Category: Blog

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.

Did you know that the General Education Development (GED) program that was offered in Canada for decades has ended and been replaced with CAEC?

CAEC stands for Canadian Adult Education Certificate.

Completing the CAEC tests gives adults the equivalent of a high school diploma. The tests are:

• English Language Reading
• English Language Writing
• Mathematics
• Science
• Social Studies

Getting a CAEC can lead to several different opportunities, for example:

• Get accepted to college
• Improve employment opportunities
• Personal achievement

At CanLearn, we know that preparing for the CAEC tests on your own can be challenging.

We can help.

Our adult learning programs can help you study and ensure that your reading, writing, math, spelling, and grammar skills are up to scratch.

In addition to preparing for the CAEC tests, CanLearn adult literacy programs can help you:

• Learn or improve skills such as reading, writing, and numeracy regardless of your current level
• Learn how to learn
• Learn how to support your child’s learning at school
• Improve your well-being: feel purposeful and optimistic, build connections with others, develop a sense of belonging

Our programs are:

• Offered in small classes or one-to-one tutoring
• Offered via in-person classes or virtually

The enrollment is ongoing from September to May.

No matter where you are on your learning journey, we can help you meet your goals!

If you are interested in learning with us, please fill out the Information Request Form or call us at 403 686-9300 ext. 128

Nada Jerkovic
Manager, Literacy Programs, CanLearn Society

On April 24, 2024, the Learning Disabilities Association of Alberta, in collaboration with Mount Royal University, hosted an important event. This event featured the screening of The Right to Read documentary, a powerful narrative that underscores the importance of the Science of Reading approach in improving literacy outcomes for children. The film, which shares the stories of families, teachers, and advocates, sparked insightful discussions among the participants, further highlighting the relevance and impact of this approach.

At CanLearn, we take immense pride in our role as devoted advocates for evidence-based practices in literacy, learning disabilities, ADHD, and related mental health challenges.

The Science of Reading harnesses extensive research in education, cognitive science, neuroscience, and linguistics, as summarized in The Science of Reading: A Handbook. The most influential studies, including the Simple View of Reading, the Five Pillars of Reading, and the Reading Rope, have successfully displaced the whole language/balanced literacy approach.

At CanLearn, we have enthusiastically incorporated the major assumptions from the science of reading approach:

1. Robust decoding and language skills are needed for a reader to achieve strong reading comprehension.
2. Explicit, systematic, and cumulative code (phonics) instruction produces effective decoding skills.
3. Phonemic awareness is a foundational enabling skill.

However, our instructional decisions regarding what to teach, when, and for how long are based on many other research studies that are equally consistent with the Science of Reading approach.

Mark Seidenberg is a cognitive scientist whose research, shared in the book, Language at the Speed of Sight, is heavily cited in all discussions about the Science of Reading. He gently cautions teachers against assuming that everything has to be taught explicitly or else it won’t be learned (he calls this overteaching) and helps us understand that explicit instruction is there to scaffold implicit learning only as much as needed and not more.

Maryanne Wolf, another cognitive scientist and the author of Proust and the Squid, shares similar advice: ” Decoding is the foundation of reading proficiency, but it is by no means where we end our efforts. Nor should it be the only effort.”

These two researchers (and many others) emphasize the importance of not forgetting that language interactions, books, and reading aloud to children are crucial components of the Science of Reading approach. While the preschool years are ideal for introducing letters and sounds, they are even more valuable for fostering a love for books, developing language skills, and preparing children to benefit from formal reading instruction.

Nada Jerkovic
Manager, Literacy Programs, CanLearn Society

As an ADHD Coach for nearly a decade, I’ve witnessed firsthand the struggles of parents and children navigating the complexities of ADHD. Initially, my coaching sessions often resembled a revolving door, with parents or caregivers dropping off children in hopes of a quick fix to their challenges. But as I delved deeper into the intricacies of neurodiversity and parenting, I realized that the key to supporting these amazing children lay not in ‘fixing’ them but in empowering the parents and caregivers in their lives.

