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International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 8, Issue 1, March 2017Individualized Education Plans in Canada: A Comparative AnalysisPhilippe Tremblay, Stéphanie BelleyUniversité Laval, QuébecAbstractA comparative analysis of individualizededucation plans (IEP) for special needs students wasconducted in Canada’s ten provinces and threeterritories, with a focus on the content and functionsof these support methods. Despite the legalobligation of individualized education plans (IEP),research on their elaboration and use remains rare.In this context, the present study sheds light on theassociated mandatory elements and functions ofthese interventions (communication, identification,planning, collaboration, adaptation, review, andtransition). Various types of public educationdocumentation were analyzed based on theclassification systems of Higgins and Berresi [1];Poirier, Goguen, and Leslie [2]; and AuCoin,Goguen, and Vienneau [3].1. IntroductionIn Canada as well as in the United States, theindividualized education plan (IEP) constitutes alegal right [4]. The concept of the individualizededucation plan is not new: this term first appeared inthe United States in 1975 with the adoption of theIndividuals with Disabilities Education Act (IDEA)which guaranteed access to free public education tomeet the needs of every student between the ages of3 and 21 [5] [6] [7]. One of the fundamentalprinciples of the IDEA was the development andimplemention of an intervention plan for specialneeds students. The IEP refers to both theeducational program to be provided to a child with adisability and the written document describing thisinstructional program.In special needs education, no document is moreimportant than the intervention plan, as it enables toensure the application of a program that is bothspecifically tailored to this particular clientele [8]and fully compliant under the law [4] [9].“According to American law, the term individualizededucation program or IEP means a written statementfor each child with a disability that is developed,reviewed, and revised in a meeting ( )” (IDEA,2004, part 300). In addition, this document musthouse specific data, including the currentCopyright 2017, Infonomics Societyperformance level of the child (academic, functional,and social), the annual goals and measurable shortterm objectives, any specific education services(changes or adaptations to the study program)provided for the child, the date and expected durationof said services, as well as achievement criteria andthe assessment dates and details [5].In Canada, how it is implemented differs fromone province and territory to another. Indeed, thefederal government of Canada detains noconstitutional authority here, as education is the soleresponsibility of the provincial governments. Thus,in this federal system of distributed power, theCanadian Constitution Act of 1867 [10] states that“each province may exclusively make laws inrelation to Education, subject and according tocertain provisions” (art. 93). Canada therefore has nofederal Minister of Education, nor any nationalintegrated education system.Therefore, in each of the country’s 13 schooljurisdictions (ten provinces and three territories), theMinister of Education determines the organization,performance, and assessment of elementary andsecondary education. On the local level, however,elected school jurisdictions (or Boards) manage andsupervise a school district and its employees. Schooldistricts may be organized on the basis of languageor religious denomination. Provincial or territorialeducation policies may therefore differ, not onlybetween provinces and territories but also betweenschool jurisdictions.The most recent dictionary in the field ofeducation [11] defines the individualized educationplans (IEP) as resulting from the systematic planningof instructional measures required to meet the needsof students with intellectual or physical difficulties.In the United States, Barton [12] refers to this plan asa legal document describing the necessary servicesand support actions for special needs students(meeting appropriate eligibility criteria) between theages of 3 and 22. Legendre [11] adds that contrary tothe service plan, the individualized education plan(IEP) is limited to one field of activity, such aseducation, rehabilitation, etc.3017

