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The electronic translation service on the Toronto District School Board website is hosted by Google Translate, a third party service. The TDSB does not guarantee or warrant the reliability, accuracy or completeness of any translated information.

The quality of the translation will vary in some of the languages offered by Google. Google Translate is a free service and currently offers translation in over 100 languages, but does not capture all languages or dialects.

The basic translation goal is to capture the general intention of the original English material. Before you act on translated information, we encourage you to confirm any facts that are important to you or may affect any decisions you make.

The Toronto District School Board is committed to equity and community engagement, and by providing this tool, we are making our information more accessible to families whose first language is not English.

Google Translate Frequently Asked Questions

Individual Education Plan

An Individual Education Plan (IEP) is a written plan that describes special education programs and/or services for a student. It is based on a student’s profile of strengths and needs. This will be developed in consultation with the parent/guardian/caregiver and with the student, where appropriate.

An IEP is developed for any student who has been deemed exceptional by an Identification, Placement and Review Committee or when the principal, in consultation with members of the In-School Team (IST) and/or School Support Team (SST) feel your child needs additional support to achieve his or her learning expectations. Both the IST and SST help develop action plans and strategies based on the student’s learning strengths and needs.

An IEP may include modified and/or alternative learning expectations along with accommodations. Modifications are changes made to the Ontario Curriculum to what
the student is expected to learn in a particular subject. Alternative expectations are for areas not represented in the Ontario Curriculum. Accommodations are changes made to the learning environment, how the teacher instructs or assesses your child, but without changing the curriculum. They may also include the use of assistive technology or special equipment that helps your child learn and/or demonstrate their learning.

IEPs are developed within 30 days of a student being placed in a special education program. Parents and students, where appropriate, are consulted in the development of the IEP and get a copy. IEPs are reviewed and updated at least once every reporting period.

IEPs include plans for helping your child make transitions in their education. Transition plans are considered for ALL students who have an IEP and developed when needed. These may include a student transitioning from activity to activity within a classroom or between locations within the school. More complex transitions might involve changes to students’ pathways in terms of location, school and/or program and may require significant support from adults.

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Our Mission
To enable all students to reach high levels of achievement and well-being
and to acquire the knowledge, skills
and values they need to become responsible, contributing members of
a democratic and sustainable society.
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