Individual Education Plan

Reason for Development of IEP Regulation 181/98 requires that an Individual Education Plan be developed for every student identified as exceptional by an Identification, Placement, and Review Committee (IPRC). In addition, a school board may develop an IEP for students who have not been identified as exceptional but require special education programs/services. This would include:

students who are to be assessed using modified expectations for reporting on the provincial report card and/or alternative expectations on an alternative report form; and/or

students who regularly require accommodations for instructional, environmental, or assessment situations.

Student Profile Exceptionality Indicate the Ministry-approved exceptionality as stated on the IPRC Statement of Decision. IPRC Placement Decisions (Extracted from the Ministry of Education’s Educator’s Guide to

Special Education, 2001) Select the option that most closely resembles the student’s placement as stated in the IPRC Statement of Decision.

A Regular Class with Indirect Support The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services.

A Regular Class with Resource Assistance The student is placed in the regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.

A Regular Class with Withdrawal Assistance The student is placed in the regular class and receives instruction outside of the classroom for less than 50 per cent of the school day, from a qualified special education teacher.

A Special Education Class with Partial Integration The student is placed by the IPRC in a special education class where the student-teacher ratio conforms to Regulation 298, section 31, for at least 50 per

5

cent of the school day, but is integrated with regular class for at least one instructional period daily.

A Special Education Class Full Time The student is placed by the IPRC in a special education class, where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day.

Assessment Data Information in this section should be directly related to the reasons that give rise to the need for special education programs and services. Examples of possible sources include: medical/health assessments (vision, hearing, physical, neurological), speech/language assessments, occupational/physical therapy assessments, behavioural assessments, and psychological assessments. A current educational assessment may also be included as an additional information source. A summary of the assessment results should be listed in a brief statement. Specific scores are not required but a reference to “See the OSR” is not adequate. Possible examples include:

Report supports a diagnosis of learning disabilities

Report affirms average cognitive functioning

Information indicates a mild to moderate hearing loss

Report finds significant area of need in expressive language skills Student’s Strengths and Needs It is as important to identify a student’s strengths as it is to determine needs. Strengths should identify areas where the student has effective learning skills. Assessment reports frequently identify areas of strength. Strengths should also include information on learning modalities or styles and lead to the development of successful strategies and accommodations that would maximize the student’s ability to learn. Possible areas of strength include:

Verbal memory skills

Task completion

Expressive language skills

Coordination and fine-motor control skills

Organizational and time management skills Areas of need should be drawn directly from the assessment data. They should be directly related to the reason why the student requires changes to curriculum or the learning environment, whether it be through accommodations, modified expectations, or the development of alternatives to the regular curriculum. The identified exceptionality should be evident in the student’s areas of need. Needs cannot be expressed in terms of needing a person or a specific program or service. For most exceptionalities the needs do not change significantly over time. Areas of need should be addressed

6

through the development of accommodations and/or modified/alternative expectations. Possible areas of need include:

Visual memory skills

Attention

Receptive language skills

Visual-motor speed

Mobility Strengths and needs in the IEP must be consistent with the description contained in the IPRC statement of decision, wherever applicable. Required Specialized Health Support Services This section of the IEP is used to record the student’s requirements for specialized health support services. These services are provided by individuals specifically assigned to administer the required procedures. In most cases, these health needs must be addressed on a scheduled basis in order for the student to attend school. Examples of specialized health support services may include:

Suctioning

Injections

Tube feeding

Personal care - lifting, toiletting Subjects, Courses, or Alternative Programs Prior to completing this section, all subjects/courses and alternative programs, for which the student will receive instruction, should be sorted into the following organizing groups. Accommodated only (AC) refers to subjects/courses from the Ontario curriculum that require accommodations only for the student to access the regular grade expectations. Modified (MOD) refers to subjects/courses from the Ontario curriculum that require the development of modified expectations that differ from the regular grade expectations. The student may also require specific accommodations for these subjects/courses. Alternative (ALT) refers to programs that assist students to develop skills/knowledge (usually coded as “K” courses in secondary schools) and that require alternative expectations that are not included in the Ontario curriculum. Examples of alternative programs include: speech/language, anger management, orientation/mobility, and personal care programs.