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 8, Issue 1, March 20172. Conceptual FrameworkThe concept of the individualized education plan(IEP) first emerged in 1975, when the United Statesintroduced legislation named Education for AllHandicapped Children Act (EAHCA), followed bythe adoption of the Individuals with DisabilitiesEducation Act (IDEA) (Drasgow, Mitchell &Robinson [6] ; Rodger [7]). Indeed, among thefundamental principles of the IDEA was thedevelopment and implementation of an interventionplan for students with learning or behaviordifficulties (Smith [9]). The U.S. government definedthe individualized education plan or IEP as a legaldocument to specifically meet the needs of eachlearning-challenged student. The IEP is prepared bya team consisting of an education specialist, theteacher, the parents or tutor and, if need be, thestudent (IDEA). IDEA also stated that this documentmust detail the student’s current progress, therelevant short-term and annual goals, the educationservices (including modifications to the program)provided and relevant data pertaining to saidservices, as well as achievement criteria and thedates and details of all assessments (Mitchell,Morton, & Hornby [5]). Finally, this writtendocument determines the IEP of the special needsstudent and describes the program itself.In special education, no document is moreimportant than the IEP which ensures thedevelopment and implementation of a program thatis both specifically tailored for this specific studentpopulation (Christle & Yell [8]) and legallycompliant (Rotter, 2014 [4]; Smith [9]). Québec’sPublic Education Act made it mandatory that schooldistricts establish an intervention plan for specialneeds students. Inspired by the American standardfor IEPs, many Canadian provinces developedguidelines for this practice. However, while manyprovinces have their own IP models, each district orschool council may opt for a different IP canvas. Forexample, in Québec (1988), the Law on PublicEducation article 235 states that the IEP mustcomply with the established policies of the schooldistrict regarding handicapped students and thosewith learning or behavior disorders.Seven components of the individualizededucation plans (IEP) were identified for laboration, adaptation, review, and transition.Two prerequisite features guided the analysis,namely that the functions support the centralcomponents of the individualized education plans,and that they extend over time to enable the IEP tosollicit several functions at different times during thecourse of its elaboration process (see Table 1).As described by the Ministry of Education of theprovince of Québec (MEQ) [13] and by Bateman andBateman [14], the IEP consists of a written form ofCopyright 2017, Infonomics Societycommunication when it facilitates discussioncentered on the student’s specific needs and when itpresents a detailed plan to meet these cationRégulationCollaborationAdaptationFigure 1. Keywords and the framework(Tremblay & Belley, 2017)In terms of identification, a screening process isintroduced which in many provinces and territorieshas replaced the more categorical diagnosticpractices. Moreover, in the event of requiredstructural preparation for the formal design of aspecific intervention strategy, planning comes intoplay. As proposed by the MEQ [13], this involves thedistribution of responsibilities between the partiesinvolved to contribute more efficiently to thedevelopment of the IEP and ultimately, its success.This function also takes into account the parents’rights and their role in the IP’s development process.Once this is achieved, collaboration comes to theforefront, as the entire team must focus theirpedagogical actions in one direction to ensure theattainment of the targeted goals. Adaptation of theIEP follows suite to encompass the variousaccommodations (adaptations and modifications) forthe student that have been authorized anddocumented in the intervention process. Thereafter,the review process takes into account thepropositions of Bateman and Bateman [14] of theSouth Dakota Department of Education [15] and theMEQ [13] to monitor the student’s progress andmake the appropriate adjustments if deemednecessary. Following these changes throughout theschool year is thus encouraged to better guide theprogress and outcomes of these students [13].Finally, the function of transition relates to thecontinuity of pedagogical strategies to supportspecial needs students as they head into the nextphase of their lives [13]. The transitional processmay thus be useful during the passage fromelementary to secondary school or when a student istransferred from one school to another [16].3018

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 8, Issue 1, March 20173. Research objectivesThe goal of this research project was thecomparative study of IEP for special needs studentsacross Canada (ten provinces and three territories)with emphasis on the content and functions.Although IEPs are considered legal actions inCanadian schools, few studies have addressed theseparticular aspects in the area of special education.This analysis hopefully sheds light on their differentmandatory elements and deployment.4. MethodologyAn analysis of individualized education plans forspecial needs students was performed by examiningthree types of education policy documentation [1] [2][3]. Specifically, Type I refers to constitutionalconsiderations, charters of rights, and other suchlegislation (Ex.: Education Act).Type II refers to