Individual

Education Plan IEP

REASON FOR DEVELOPING THE IEP
Student identified as
exceptional by IPRC

Student not formally identified but requires special education
program/services, including modified/alternative learning expectations and/or
accommodations
STUDENT PROFILE
Name: Gender: Male Date of Birth: Age 10
School:
Student OEN/MIN: Principal:
Current Grade/Special Class: Grade 5 School Year:
Most Recent IPRC Date: Date Annual Review Waived by Parent/Guardian:

Exceptionality: Aspergers Disorder
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, medical/health (hearing, vision, physical, neurological), psychological,
speech/language, occupational, physiotherapy, and behavioural assessments.
Information Source Date Summary of Results
Audiometry Test Negative for hearing impairment
Behaviour Rating Inventory of
Executive Function (BRIEF)
Possible Autism, further tests required
Aspergers Syndrome Diagnostic
Scale (ASDS)
Positive for Aspergers disorder.



STUDENTS STRENGTH AND NEEDS
Areas of Strength Areas of Need
Mathematics Teamwork skills
Independent work Auditory memory skills
Precise instructions Anger management skills
Reading Attention skills in areas of disinterest
Logic and Reasoning Emotional recognition

Health Support Service/Personal Support Required Yes (list below) No





SUBJECTS, COURSES, OR ALTERNATIVE PROGRAMS TO WHICH THE IEP APPLIES

Identify each as Modified (MOD), Accommodated only (AC), or Alternative (ALT)
1. French
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 (provide educational rationale) No
GLE Course(s) will replace the French diploma requirement to support the students exceptionality
Complete for secondary students only:
Student is currently working towards attainment of the:
Ontario Secondary School Diploma Ontario Secondary School Certificate Certificate of Accomplishment
ACCOMMODATIONS
These accommodations are for the French class but may be applied to all other subjects if deemed
appropriate at a later date.
Instructional Accommodations Environmental Accommodations Assessment Accommodations
Reinforcement incentives
High structure to keep his mind
occupied as to avoid
distractions
Frequent breaks to refresh
himself. This will bring back his
attention to the task at hand
Interactive language software
during the French teachings
Option for computerized
learning
Use of headphones to focus his
concentration on his work and
not his peers
Alternative work space
Minimize background noises
and distractions
Assistive equipment will help in
the understanding and
concentration of course
material
Study carrel
Alternative settings during
testing
Prompts for returning
attention back to the school
work
Reduced format and clutter on
each page
Computer testing option
Extra time if required for
concentration.
Individualized Equipment Yes (list below) No
Computer Microphone
Headphones French language teaching program
French incorporated computer game Interactive French computer software
PROVINCIAL ASSESSMENTS (accommodations and exemptions)
Provincial assessments applicable o the student in the current school year: Not Applicable
Accommodations: Yes (list below) No



Exemptions: Yes (provide explanatory statement from relevant EQAO document) No






Special Education Program
To be completed for each subject/course with modified expectations and/or each alternative program with alternative expectations


Student OEN/MIN:

Subject/Course/Alternative Program:

Current Level of Achievement: Current Level of Achievement for Alternative Program:



.
Prerequisite course (if applicable)
Letter grade/Mark C

Curriculum grade level
Grade 5

Annual Program Goal(s): The student will be able to complete the required curriculum for grade
5 French with the exception of section A from The Ontario Curriculum, French as a
second language; core French: Grade 5. pg 67-79.

Learning Expectations
(List modified/alternative expectations outlining
knowledge and/or skills to be assessed, by reporting
period. Identify grade level, where appropriate.)

Teaching Strategies
(List only those that are particular to the student
and specific to the learning expectations)

Assessment Methods
(Identify the assessment method to be used for
each learning expectation)

Able to recognize simple
French words (pg. 74)


Will not translate oral French
into written English (pg. 72)


Only required to know two
French speaking areas in
Canada (pg. 69)

Will only be required to
produce French
communication on one topic
(pg. 72)


The student will not speak to
the class in French. He will
speak to the teacher or
assistant in French. Only in
short simple sentences.(pg. 71)
Match simple French words
to their English counterpart
on the board and in
workbooks
Do not give instructions to
student in French.


Colour map of where these
areas are located in Canada
with associated names

Get him to choose a topic
that he is interested in and
give him as many words as
you can. Tell him to try to
learn as many as he can.

Try to work with him one on
one when possible. When it is
not possible allow him to
work on the computer by
himself
Multiple choice/ matching
questions


Do not asses his ability to
translate oral French


Get him to point out the
names of these areas on a
map of Canada and name
them.
He must make two brief
sentences including two of
the learned words per
sentence


Translate a simple sentence
from French to English and
say it out loud.