7

All subjects/courses that require accommodations and/or modified expectations and all alternative programs must be listed on the IEP. Each must be identified as Modified (MOD), Accommodated only (AC), or Alternative (ALT). Program Exemptions/Course Substitutions/Secondary Diploma Program decisions related to curriculum exemptions and substitutions are to be included in this area. The educational rationale must be stated. An indication of whether a secondary student is working toward the attainment of a secondary school diploma, a secondary school certificate, or a certificate of accomplishment is required. The certificate options would be selected only when it is evident that the student is primarily enrolled in non-credit courses or not working towards achieving credits. Accommodations Accommodations refer to the teaching strategies, supports, and/or services that are required in order for a student to access the curriculum and demonstrate learning. Accommodations do not alter the provincial learning expectations for the grade and they reflect what is different from what is provided for the other students in the class. Instructional Accommodations refer to changes in teaching strategies that allow the student to access the curriculum. Environmental Accommodations refer to changes that are required to the classroom and/or school environment. Assessment Accommodations refer to changes that are required in order for the student to demonstrate learning. Individualized Equipment Individualized equipment includes any type or item of equipment or any electronic product or system commercially produced, adapted, or custom-made. Individualized equipment is intended to maintain, increase, or improve the student’s ability to access curriculum and demonstrate learning. Accommodations and Exemptions for Provincial Assessments This section must be completed if the student is in a grade for which a provincial assessment is scheduled. If the student requires assessment accommodations throughout the school year, and these accommodations are permitted by EQAO, they must be listed in this section. If an exemption is planned for some or all of a provincial assessment, a statement explaining why the assessment is not appropriate for the student, as listed in EQAO policy, is required.

8

Special Education Program The Special Education Program page must be completed for each modified subject/course and/or alternative program. Current Level of Achievement For current level of achievement, the mark or letter grade from the most recent Provincial Report card for each subject or course with modified expectations must be recorded, and the grade level of the expectations that were assessed must be identified. If the modified expectations were taken from the regular grade curriculum but with significant changes to the number and/or complexity of the curriculum, the curriculum grade level can be followed by a “MOD” for modified expectations. For example, for a grade 5 student with modifications in both Math and Science/Technology in the previous year, the current levels of achievement would be recorded as:

Math Science/Technology Letter Grade/Mark C + B Curriculum Grade Level 3 4 (MOD)

Current level of achievement for an alternative skill area should be a description taken from the latest alternative report. Annual Program Goal The annual program goal is a goal statement that describes what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, course or skill area. Annual program goals need to be expressed as observable, measurable achievements. For example,

In mathematics, John will complete half of the expectations at the Grade 3 level.

In reading, Pat will improve decoding and comprehension skills to the Grade 4 level as measured by the Informal Reading Inventory.

In science, Mary will develop her recall and communication of basic concepts, inquiry skills, and her ability to relate science to the world outside the school.

Learning Expectations Learning expectations indicate, by reporting period, the knowledge and/or skills the student is expected to demonstrate and have assessed. The minimum requirement during the IEP development phase (first 30 school days following the date of placement) is the recording of the learning expectations for the first reporting period. Subsequent learning expectations must be added at the beginning of each reporting period. Learning expectations are to be written in such a way that the student and parent are

9

aware of the specific expectations that will be assessed for the next report card. They should represent specific knowledge and/or skills that the student can demonstrate independently, given the provision of appropriate assessment accommodations. For modified expectations, the curriculum grade level from which the learning expectations are derived must also be identified. Examples of learning expectations are:

Recall addition and subtraction facts to 18 (Grade 3 expectation)

Determine a line of symmetry of a 2D shape by using paper folding and reflections (Grade 2 expectation)

Describe the basic structure and function of the major organs in one of the organ systems (Modified Grade 5 expectation)

Teaching Strategies Teaching strategies support the student in achieving his or her learning expectations. List only those strategies that are different for this student from those used with the other students. Examples may include,

teach visual strategies, like diagrams to represent content, for note making;

allow the student to tape lessons for more intense listening at a later time;

provide advance organizers to help the student structure the reading content.

Assessment Methods State the assessment method that will be used to assess the student learning outlined in each learning expectation. Assessment methods for a subject, course or alternative program should represent a range of methods and techniques and incorporate the previously recorded assessment accommodations. For example,

For the learning expectation “Describe the basic structure and function of the major organs in one of the organ systems”, the assessment method could be: “Short oral presentation with visual aid”.

