Webinar Recording: Rethinking the IEP for Struggling Readers
This webinar will focus on how the Right to Read Report will change our thinking about how we use IEPs for struggling readers.
The Individual Education Plan: How to Support Parent Involvement for a Bigger Impact
The development of an IEP is an essential process in the continuous progress of students with special education needs. It is important to involve, include and support parents throughout this process in order to ensure that they understand it and are comfortable with the support provided by educators.
LEARNING MODULE: Promoting the School-Family Relationship: Through the IEP and Beyond
This module presents the ways in which educators and other school board professionals can work with students and families to help students with LDs to succeed in their education and will provide guidance, strategies, and tools to help build strong school-family relationships.
VIDEO: What is an IEP? An Introduction to Individual Education Plans in Ontario
This video defines an Individual Education Plan (IEP) and walks you through the 5 stages of creating an IEP: gathering information, setting the direction, developing, implementing, and reviewing and updating.
How does one differentiate between mild, moderate, and severe LDs?
This article has been updated to reflect the new set of guidelines for diagnosis created by the Cross-Sectoral Psychology Working Group on Learning Disabilities, adopted by the Ontario Psychological Association in 2018, and the Learning Disabilities Association of Ontario in 2019.
Beyond the Basics: Other Elements of an Effective IEP for Students with LDs
In Ontario, a student who has been identified as Exceptional through an IPRC must have an Individual Education Plan (IEP) developed and maintained. An IEP may also be prepared for students who require accommodations, program modifications and/or alternative programs, but who have not been identified as exceptional by an IPRC.
IEP Development for a Student with a Learning Disability: The Power of Accommodations
The team has made the decision; an IEP will be developed to further support the student. The process begins and sometimes those collaborating in the development of the IEP can end up feeling quite overwhelmed. The timelines, the decisions that need to be made, familiarity with the software and the conscientious desire to develop a [...]
How do I Develop an Effective IEP to support Math Learning for a Student with a Learning Disability?
For a student with a learning disability, the goal of an IEP is to maximize the student’s ability to access the curriculum. Now, what do we know about students with a learning disability? We know they are smart; that they have average to above average intellectual abilities. We also know they will have needs in their ability to learn and that these needs will require accommodations to facilitate success.
How can I adapt my assessments to better meet the needs of my students with LDs?
This article addresses accommodations and how to adapt assessment to respond to the strengths and needs of students with learning disabilities.
How are LDs in mathematics typically diagnosed?
Like in reading, a disorder in mathematics is not a heterogeneous condition. Some individuals with mathematical LDs may have good conceptual understanding of mathematics but poor calculation ability (e.g., they may answer 2 x 5 = 25 or not be able to borrow). Other students may be great with math calculations but have poor conceptual understanding. Another student may not understand the vocabulary used in a word problem.