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Positive ideas I discovered during the IEP design:

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Positive ideas I discovered during the IEP design:

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The shared commitment to develop and sustain the collaboration between educators, families, and communities  is essential to ensure the success of students with learning disabilities .

Bringing students' voices on the table,paired with a structure and available resources helps students shift from a “formal”meeting that is done on their behalf to something they lead and are part of.

Plethora of online resources and virtual groups provide support to parents and guardians on how to deal with socio-emotional effects of LD’s,which in turn builds strong student’s advocacy in the classroom and further on in life.

https://www2.yrdsb.ca/student-support/special-education/learning-disabilities-strategic-plan

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When comparing the ideal setting of a school that has all the provisions and resources to support a small number of students with IEP with a random classroom like mine, that has 11 IEP, which instructional model/modifications/accommodations would be most suitable?!

Quite often I find it exhausting to ensure that  I am giving my 100% to all students.Somehow,I am aware that their performance is not reflecting my efforts despite my  fair ambition to employ assistive technology and differentiated instruction.

"A subject or course in which the student requires neither accommodations nor modified or alternative expectations is not included in the IEP.

It is essential that the teacher(s) responsible for providing direct instruction to the student be the primary decision maker(s) in the process of determining the student’s programming needs and identifying the appropriate option with respect to each of the relevant subjects, courses, and programs."
E17
http://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

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Speaking about the appropriateness /inappropriateness of the IEP,I feel that there’s a hint of hypocrisy when trying to be politically correct with what to write and not what to write.I have a student with obvious severe speech disorder.The assistant that is in charge of connecting students with https://andersontherapy.ca enters the classroom yelling out “Hey K, just to remind you that you have speech therapy at 11:30 am”.

E16
http://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

Also,I have another student with ADHD that has one-to-one assistance.What's the difference of stating /implying or omitting it altogether when writing the IEP?!

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What's fantastic about the neurodiversity approach is that it equips students with all of the tools they need to cope with day-to-day learning and living by allowing them to focus on what they do best. This speaks loudly about the ways neurodiversity has shaped the overall special education.As a result, students do not feel excluded, and they are aware that there are some areas in which they may excel.

I strongly believe that IEP/IPRC are  thoughtfully and thoroughly designed to include a wide range of differently-abled students. However, on a typical workday, quite often I run out of time when trying to implement everything I have in mind and not being able to tick all the boxes of the IEP recommendations.

https://www.teachspeced.ca/modified-iep-programming?q=node/665