IEP Developed by: Each member of the school board staff involved in the development of the IEP must be identified in the IEP. List both the name and position for each. Sources Consulted in Development A list of information sources used in developing and updating the student’s IEP must be provided. Date of Placement Select the appropriate option for date of placement as specified by either an Identification Placement and Review Committee (IPRC) meeting or a school team decision. For most students, this date will be the first day of attendance in a new school

10

year or semester (secondary only). Regulation 181/98 requires that the completion date of the IEP Development Phase must be within 30 school days following the Date of Placement. Transition Plan Regulation 181/98 requires that a transition plan be developed for exceptional pupils who are 14 years of age or older, unless solely identified as gifted. The transition plan must address goals, actions required, names of person(s) responsible for actions and timelines relating to the student’s transition to post-secondary activities such as work, further education, and community living.

11

Human Resources Direct instruction and/or consultation provided by special education teachers, and support services such as teaching assistants or services provided in the areas of speech pathology, audiology, physical and occupational therapy, recreation, counselling, social work, and medical services are to be identified on the IEP. Information must include the type of service provided, the initiation date, planned frequency or intensity, and location in which the service is to be provided. Although consultative support provided to classroom teachers by board staff is more difficult to quantify, the type of service and minimum frequency are required. Types of support services provided by non-board staff should be noted on the IEP but the recording of specific information is optional. Examples of human resource services include:

Youth Counsellor, 30 minutes, one day a week, conference room

Special Education Teacher, 40 minutes, 4/5 days, resource room

Educational Assistant, 30 minutes, daily, playground

Educational Assistant, 300 minutes daily of shared support with other students, classroom

Educational Assistant, approximately 1 hour/day for supportive self-care, in a variety of settings, as required

Special Education Teacher, consultation with classroom teacher(s), minimum once per term

Evaluation Student progress must be evaluated at least once in every reporting period. Three reporting dates are required for elementary and non-semestered secondary schools. As IEPs are generally developed each semester in a semestered secondary school, two reporting dates are to be recorded. Student progress for modified expectations, as well as all subjects or courses that have been accommodated only, must be reported using the provincial report card. When modified expectations have been written for a subject or course, the IEP box must be checked on the provincial report card. It is not necessary to check the IEP box for subjects/courses that have been accommodated only. For alternative expectations, a different format should be used to report on student achievement. IEPs must indicate the format(s) that will be used to communicate achievement to parents. Log of Parent/Student Consultation and Staff Review/Updating This section of the IEP is used to document parent/student consultations during the development and subsequent reviews of the IEP and to record the instances

12

of IEP review/updating by school staff. The learning expectations must be reviewed and updated as necessary at least once every reporting period. If revisions result in significant changes to the student’s learning expectations and/or level of accommodations and services, parent/student consultation must occur before the changes are implemented. It is not recommended that this log be used to record all parent-school interactions. Principal’s Responsibilities An IEP reflects the school board’s and the principal’s commitment to provide the special education program and services, within the resources available to the school board, needed to meet the identified strengths and needs of the student. The principal is responsible for ensuring compliance with all of the requirements of the standards for the development and implementation of students’ IEPs. Parent/Guardian/Student Involvement The parent and the student (if 16 or older) must be asked to sign the form and indicate whether they were consulted in the development of the IEP or declined the opportunity to be consulted, and received a copy of the IEP. A space for parent/student comments must be provided on the form.

13

INDIVIDUAL EDUCATION PLAN

Reason for Development of IEP

Student identified as exceptional by IPRC

Student not formally identified by requires special education program/services including modified/alternative learning expectations and/or accommodations

Name: Gender: Date of Birth: School: Student ID#: Principal: Current Grade/Special Class: School Year: Most Recent IPRC Date: Date Annual Review Waived by Parent: Exceptionality

IPRC Placement Decision: (check one) Regular Class With Indirect Support Special Education Class With Partial Integration Regular Class With Resource Assistance Special Education Class Full Time Regular Class With Withdrawal Assistance

