by Nancy Myers
Co-chair, SEAC, Ottawa Carleton District School Board
Each student identified as exceptional by an Identification Program Review Committee (IPRC) must have an Individual Education Plan (IEP). Students who have not been identified formally by an IPRC may also be given an IEP and receive some special education services. The IEP describes in writing:
- the strengths and needs of the student,
- the special education program and services that are needed, and
- how the student’s program and services will be delivered.
The Ministry of Education's Standards for Individual Education Plans (IEP) state that "Human Resources", such as the special education teacher and other support staff " involved with the student, and the type, initiation date, planned frequency or intensity, and location of the services they provide, must be identified in the IEP."
The IEP is signed by the principal, who is then committed to providing the supports.
The Ministry has an IEP template which includes a separate "Human Resources" section, but does not insist that boards use it.
Many boards DO NOT have a "Human Resources" section, but use the generic word 'resources' in other areas. Parents should review the IEP and make sure that it meets Ministry guidelines. The IEP should contain the following information:
- who provides support?
- when does it begin?
- how often is it given and
- where are services provide?
"Speech Language Program support" on an IEP is not as clear as "SLP support, starting in October, to be given twice a month, for 30 minutes, in the resource room." | 