In today’s digital age, there is a significant stressor that looms large, and that is screen time. Research increasingly links too much screen exposure to challenges with mental health, particularly among those with ADHD.
Just as we’ve learned to recognize the signs of ADHD and adapt our parenting strategies, we now need to be aware of how screen time may be contributing to these challenges in unique ways. It’s an excellent time to understand how screen time can impact sensory overload. And it’s time to redefine our expectations and embrace a more balanced approach to managing screen time.

We know that screens are here to stay. We use them at work, and our children use them at school. Balance is important. So how do we do that?
Here are some ideas to get you started:

• Movement is a big help because people with ADHD need to move their bodies. Getting outside and into nature can make a huge impact. Something that can measure your effort, like a smartwatch, can help motivate you to meet your physical activity goals.
• Another possibility is having a menu of activities your kids can choose from. You can include getting outside, getting chores done, and getting creative as possibilities for activities.
• Limit technology in the bedroom! Tech can impact sleep, which in turn impacts executive functions and school performance. If you’ve ever doomscrolled, you know what I’m talking about. As a parent or caregiver, make sure you follow the same rules.
• If your child needs to use a computer to do homework, block less productive websites during homework time or unplug from the internet while they are working. There are lots of great apps like StayFocused, Mindful Browsing or Forest that can block sites like Facebook, YouTube, etc.

As a family, try unplugging for a day and planning something fun together, whether it’s getting outside, getting creative, or doing a fun activity. Not sure what to do? Here are some websites to get your creativity flowing: Central Library, Devonian Gardens, Glenbow at The Edison, Alberta University of the Arts, and Calgary Walking Tour. This will model a balance with technology, and who better than you to model that behaviour?

Too much of anything isn’t good. Since screens are here to stay, let’s look at the best ways to manage them.

If you need further support, CanLearn has counselling and parent coaching available.

Laura Godfrey
ADHD Life Coach

The vibrant red colour of the sunset resembled the hue of a ripe strawberry. Reading the sentence above, you can visually picture the sunset described because you are able to understand what you read. Reading comprehension is the overarching goal we want our children to achieve while learning to read. Children learn to read words in early elementary years, but in upper elementary grades, they move into texts that ask them to read to learn. Reading comprehension difficulties may emerge at any age, but they often become more noticeable when the child enters the third or fourth grade. What can be done to prevent and address reading comprehension difficulties? An assessment of listening comprehension is highly recommended for any child who displays difficulty with reading comprehension. At this point, an informal evaluation using a read-aloud story rather than a formal psycho-educational assessment will do the job. If a child struggles to understand what he reads, the first question is to ask if he can understand a story read to him. If the answer is “yes,” there is likely a weakness in the child’s word-level reading ability. Effortful decoding is mentally exhausting; it causes working memory overload and poor comprehension. This is very common with many struggling readers, especially those diagnosed with ADHD or LD. Direct and explicit phonological awareness decoding instruction, encouraging parents to provide home environments filled with books, and stimulating verbal interactions to promote and enhance children’s reading comprehension are effective intervention strategies for this group of children. However, if the answer is “no,” the child may have oral language deficits that must be identified. Namely, children’s progress in reading comprehension is directly related to their ability to understand spoken language and the breadth and depth of their vocabulary. When there is a suspicion that a child may struggle in reading comprehension due to oral language deficits, a formal assessment may be necessary. A speech-language pathologist or a psychologist are the best professionals to consult with for the next steps. It is important to note that children learning English as their additional language need sufficient time to develop oral language skills in English before jumping to conclusions about their reading comprehension abilities in English. Children often have a combination of causes that add to reading comprehension difficulties. When children cannot understand what they read, it is essential to start looking for the cause of the difficulty and then look for solutions. Prevention and early intervention are the keys because, when children experience reading challenges that continue for a long time, they become discouraged from learning. Nada Jerkovic Manager, Literacy Programs