Assessment Data: List relevant educational, detailed medical/health (hearing, vision, physical, neurological) psychological, speech/language, occupational, physiotherapy, and behavioural assessments. Information Source Date Summary of Results

Student’s Strengths and Needs:

Areas of Strength Areas of Need

Specialized Health Support Services/Personal Support Required Yes (List Below) No

14

Subjects, courses, or alternative programs to which the IEP applies: Identify each as Modified (MOD), Accommodated online (AC), or Alternative (ALT) 1. MOD AC ALT 6. MOD AC ALT

2. MOD AC ALT 7. MOD AC ALT

3. MOD AC ALT 8. MOD AC ALT

4. MOD AC ALT 9 MOD AC ALT

5. MOD AC ALT 10. MOD AC ALT

Elementary Program Exemptions or Secondary School Compulsory Course Substitutions

Yes (Education rationale required) No

Student is currently working toward the attainment of a: Ontario Secondary School Diploma

Ontario Secondary School Certificate

Certificate of Accomplishment

Accommodations: (Assume common to all subjects unless indicated) Instructional Accommodations

Environmental Accommodations

Assessment Accommodations

Individualized Equipment Yes (List Below) No

Accommodation and Exemptions for Provincial Assessments:

Accommodations: Yes (List Below) No

Exemptions: Yes (State educational rationale) No

Special Education Program

To be completed for each subject/course with modified expectations and/or alternative expectations.

Student ID#

15

SUBJECT/COURSE/ALTERNATIVE PROGRAM: Current Level of Achievement: Current Level of Achievement for Alternative Program: (Describes starting point for plan development)

Letter Grade/Mark Curriculum Grade Level

Annual Program Goal(s): A goal statement describes what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, course or alternative program.

Learning Expectations (Knowledge and/or skills to be assessed by reporting period,

including Grade level)

Teaching Strategies (List only those that are different for

this student and specific to the learning expectations for the

subject/course/alternative program)

Assessment Methods (For expectations for each reporting

period)

16

IEP Developed by: Sources Consulted in the Development of the IEP: (check)

Staff Member Position

IPRC Statement of Decision (if applicable)

Provincial Report Card

Previous IEP

Parents/Guardian

Student

Other (List Below)

Other Sources:

Date of Placement in Special Education Program: (select and appropriate option and provide date)

1) First day of attendance in new special education program

2) First day of the new school year or semester in which the student is continuing in a placement

3) First day of student’s enrollment in a special program that he/she begins mid-year or mid-semester as

a result of a change in placement

Date of Placement:

Completion Date of IEP Development Phase: (Within 30 school days following the Date of Placement)

Transition Plan: For Student who are 14 years of age or older, unless solely identified as gifted.

Transition Goal

Specific Goal(s) for Transition to Postsecondary Activities

Actions Required Name of Person(s) Responsible for Actions

Timelines

Implementation and Monitoring: Human Resources: (Teaching/non-teaching) Include service, initiation date, frequency or intensity, and location.

17

Evaluation Reporting Dates:

Reporting Format: (please check) Provincial Report Card Alternative Report

(Required if student has modified expectations and/or accommodations only)

Log of Parent/Student Consultation and Staff Review/Updating

Date Activity Outcome (Indicate Parent/Student Consultation or Staff Review)

The Principal has the legal requirement to implement and monitor the IEP. The plan has been developed according to the Ministry’s standards, addresses the student’s strengths and needs, and the learning expectations will be reviewed and student progress monitored at least once every reporting period. Principal’s Signature: Date:

Parent/Guardian/Student Involvement:

I was consulted in the development of this IEP

I declined the opportunity to be consulted in the development of this IEP

I have received a copy of this IEP

Parent/Guardian/Student Comments:

Parent/Guardian Signature: Date:

Student Signature: Date: (If 16 or older)

