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demonstrates their learning. The instructional level, content and success criteria are
unchanged. While with modifications the expectations, content and success criteria are
changed to provide the student with an opportunity to participate and gain a meaningful
learning experience. As nice quote to explain the difference between accommodation
and modification is as follow;
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepr
esguid.pdf they suggest to include information relating to the following:
the students preferred learning styles/modalities (e.g.,
visual/auditory/
kinesthetic learner)
previously acquired learning skills (e.g., organizational skills;
time management
skills)
strengths in areas such as cognitive processing and
communication
(e.g., expressive language speaking)
In some cases, it may be appropriate to include information
relating to the
students personal characteristics, hobbies or interests, and nonacademic
accomplishments, but such information is insufficient on its own.
The description of the students areas of need should make
evident the reasons
that the student requires a special education program and/or
services.
When indicating the students areas of need, it is appropriate to
include
information such as the following:
broad cognitive and/or processing challenges (e.g., in the area
of visual
memory)
skill deficits that relate to the students exceptionality and/or
interfere
with his or her ability to learn (e.g., in areas such as social skills,
attention,
emotional control, expressive language writing)
It is not appropriate to include information about what the student
needs or
what the student needs to do , such as the following:
the need for a type or level of human support (e.g., the student
needs a
teachers assistant or the student needs one-to-one assistance)
the need for a specific program or service (e.g., the student needs
speech
therapy)
the need for improvement in a particular subject (e.g., the student
needs
to improve his or her math skills)
For most exceptionalities, the areas of need do not change significantly
over time.
The purpose of the strength and needs on the IEP is to create a link
between the assessment data and the students strengths and needs
in a practical sense for the people that be reviewing and implementing
the IEP.
Individual
Education Plans
/iep.pdf
A representative sample of the students learning expectations in
each
subject, course, or skill area must be recorded in the IEP under
the following
circumstances:
if the student is working on modified expectations, as defined in
section 4.1
if the student is working on alternative expectations, as defined
in section 4.1
Learning expectations need not be recorded in the IEP if the
student is working
on provincial curriculum expectations at the regular grade level.
The learning expectations recorded in the IEP must:
be based on the students learning strengths and needs;
reflect learning that is focused on the students annual program
goals in
each subject, course, or skill area;
be clearly identified as modified or alternative expectations;
if modified, include identification of grade level;
describe specific, realistic, and observable achievements.
(p9)
4.2 Annual Program Goals
Purpose of the Standard
To inform the student, parents, and teachers of the goals towards
which the
student is progressing through the achievement of the learning
expectations
set out in the IEP
Requirements of the Standard
Annual goals are statements describing 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 goals must be developed under the
following
circumstances: