Requirements for re-standardizing

We know that the introduction of the ‘IEP’ to student would be followed by a procedure. The
regular process is stated in Policy/Program Memorandum No.11, “Early Identification of
Children’s Learning Needs”, boards must have in place “procedures to identify each child’s level
of development, learning abilities, and needs”, and they must “ensure that educational
programs are designed to accommodate these needs and to facilitate each child’s growth and
development”. After that they explain these to school staff and for parents and other members
of the public. The plan must also include the statement that “these procedures are a part of a
continuous assessment and program planning process which should be initiated when a child is
first enrolled in school or no later than the beginning of a program of studies immediately
following Kindergarten and should continue throughout a child’s school life” (Policy/Program
Memorandum No. 11).
Since there is a procedure to discern this and if I am placed to re-decide as a teacher, I believe I
have re-visit the whole procedure, study, and move ahead for a better change without changing
the guidelines from ‘Learning for All’ and at the same time the UDL. As a continuation of this
process, I will do the following as a cycle.
• Re-read the guiding principles or philosophy used by the board for early identification of
children’s learning needs
• Seek assistance and help from other staff who were involved in this early identification
• Discuss and re-learn the parent’s role in early identification and consult them for a better
change.
• Re-visit all the policies and procedures on screening, assessment, referral, identification, and
program planning for the student.
• Study about the procedures used within the board for referring a student for an assessment
(e.g., an assessment by an in-school team or by professional resource staff) and conduct one.