administrative documentspertaining to the implementation of instructionalmeasures for these students, as well as the human,organizational, financial, and material resourcesinvolved to provide the necessary services. Type IIIdocuments, reserved for educators and othereducation specialists, include the professionaltechniques and interventions to use with specialneeds students, as well as practical procedures andguidelines for both the teachers and parents of thesestudents.For the purposes of this analysis, all of thegovernment laws and policies specific to eachCanadian province and territory were gathered anddocumented by directly accessing the variousgovernment websites. This effort resulted in a list of25 texts.Table 2. Sources of official documentsProvinces/TerritoiresDateAlberta2004Table 1. Typology of official textsType 1ConstitutionsConstitutions are fundamental laws that define individualrights and freedoms (Ex. charters) as well as the organizationand distribution of political power (legislative, executive,judicial).LegislationLaws are first presented in the form of a legislative proposalwhich is examined on several levels by the Members ofParliament. The proposed bill becomes an official law onlywhen it is adopted by the MPs and sanctioned by theGovernor or Lieutenant Governor. Of note is that whenproposed legislation is accepted as a provincial law, it canonly be rectified by another formal legislative process.International AgreementsInternational agreements are ratified by Canada and/or by theprovinces and are voted upon by the Members of Parliament.Type 2PoliticiesA policy designates an action plan that is developed by agovernment Ministry. Policies must be compatible withexisting laws and regulations and require the final approval ofthe Minister involved. Policies provide direction for schooljurisdictions and their respective boards of directors who areresponsible for ensuring their compliance.Ministerial DirectivesMinisterial letters and directives may be drawn up when aMinistry strives for a certain political uniformity. Often quasilegislative in nature, these directives are normally used toclarify legislation and render them applicable.Type 3GuidesGuides are produced to help education professionals to betterdevelop and perform their tasks and responsibilities, incompliance with the law and the rules pertaining to a givendomain.Support DocumentationSupport documents are developed by the Minister ofEducation to provide guidance to school districts with regardto professional practices.Copyright 2017, Infonomics Society200020132013British ColumbiaPrince EdwardIslandNew BrunswickManitobaNewfoundland andLabradorNorthwestTerritoriesNova ScotiaNunavut199620162001199320132013199720162006 cuments types 1 et 2Lois et politiquesgouvernementalesStandards for SpecialEducationSchool actSpecialEducationServices: A Manual ofPolicies, Procedures andGuidelines.School actMinister’s Directive No.MD 2001-08.School ActPolicy 322 InclusiveEducationLoi sur l’éducationLoi sur les écolespubliques.À l’appui des écolesfavorisant l’inclusion :Planification scolaire etcommunicationdesrenseignements : uncadre pour l’élaborationet la mise en œuvre desplans scolaires et desrapports annuels.School actMinisterial Directive onInclusive SchoolingLoi sur l’éducationSpecial Education PolicyEducation Act.Foundation for InclusiveEducation Inuglugijaittuqin Nunavut SchoolsEducationAct:Areference guide for thecommissionscolairefrancophone and school3019

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 8, Issue 1, March 820161999199520152007201520022013principals5.1 Formal analysisPolicy/ProgramMemorandum No 119,“DevelopingandImplementing Equity tion ActThe presence of the term “individualizededucation plan” is rare in official provincial andterritorial documentation. Indeed, only threeprovinces and two territories briefly mention theindividualized education plan and its usage in theirrespective education acts: Québec, British Columbia,and the Northwest Territories [22] [23] [24]. Despiteits legal status, the IEP appears only in Type IIIdocumentation across the country in the form ofinstruction manuals, and although the province ofSaskatchewan [25] has a policy (Type II) with regardto IEPs, it is the only one who does not have anyguide on the subject.Loi sur l’instructionpublique.Politique de l’adaptationscolaire:uneécoleadaptée à tous ses élèves.The Education ActThe Disability InclusionPolicy FrameworkStudent Support ServicesManualEducation ActIntervention models for special needs students ofthe 13 Canadian education jurisdictions were thusexamined and compared with regard to theirrespective components, stages of elaboration, andfunctions. The terminology used to designate theintervention model, its required elements, and itsdevelopment stages constituted the formal analysisof the IP, while the functional analysis centered onthe seven identified functions of the tion, adaptation, review, and transition).5. ResultsThe