Independent Education Plan (IEP)

Independent Education Plan

It can be overwhelming for some youth and their families when starting the process of developing an Independent Education Plan (IEP).

Below are some key pieces of information that can help get you started:

What is an Independent Education Plan (IEP)

An IEP is a plan produced together by the student, parents (guardians) and the school to support a student’s learning when they have been given a designation to have an IEP. It is basically a record of what the school will do for you as a student and not what you will do at home.

An IEP contains several key things:

- adaptions or modifications (generally speaking – dyslexic students require adaptions, which

  can be made to educational materials, instructional strategies or assessment methods.

· goals and strategies to help you,

· services and resources that the school will provide,

· a plan to track your progress

Resource:

A great resource that my family and I found incredibly useful is the resource document Individual Education Plans, A Guide for Parents, written by Catherine Abraham and Joyce Gram in collaboration with the BC Confederation of Advisory Councils. This resource document guides readers through the process of building an IEP and explains what they are used for and how they can benefit a student. 

I highly recommend that students and their families read it together before meeting with the school to prepare an IEP. Advance preparation and knowledge will help make the process smoother, and it will help you as a student understand what to expect.

How to Prepare:

· Read the resource document together with your parents (guardian), Individual Education 

  Plans, A Guide for Parents,

· Identify your learning style as a student (see page 6 of the above-noted guide and an

  explanation of my learning style below),

· Think about your strengths and your stretches (see an example of strengths and stretches

  below)

· Think about the kind of adaptions that you might need (see a list of adaptions below as an

  example)

Things to remember:

IEPs are for students with all learning disabilities, so don’t be concerned if you read things in the guide that talk about modifying your curriculum. 

Modifications are not for all students with an IEP, and generally speaking, dyslexic students don’t need modifications but rather benefit mostly from having adaptions to support their learning style.

Having an IEP is a benefit for a dyslexic student, and it doesn’t mean you are less capable in school; it is just a plan that can help adapt educational materials, instructional strategies or assessment methods to your learning style. We are all unique and learn in different ways.

An IEP is a “living document,” and it will change as you grow as a student and individual and as your circumstances change. It will even follow you to post-secondary school if you choose to attend.

EXAMPLES

My Learning Style:

As a student, I have my own learning style, as not everyone learns the same way, which makes us all unique. As a student who likes to physically touch or try something in order to learn and prefers to use images, graphics, colours and maps to communicate ideas and thoughts, I would describe myself as a combination of two different learning styles: a visual learner and a kinesthetic/tactile learner.

I’m someone who:

· prefers frequent breaks while I work (get up and move around, timers and schedules are very

  helpful),

· needs to fidget while learning (I like to doodle while listening or use a fidget ring),

· prefers to see what I’m learning (demonstrations instead of notes),

· likes to have a visual plan of what needs to get done (schedule, time management),

· prefers a quiet location (resource room),

· prefers hands-on or physical learning (i.e. new soccer drill demonstration to support learning),

· doesn’t require instructions to assemble something.

Example Adaptions

Class Environment:

· Do not call on to read aloud

· Allow use of dictation software (dragon naturally speaking or voice memos)

· Allow use of assistive technology (note-taking apps, Google Docs, iPad, iPhone for thesaurus

  and dictionary)

· Check for understanding - have the student repeat/explain the directions to the teacher

· Extend response time (allow for me to have time to respond without being rushed)

· Allow the use of a calculator

· Provide digital copies of notes or take photos from board notes

· Working with the teacher individually for help if struggling with a

  particular area

General:

· Allow additional time for assignments

· Read longer passages to student

· Prompt student for key ideas

· Avoid peer editing/tutoring

· Avoid penalizing for spelling

· Reduce homework assignments to keep pace (do 5 of the 10 questions to show knowledge)

· Allow for rewrites after receiving feedback (includes rewrites of tests)

· Allow for the use of audiobooks

· Provide formulas for math and science (particularly for tests to support memory recall)

· Working with a partner for presentations

· Alternatives to note taking (audio, recording, teacher notes, photo)

Timing:

· Additional time for tasks and assignments

· Additional time to process oral information and directions

· Front loading/pre-teaching information

· Flexible assignment hand-in-time

· Use of a timer (visual, auditory, calendar) for the countdown of time

· management

Test Environment:

· Provide alternative time or setting for tests and exams (Resource Room)

· Allow student to answer or clarify questions orally 

· Allow extra time for tests

· Read test questions to student (to help with comprehension)

· Review test-taking strategies

· Allow the use of a calculator for tests and quizzes

· Provide copies of formulas for tests and quizzes