Month: August 2024

As a former School Psychologist and a mother of children in the public school system, I’ve become quite interested in the IPP process. I’ve worked on school support teams creating and updating IPPs, have walked caregivers through the IPP process and have advocated for students who need adjustments to their IPPs.

I believe it’s critical that caregivers have a good understanding of what an IPP is and how important their role is in the IPP process. In this blog I want to set the IPP scene – review the basics.

What is an IPP?

An Individualized Program Plan (IPP) is a document meant to outline a specific plan to address your child’s challenges and needs and highlight their strengths.

• I have seen excellent IPPs that use a child’s strengths to help support their areas of challenge

An IPP is a working document. This means that we expect it to change with the needs of the student.

• As a School Psychologist, I loved to see a string consecutive IPPs that referenced changing goals, growth areas and shifting expectations. This process can be quite validating and rewarding for the student as well!

An IPP uses assessment findings to inform instructional strategies and develop supports. In other words, an IPP translates the findings of an assessment into strategies, supports, accommodations and a support plan for the student – like a roadmap.

IPPs include:

• Goals and objectives that a student will work towards during the school year
• Accommodations to help the student learn more effectively
• Information that can help with transition planning

The best IPPs are those that outline goals that are meaningful, measureable and achievable

Who Needs and IPP?

Each student identified as having a special education need must have an IPP – section 47(1) of the School Act outlines this in a bit more detail.

How to Get Started

Different schools and teams will approach the IPP process slightly differently

• Begin as soon as a student is identified as having special education needs – usually through an assessment that results in a specific diagnosis

CanLearn’s friendly, expert team of psychologists can help you get started with a psycho-educational assessment. For more information or to book, please contact us at [email protected] or (403) 686-9300 ext. 102.

• School teams typically hold IPP meetings at the beginning of each school year
  • Update meetings are held throughout the school year so changes and adjustments can be made.
• Once your child has had an assessment, you can reach out to the school and let the support teacher, vice principal or principal know that an assessment has been completed and you would like to learn more about the IPP process at the school.

Who Is Involved in the Process?

Each school is a little different, but typically, the IPP team is a collaborative group consisting of the caregivers, principal (or vice principal), classroom teacher, support teacher, school counsellor or school psychologist. Other professionals may also be involved depending on the school and student needs (e.g., speech-language pathologist, occupational therapist, early childhood educator, class aide).

Why is it important for caregivers to be involved?

• Opens channels for communication and problem-solving outside of the IPP meetings
• Friendly/student focused language
• Generalization of goals outside of the classroom
• Strength focused document and goals

What are the Benefits?

Putting together a strong IPP can be a lot of work for caregivers and the school team. However, a well thought out, collaborative, student-focused IPP has many benefits.

An IPP:

• Helps everyone in the student’s support network to be on the same page and working toward shared goals
• Outlines strengths as well as specific areas of need, which can promote a strengths-based approach to support
• Identifies specific supports and individualized objectives that can be measured throughout the year
• Helps teachers to focus their time on strategies that are most impactful
• Increases communication between team members and outlines specific roles and responsibilities
• For older students, can be a good tool to help with self-advocacy
• Creates a paper trail of strategies tried, successes, and learnings
• Allows for future planning – working toward increased skillsets and areas of growth
• Helps with transitions between teachers, schools, programs, etc.

Dr. Heather Baker, R.Psych,

Director of Clinical Services at CanLearn Society

The most depressing words in the English language could be: “Try harder!” Students with learning disabilities will usually tell you, “I was trying, but because I didn’t do well, nobody believed me.”

Learning disabilities are still not well understood. Information about learning disabilities is not always understood and misconceptions abound among the public and with educational professionals. The Learning Disabilities Association of Canada has great information about learning disabilities if you’d like to know more. https://www.ldac-acta.ca/learn-more/ld-basics/

In general terms, learning disabilities can affect the following:
Dyslexia – processing language and can include reading, writing, and spelling.

Dyscalculia – math skills and concepts and can include computation, remembering math facts, concepts of time, money and grasping math concepts.

Dysgraphia – written expression and can include handwriting, spelling, expressing ideas on paper.

Dyspraxia – fine motor skills and can include coordination and manual dexterity.

Auditory Processing Disorder – interpreting auditory information and can include language development and reading.

Visual Processing Disorder – interpreting visual information and can include reading, writing and math.

ADHD is also looked at as a learning disability.

Prepping For the School Year

1. Understand Your Child’s Strengths and Challenges
Do you have a clear understanding of the challenges that your child faces? If you aren’t clear, you can reach out to us to book time to look at the areas of challenge. And while we’re there, let’s look at the strengths. What are they good at? Where do they excel? What comes easily? We can use an understanding of their strengths to help them when they struggle with their challenges. It’s also important to understand that children with a learning ‘difference’ or ADHD aren’t broken. We also want to remember that their ‘milestones’ will be different than neurotypical children, and that’s okay. They shine in their own special way!

2. Routines
Let’s face it. We all do better when we have a routine. Building a routine that works for you is important, and it’s important to have your child involved in the development of that routine. It also helps build an important life skill. Building a routine helps your child know what the expectations are, and having it up where they can see it will help with any executive function challenges.

Keep the routine simple and visual. Have fun with it and don’t pack it too full of activities and chores. School can be a big energy burner, especially when you learn differently. A good routine might go through several variations before you hit on something that works, so don’t give up and don’t laminate it. You’ll want to change it as required.

3. Communicate with the School
Reach out to the school and let them know you are willing to work with them to ensure that your child has the support they need. This can also benefit their teacher and help them by providing information on your child’s strengths and challenges. You might want to contact your child’s school to set up a meeting and ensure that the start of the school year goes smoothly. It can be a good time to review their IPP and make sure it covers the areas of support that your child might need.

4. Creating Support at Home
Having a quiet and organized study space might work for some students, but not all of them. What does your child need to get their work done? Do they need support? It might be best to have them do their work where you are and can support them by helping them stay on task, answer questions, and understand questions that don’t make sense to them.

Keep distractions to a minimum, which means that phones go away while homework is being done. Assure them they can catch up with their friends once they are finished. If you notice they are getting sidetracked easily, look at what might be happening. Is the task too difficult? Are they having trouble understanding the assignment. These are common reasons why they might not be making progress.

5. Encourage Self-Advocacy
When your child runs into a question or problem they can’t solve on their own, you can encourage them by teaching them to understand and express their needs. For example: If they don’t understand the question, what can they do? If they don’t know when the assignment is due, what can they do? You can have them practice with you to become more comfortable with asking questions. And assure them that asking questions means they are smart and are doing what they can to build confidence and independence. Important skills for as they grow.

6. Encouraging a Positive Mindset
Celebrate their small victories and progress. Remember that getting through school with a learning difference isn’t easy and they can easily become discouraged. Encouragement builds a growth mindset and builds resilience. Provide that unconditional emotional support and reassurance and they will flourish.

If you need help or support, reach out to our team at CanLearn. We understand and we’re here to help you and your family.