Alternative IEP Programming

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Characteristics notebook pencil

Alternative programming addresses various aspects of student need that are not specifically represented in the Ontario curriculum in order for the student to learn new skills. These may include social skills, self help skills and learning of new behaviours.

What it is

In response to a student’s need, individualized alternative programming is developed and taught for the acquisition of knowledge and skills that are not specifically part of the Ontario curriculum. Examples of alternative programs may include: speech remediation, social skills, self-help/personal skills and/or personal care programs. Alternative programming is individualized and documented on a student’s IEP. Alternative programming goals are assessed, communicated at reporting periods and regularly revised.

Strategies

• Assess student to determine current level of achievement and report anecdotally on the IEP.

• Utilize non-teacher professional reports and suggestions.

• With a team of teachers, educational workers, parents/guardians and student, develop an Annual Goal.

• Develop the specific learning expectations per term and consider using the SMART goal setting framework. SMART is an acronym often used in the development of modified and alternative learning expectations to ensure they are Specific, Measurable, Attainable, Reasonable and Time limited.

• Determine the specific teaching strategies for each alternative expectation considering the student’s strengths and needs.

• Determine the assessment strategies for each learning expectation.

• Limit the learning expectations to a few specific goals that will be targeted. The learning expectations do not reflect the students entire program, but instead the focus for the term.

• Develop and implement a timetable of when instruction will occur.

• Develop a chart with the learning expectations to track progress.

• Communicate regularly with parents/guardians.

• Goals are typically formally assessed at reporting periods and new goals are set, but learning expectation goals can be adjusted up or down as needed throughout the term.

• Consider the development of a safety/emergency response/crisis response plan for extreme behaviours.

See Strategy pages for specific areas of student need.

Resources

• Special Education in Ontario K-12 Policy and Resource Guide, Section E

• Teaching Social Skills

Search form