Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Individual Education Plans: Transferring Policy to Practice
Transcript of Individual Education Plans: Transferring Policy to Practice
creating a special education resource guide for parents
OVERVIEW OF POLICIES & RESEARCH
by: Samantha Carter, Carina Chan, Rae Morris, Adina Muskat
& Valerie Groysman
Overview of Policies on Special Education & Background Research on Parents' Experiences
Potential Barriers for Use of the Product & Preliminary Evaluation Plan
Parents' & Caregivers' Experiences of IEPs
POTENTIAL BARRIERS & EVALUATION PLAN
Potential Barriers to Use of Our Product
Language and accessibility barriers for parents
Lack of time to read the resource binder
Potential stigma of labelling
Preliminary Evaluation Plan
Pre-test/post-test survey of parents' knowledge and understanding of key information and comfort level with process
Feedback about resource binder and future modifications
Target Population: Parents
Purpose of the Resource Binder
Summary of Important Policies
Important Meetings and Dates
Rights and Responsibilities of School Staff, Parents and Students
Glossary of Important Terms
How to Read the IEP Document
* Our goal is to promote a sense of empowerment and help parents be more involved and effective advocates for their children.
transferring policy to practice
Thank you for listening!
1980: Ontario Legislature passed the Education Amendment Act
The Ministry of Education and school boards have a legal duty to provide special education programs and services for students.
Key Provisions in
the Education Act
s. 1(1): definition of "special education program and services", including the Individual Education Plan (IEP)
s. 8(3): responsibilities of the Minister of Education and Training
s. 170(1): responsibilities of school boards
R. 181/98: identification and placement of exceptional students by the IPRC
Special education programs and services must be provided without payment of fees by parents and guardians.
Parents and guardians, along with students over the age of 16, have the right to attend IPRC meetings and provide input.
Education Plan (IEP)
What is it? What is it not?
Working document - reviewed on an ongoing basis
Required for all students identified as "exceptional"
May be developed for students requiring special accommodation or curriculum modification.
Reasons for Developing an IEP
What should an IEP include?
Programs and services to be provided
Who is responsible for the delivery
Methods for reviewing progress
Strengths and needs of the student
Interventions, accommodations and modifications
Strategies to help the child cope and compensate in areas of need
Provincial standards for the development, program planning and implementation of IEPs by Ontario school boards, as outlined in the Education Act
Responsibilities of principals, teachers and others involved in the child's education
Rights of students and parents/caregivers
School principal is ultimately responsible for ensuring compliance with all IEP policy requirements
The IEP is a legal working document.
Role of the parent
(Centre for ADHD Awareness, 2013)
Parents/Caregivers and the IEP
Effectiveness of the IEP
Collaborative process between parents/caregivers and the IEP team
Parent/caregiver comprehension of the IEP process
(Fish, 2008; Maltz, 2001; Vaughn, Bos, Harrell, & Lasky, 1988)
Issues of Comprehension
Special education laws and rights
IPRC and IEP process
Language and key terms
Special Education Laws and Rights
Not "parent friendly"
IPRC and IEP Process
Can be overwhelming
(Lo, 2008; Margalit & Raskind, 2009)
Lack of understanding of their role
(Margalit & Raskind, 2009)
Ambiguously defined role can be an obstacle to a supportive and positive educational environment for the child
(Lytle & Bordin, 2001)
Language and Key Terms
Common highlighted concern
Written at a more advanced reading level than the average person
Language barriers can be a major obstacle to parent participation
(Fish, 2008; Lo, 2008; Lytle & Bordin, 2001; Pruitt, 2003; Vaughn et al., 1988)
Advocacy support groups
Many parents agree they would benefit from more knowledge.
(Fish, 2008; Flanagan, 2001; Margalit & Raskind, 2009)
Explain language/acronyms that parents may not understand.
Use terms that parents are familiar with.
(Fish, 2008; Margalit & Raskind, 2009)
Increase and encourage collaboration with parents.
(Lytle & Bordin, 2001; Margalit & Raskind, 2009)
Perceive parents as experts.
(Flanagan, 2001; Lytle & Bordin, 2001)
School boards are responsible for providing accessible information.
(Fish, 2008; Fitzgerald & Watkins, 2006)
When parents/caregivers are provided information in a format they can understand, they can become empowered to take on an active role in participation and advocacy for their child.
(Margalit & Raskind, 2009)
(Education Act, R.S.O. 1990, c. E.2)
(Ontario Ministry of Education. (2013). An introduction to special education in Ontario. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/ontario.html)
Translate policy into knowledge
Empower parents to be effective advocates for their child
Key provisions in the Education Act
Special education policies in Ontario
What is an IEP?
Identification, Placement and Review Committee (IPRC) meetings
Calendar to keep track of important dates
Resource binder includes a blank IEP template
Annotations guide the parents through the sections of the document