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School Support

The IEP isn't working (or isn't being followed)

Plain-language school guidance, the record to keep, and the next step available to your family.

Direct answer

An IEP (Individual Education Plan) is the school's written plan for your child. Ontario Regulation 181/98 requires it to be developed in consultation with you (s. 6(2)) and to set out specific expectations, the program and services your child will receive, and how progress will be reviewed (s. 6(3)). After a placement, the plan must be completed and sent to you within 30 school days (s. 6(8)). Two different problems look similar: an IEP that is too weak, and a decent IEP that staff do not follow. Your records — what the plan says versus what actually happens — tell you which fight you are in.

Ontario Regulation 181/98 — Identification and Placement of Exceptional Pupils · Ontario Education Act — Special Education Requirements (IPRC, IEP) · Human Rights Code, R.S.O. 1990, c. H.19 · Policy on Accessible Education for Students with Disabilities · Verified 2026-07-04

  1. 1Understand what's happening
  2. 2Document it
  3. 3Send the letter

What this means

An IEP (Individual Education Plan) is the school's written plan for your child. Ontario Regulation 181/98 requires it to be developed in consultation with you (s. 6(2)) and to set out specific expectations, the program and services your child will receive, and how progress will be reviewed (s. 6(3)). After a placement, the plan must be completed and sent to you within 30 school days (s. 6(8)). Two different problems look similar: an IEP that is too weak, and a decent IEP that staff do not follow. Your records — what the plan says versus what actually happens — tell you which fight you are in.

What to do next

  1. Read the IEP against reality

    Line by line: which supports are actually happening? Mark each item delivered / partial / not happening, with examples.

  2. Request a review meeting in writing

    Use the IEP review letter — it cites the consultation duty and asks for a date within 5 business days.

  3. Bring specifics, ask for specifics

    Vague goals produce vague support. Ask for measurable expectations and named services with frequencies.

  4. Confirm every change in writing

    After the meeting, ask for the updated IEP and confirm in writing anything agreed verbally.

  5. For students 14 and older

    Ask for transition steps for post-secondary options, employment, and community living. Put dates and responsible staff in the IEP.

What to ask, say it or paste it
I am requesting a meeting to review my child's IEP. Which parts of the current plan are being delivered as written, and which are not? I would like the reviewed plan to state specific expectations, the exact services and their frequency, and how progress will be measured and reported to me. When will I receive the updated plan in writing? Please reply in writing within five business days.

What to record

  • The current IEP, and your line-by-line notes on what is actually delivered
  • Examples (dated) of supports in the plan not happening
  • Your written review request and the school's response time
  • What was agreed at each meeting — confirmed by you in writing afterwards
Start your incident log

If it doesn't resolve

Most IEP problems resolve at the school level with written pressure; the superintendent letter cites the board's duties when they don't.

See the full escalation ladder

What not to rely on

"The IEP is a working document, we'll get to it."
After placement, the plan must be completed and sent to you within 30 school days (O. Reg. 181/98, s. 6(8)). "Working document" is not a reason for missing services now.
"We know your child, we don't need it all written down."
Staff change; written plans survive. The regulation requires the plan to set out expectations, services, and review methods in writing.

Go deeper

Common questions

Under O. Reg. 181/98, s. 6(3), the IEP must include three things: specific educational expectations; the special education program and services the student will receive; and how progress will be reviewed. For students 14 and older, it must also include a transition plan (s. 6(4)).

Yes — the principal must consult with the parent in developing the plan (O. Reg. 181/98, s. 6(6)(a)), and a copy must be sent to you within 30 school days of placement (s. 6(8)). If your input is not reflected, say so in writing and ask for your objection to be recorded.

Request a review — the plan should change when it is not working. If your child has not been through an IPRC, consider requesting one (the principal must refer your child on your written request, O. Reg. 181/98, s. 14(1)(b)); identification and placement decisions gain formal appeal rights.

Legal authority for this page

Legal authority for this page
DateRecordPublisherSource type
1998-04-01Ontario Regulation 181/98 — Identification and Placement of Exceptional Pupilse-LawsGovernment source
2024-01-01Ontario Education Act — Special Education Requirements (IPRC, IEP)Government of OntarioGovernment source
1990-01-01Human Rights Code, R.S.O. 1990, c. H.19e-LawsGovernment source
2018-03-01Policy on Accessible Education for Students with DisabilitiesOntario Human Rights CommissionGovernment source

Last updated: 2026-07-04