**Actual copy of Ministry of Education IEP

18

The Identification, Placement, and Review Committee

The Role of the IPRC The IPRC guides the process which schools use in designing education plans to meet the individual needs of special education students. An IPRC becomes involved once it is clear that the student may benefit from an alternate approach to learning. “The needs of exceptional pupils are identified by an Identification, Placement, and Review Committee (IPRC). Upon receiving a written request from a student's parent(s)/guardian(s), the principal of the school must refer the student to an IPRC. The IPRC will decide whether the student is an exceptional pupil and, if so, what type of educational placement is appropriate. The principal may also, on written notice to the parent(s)/guardian(s), refer the student to an IPRC. The parent(s)/guardian(s), as well as a student who is sixteen years of age or older, have the right to attend the IPRC meeting and may request that the IPRC discuss proposals for special education programs or services to meet the student’s needs. On the basis of these discussions, the IPRC can recommend special education programs and services that it considers to be appropriate for the student. The regulation governing the identification and placement of exceptional pupils directs the IPRC to consider the integration of exceptional pupils into regular classes. Before considering the option of placing a student in a special education class, the committee must consider whether placement in a regular class, with appropriate special education services, would meet the student’s needs and is consistent with the parent(s)/guardian(s) preferences. Where placement in a special education class is chosen, the committee must provide written reasons for its decision.” Ontario Ministry of Education Website: http://mettowas21.edu.gov.on.ca:80/eng/general/elemsec.speced/identifi.html

IPRC

Page 17- The Role of the IPRC Page 18- Specific Aspects of the IRPC Roles Who can participate in the IPRC Process Page 19- A Summary of the IPRC Process -Challenges and Adaptations

19

Specific Aspects of the IPRC Roles

The IPRC assumes responsibility for a number of activities aimed at meeting the needs of exceptional students. A detailed discussion of this committee's roles and responsibilities is provided in the Ministry of Education document Special Education: A Guide for Educators, pages D1 to D42 (available on the Ministry of Education Web site at http://www.edu.gov.on.ca). Here are a few of the key aspects of the IPRC role. The IPRC will: invite the parents and the student (if 16 years of age or older) to attend the

meeting; review relevant information about the student; describe the student's strengths and needs; decide whether or not the student should be identified as an exceptional

pupil; identify the area(s) of the student's exceptionality(ies), according to the

categories and definitions of exceptionality provided by the Ministry of Education --*Must have educational assessments completed to do this.

decide an appropriate placement for the student; provide reasons for placement if deciding for placement in a special class; discuss proposals for special education programs and services if the

parent or the student age 16 or over requests it; review the identification and placement at least once in each school year,

unless the parent gives written notice dispensing with the review. Who can participate in the IPRC Process? Any student enrolled at a school has the right to an IPRC, irrespective of the grade the child is in (including Junior Kindergarten and Kindergarten). Once the child is enrolled, the parents have the right to request a meeting with the IPRC.

Most IPRC committees are made up of three or more members. Provincial regulations state that an IPRC committee must include as members a Principal and a Supervisory Officer employed by the board. While committee members ensure that appropriate decisions and approaches are made to benefit the exceptional student, there are other important participants in the IPRC process. The most centrally important participants are the parents of the exceptional student. Each school board must prepare a Parents' Guide to inform parents about the IPRC and the decision-making process. Information about preparing this guide is available on p. D6 of the Ministry of Education document Special Education: A Guide for Educators.

20

Other individuals are welcome to attend IPRC meetings. People who may attend include the Principal of the student's school (if not already a committee member), the student's teacher, special education staff, board support staff, Elder, professionals who may be able to provide further information, and a representative of the parent or student 16 years of age or older. An interpreter may also be present, and/or people whose presence is requested by the parent or principal of the student's school (if agreeable to the IPRC chair). These individuals may be able to serve as valuable resource people supporting the activities of the IPRC.

21

A Summary of the IPRC Process The tables on this and the next two pages are adapted from Special Education: A Guide for Educators, Figure D.1 (pages 28-30). They outline some of the steps in the IPRC process, and their implications for parents, students and the school principal.

22

Summary of the IPRC Process, continued... After the first stage – Engaging the Services of an IPRC– it is necessary to decide upon the best way(s) to meet the needs of an exceptional student. These general steps in the IPRC process are outlined below.

23

Summary of the IPRC Process, continued... The last stage of the IPRC process is to finalize and implement decisions made by this committee and sanctioned by the parent(s) and student (16+). The following list outlines activities following upon committee decisions.

