So, you have a student with intellectual disabilities in your class, or have been informed that one may be joining your class soon. We hope your concerns will be addressed in this resource and that you will be directed to other people who can be of assistance. No one expects you to do it all yourself.

There are several preliminary things you can do to start preparing for the student. Your principal or special education administrator can inform you about the best way to access specialized personnel in your district. Here are some suggestions of where to start:

• Talk to the person responsible for special education in your school about your initial questions and concerns. If one is not available, talk to the principal or district special education contact.
• Request the studentÕs file and any background materials related to the student.
• Talk to the parents or guardians. They can be an invaluable source of information both at the early stages of planning and later. Ongoing collaboration between home and school is crucial. Parents may have information from other people such as after school or relief caregivers which can enhance the meeting.
• Contact previous teachers for their input about the student from direct experiences. Previous teachers may be able to provide samples of the studentÕs work.
• Request that the student be put on the agenda for a future school-based team or school planning meeting. Jot down the questions you want to ask at this meeting.

The purpose of a school-based planning meeting is to develop an Individual Education Plan (IEP). Before organizing this meeting consider:

• If the student has an IEP in place, read it. It will be the most helpful piece of information you can find.

• If there has been an assessment of the student's strengths and needs and level of functioning, it should be studied in preparation for the team meeting.
• IIf the student is new, and no records are available, be sure to bring a portfolio of student work you have collected and records of teacher observations to the meeting.
• IIf there is a teacher assistant assigned to the student, get to know this person. Assistants who have worked with the students before will have insights which can help you plan for the student's program.

Parents or guardians should be the first line of information for you, the teacher, to learn about the student and his/her needs. Take time to listen to the student's history. This will develop rapport and trust. Parents have a wealth of information from how to effectively communicate with their child and what strategies work best in managing behaviour, to how the child can be motivated.

While teachers maintain the authority to manage their classrooms, it is important to work collaboratively with parents.

Students can provide useful insights regarding their own strengths and needs and how these might be addressed in a new setting. Students can also provide helpful information about the level of support previously provided, their interests and existing friendships, and any concerns they might have about a new classroom situation. Be sure to gain assistance if needed to appropriately communicate with the student.

The involvement of siblings and other students in program planning can provide valuable information about a classmate's strengths and needs and ways that the peer group might provide support. In addition, the student's peers can provide practical problem-solving suggestions as challenges arise in various school and community settings.

Individual Education Plans

Students with special needs who are receiving ongoing special education service require an IEP. This plan is a concise and usable document which summarizes the student's educational program. The IEP should be implemented and reviewed/updated at least annually. Its development should be seen as a dynamic, ongoing process.

IEPs:

• are written records of planning prepared with input from students, parents/guardians, school personnel and other service providers, i.e., preschool staff.
• describe students' current learning, strengths, styles and needs, and identify appropriate goals.
• help in determining the degree of intervention needed.
• describe individual team members' responsibilities.
• provide coherent plans for student learning and service needs.
• should include planning for students' transitions.
• Assist in determining criteria for evaluation.
• help in determining how well students are meeting their goals, and form the basis of reporting students' progress.

The IEP may be brief or complex, depending on the complexity of the student's needs. Some students require minor adjustments to the regular program which can be documented in one page. Other students, with more involved needs, require more detailed and comprehensive plans. In either case, the IEP provides teachers, students and parents with a plan to modify, supplement, or replace parts of the regular curriculum.

Adapted Programs

A student on an adapted program follows the same curriculum as peers in the same grade. The student is assessed using the established outcomes for the grade/course and receives full credit for work if the outcomes are met. The methods of reporting progress are consistent with Ministry grading and dents to meet the required outcomes and to participate more fully in the program with others in the class. Adaptations should be noted in the IEP. Adapted programs recognize the potential of student to receive a Dogwood Certificate. The following are examples of areas that may be adapted:

• Communication - The student's output may be adapted through use of a scribe, computer print-out, a computerized voice system or use of Braille. The input may be adapted through the use of an interpreter or an assistant to explain the teacher's instructions.
• Instruction - The teacher may reduce the number of examples the student is required to do or increase the amount of time provided to complete an assignment. The student may require extra demonstrations or concrete examples in order to understand the material. Some may benefit from being seated closer to the teacher, the board or by having an assistant seated close by. The box on this page is an example of adapted instruction at the Grade 7 level.
• Assessment - Some students may be permitted to respond orally to examination questions; other students may need a reduced number of questions to enable them to complete the test in a given period of time.

Modified Programs

A modified program focuses on different learning outcomes than those specified in the prescribed learning outcomes for the student's grade or course. Individual goals and objectives are specifically selected to meet the student's special needs and are outlined in the IEP. The goals are established for each student in consultation with parents. Some students may take part in the regular program, but have some modified components (e.g., the mathematics program may be individualized with a consumer orientation). Other students may participate in a program that is completely modified (e.g., the school program may focus on communication and self-care skills).

Subject content is substantially different from that stated in the prescribed curriculum for the course or grade. Methods of instruction may also differ from those used for other students. Various assessment strategies to gather evidence of student performance are outlined in the Ministry Guidelines for Student Reporting. These include observation, self-assessment, practice assignments, quizzes, written tests, oral and written reports, or student portfolios of work.

School-based teams and teachers, in consultation with parents, need to make decisions about goals for each student based on strengths and needs. Important basic questions of how to enhance the individual's quality of life should be a part of this planning. These are sometimes called "valued life outcomes." In deciding individual goals and objectives for students, be sure to focus on:

• Meaningful participation in the community.
• Development of skills for personal relationships.
• Achievement of self management and decision making.
• Maintenance of personal safety and health.
• Development of skills for independent living.

Structured written comments are used to report the level of success in achieving modified goals and objectives. The use of letter grades and percentages is not appropriate in this case.

A student on a modified program may receive a British Columbia School Leaving Certificate, reflecting achievement of the goals in the IEP.