ten provinces and three territories of Canadashare no universal definition of an individualizededucation plan, despite similar interpretations. Forexample, the province of Manitoba [17] describes theIEP as a written document, created and implementedby a team, which presents a plan designed to meetthe unique learning needs of a student. Several etation [18] [19]. To this definition, theNorthwest Territories [20] add a consideration forthe student’s specific needs by referring to a globalwritten plan that documents the student’s annualoutcomes that are determined through a process ofcollaboration that is guided by the student’sstrengths, needs, and interests. Indeed, the idea thatthe IEP necessarily involves a collaborative processled by a team of educators was found to be acommon thread among most of the provinces andterritories, except for British Columbia [21] whosegeneral definition of the special needs individualizededucation plan regards a document drawn up tosummarize and document a special needs student’sindividual learning program.Copyright 2017, Infonomics Society5.1.1. Terminology. The review of the differentofficial documents published by the ten provincesand three territories uncovers a variety of terms todesignate the instructional method called theindividualized education plan. The official Englishappellation “Individualized Education Plan” or IEPis the term most often used in the majority ofCanadian jurisdictions (six provinces and twoterritories), while Prince Edward Island andManitoba authorize the use of another variant,namely “Individualized Education Planning”. Thesecond most frequently used term, the “IndividualProgram Plan”, is employed in the provinces ofAlberta and Nova Scotia. Finally, three provinceshave their own distinct definitions to designate thisindividualized support action: Saskatchewan,Nunavut, and New Brunswick. Moreover, thereappears to be a general tendency to use the term“individual” or its derivatives in reference to onecharacteristic of the individualized education plan,which is meeting the specific needs of the student forwhom this instructional tool has been designed;indeed, 11 of the 13 provinces and territories use thisparticular term to designate the individualizededucation plan, while New Brunswick uses“personalized” and Saskatchewan uses “personal”.5.1.2. Components. To help the intervention team tocreate a tailored plan adapted to a student’s specificneeds, each province and territory (except forNunavut) has an established intervention templatecontaining the appropriate required components.Across the country (except for the Yukon), despitethe obligation of schools to provide individualizededucation plans for their special needs students, thereis evidence of a certain flexibility in terms of howthe plan is presented, with greater focus on content.In Alberta [26], for example, the individualizededucation plan must be used in a selective mannerand may be adapted to better address the needs ofeach student, while in Manitoba [17], itspresentation, length, details, and exhaustivity mustcorrespond to the student’s needs.3020

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 8, Issue 1, March 2017The use of the intervention template in theseprovinces and territories comes across as more of arecommendation than an official request. In theYukon [27], however, the intervention team appearto be required to fill in certain pages of the proposedintervention template, such as student profile andanticipated goals and objectives. Aside frompersonal information (age, file data, signatures, etc.),the individualized education plan usually consists ofthe following elements: a summary exposing thestudent’s strengths, difficulties and challenges,assessments from specialists or the teacher, theanticipated objectives of the implemented plan, theresources available for the student, the envisionedmethods and strategies to reach the established goals,a description of the roles of each contributingmember, a review and evaluation of the plan, anyanticipated adaptations or changes, and finally, thepresence or absence of a transition proposal, ifapplicable.The assessment of the student’s strengthscorresponds to a description of their current overallskills, abilities, assets, and positive learningoutcomes. Also documented are the student’sweaknesses, specific needs, and the challengesidentified following an assessment which the studentis required to succeed during the school year. Thecomponent pertaining to the objectives refers to thegoals pursued by the developed individualizededucation plan,

individualized education plan (IEP) constitutes a legal right [4]. The concept of the . individualized education plan. is not new: this term first appeared in the United States in 1975 with the adoption of the Individuals with Disabilities Education Act (IDEA) which guaranteed access to free public education to

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