24

Challenges and Adaptations

While the guidelines for creating and working with an IPRC are clear, they are not always easy to implement in First Nation contexts. For example, sometimes it is difficult, if not impossible, to create a "committee" when the only director available is the political counsellor who holds the portfolio on education in the community. What can be done then? For First Nation communities, the question is often "How do you create a viable committee that would meet the needs of both the student and the system, using the resources available within the First Nation community?" It is important to strive to make a committee parallel to that suggested by the Ministry, which sometimes requires a creative and adaptive approach. There are no hard and fast answers on how to do this, and admittedly, approaches must vary from community to community, depending upon the specific situation. However, here are some comments and ideas from Aboriginal Special Education practitioners regarding acceptable approaches which might be used in the absence of the type of committee that is suggested in the Ministry document. • One very good suggestion is that the counsellor in charge of education be informed about the IPRC/IEP process, and the benefits to having one. Then, discuss with the family, and possibly the board or tribal council what the specific roles of individuals within those bodies are. • Some educators are weary to trust the political 'powers that be' in a situation such as this. This is a terrible pinch to be in, but some accommodations /recommendations need to be made, and in most instances this involves the parties who are vested with the role making the recommendations, along with the principals. • Instead of a director, the principal of the school could take on that designation. If the political body in a given community is keen to participate, that role could be discussed with all parties involved. • Whatever accommodation is arrived at, it is important that issues of confidentiality be respected for the sake of the student/family/classroom. Confidentiality is of particular concern to some practitioners when "outsiders" are invited to participate.

25

• It is useful to meet as a team within the school to discuss next steps and review progress on a periodic basis. Whatever adaptations are chosen, it is important to reflect upon how the Identification, Placement and Review Committee is fairing from time to time, and make adjustments as necessary. When there are few individuals to carry on the work of an IPRC, it may be wise to think about ways in which responsibilities could be shared so that no one individual is left to carry the full workload. When roles are rotated, it is also important to keep a careful record of what has been accomplished to date.

Labelling

Many Aboriginal Special Education Teachers are especially aware of the stigma that is attached to labelling a child, and how this doesn't fit the traditional perspective of the communities most times. A concern that many educators share is how to deal sensitively with some families who would never attend a meeting and perhaps would never agree to a "label" being slapped on their child. The best advice in this situation is to be understanding,,, to really listen to the concerns of the family/ parents. It is important to remember to be empathetic. Parents sometimes feel that the teachers are trying "change" their child, or are unwilling to work with them because their child is different. This may lead to feelings that their child is somehow inadequate, or worse... less than perfect. It is important to ensure that parents understand that supporting an assessment process is something they can do to help the child. Special Education Practitioners are wise to take the time to explain that a "label" is often used more as a tool for the child's benefit to do such things as: i) secure extra dollar resources for the student; ii) secure extra human resources for the student (if needed); iii) ensure that the student had every opportunity available to them for success with the least amount of frustration or distress. In addition, it is often wise to downplay the label. A label is often merely 'a means to an end', in that the designation it provides is recognized by educators as a tool to ensure programming is adequate and appropriate. Once assessment is completed, then administrators may respond to the recognition of special needs by lobbying for extra dollars for the student (when necessary). By and large this explanation is much easier for parents and families to accept, and allows fears to be recognized. Downplaying the label helps to ensure that no one "loses face" or has to defend their traditional beliefs regarding children. Throughout all the steps of an IPRC process, it is important to emphasize that the student is valued and respected. As individuals who have responsibility for implementing a systematic and prescribed

26

way of addressing Special Education needs, it is important to remember the overall goal -- to ensure that the needs of exceptional children are recognized and addressed. Steps to address these needs must take into account the concerns of First Nation families, children and communities. Some compromise may be necessary to work within the Ministry directions we are given while simultaneously molding approaches to fit the needs of the student, family, and community. Aboriginal Special Education Teachers often have the advantage of a deep understanding of the way the community works, and know the limitations as well as the strengths which each unique situation offers. These educators and teachers are well positioned to identify viable ways to address Aboriginal Special Education needs; ways which are identified and implemented by Aboriginal people for Aboriginal people.

27

Resources

Ministry of Education. (2001). Special Education: A Guide for Educators. Available on the Ministry of Education website at http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html (See especially the section on IPRCs). Minister’s National Working Group on Education. (2002, December). Our children – Keepers of the sacred knowledge. Full report available on the web at: http://www.ainc-inac.gc.ca/ps/edu/finre/index_e.html