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Individualized Programming: Supporting Student Success
Some students require a personalized approach to learning that differs from the regular provincial curriculum. In these cases, educators may implement curriculum modifications or develop individualized programming, which involves modifying or removing specific provincial learning outcomes. These practices are intended to provide appropriate educational programming that aligns with the student’s strengths, needs, and goals, supporting their meaningful participation and success in school.
This page provides guidance for educators on how to plan effective programs for students who benefit from individualized programming.
“While the provincial curriculum is appropriate educational programming for most students, some students have intellectual developmental disorders or intellectual deficits that prevent them from accessing some or all of the provincial curriculum. Within Manitoba Education and Early Childhood Learning’s philosophy of inclusion, two instructional supports, modification and individualized programming, provide students with intellectual developmental disorder access to educational benefits, supporting meaningful involvement in the school community and promoting enhanced student well-being.”
— Supporting Inclusion, Modification and Individualized Programming in Manitoba Schools, Manitoba Education and Early Childhood Learning, 2023 🔗
What Is Individualized Programming & Who Is Eligible?
Individualized Programming is intended for students whose severe to profound intellectual disability prevents them from meaningfully participating in the Manitoba provincial curriculum.
Below are key points to understand about Individualized Programming:
Eligibility Criteria
Individualized Programming is designed specifically for students diagnosed with severe or profound Intellectual Developmental Disorder (IDD), Global Developmental Delay (GDD), or unspecified intellectual disability. Students with other diagnoses such as autism, ADHD, or mild to moderate IDD are not eligible for this level of programming.
Please note: Diagnosis of GDD or unspecified IDD require reassessment after a period of time.
Learning Focus and Domains
Individualized Programming is designed to create highly personalized and functional learning experiences that fall outside the standard provincial curriculum. The goals are tailored to each student's unique needs and typically focus on areas such as communication, personal safety, activities of daily living, social-emotional development, and self-advocacy.
Student Specific Plan (SSP) and Documentation
Students on Individualized Programming have their learning goals outlined in an Individual Education Plan (IEP) where the learning experiences are written as student specific outcomes (SSOs). The IEP-R is used for reporting on SSOs in domains that are outside Manitoba curriculum.
Team Approach
Programming for students on Individualized Programming requires ongoing collaboration, flexibility, and creativity. Parents and students, as core members of the planning team, must be actively involved from the very beginning. They should not simply be presented with a completed plan for feedback - rather, their voices and input are essential throughout the entire SSP development process.
Student-Specific Planning
To better support students, educators can collect valuable information from parents and caregivers at the start of the school year. One effective way to do this is by using a survey. The responses help school teams plan appropriate supports and smooth transitions as students return to school.
Detailed IEPs
Develop detailed IEPs with clear, functional outcomes (SSOs).
Comprehensive Domains
Reflect ALL domains: cognitive, communication, social-emotional, sensory, daily living.
Living Documents
Plans must be living documents - regularly reviewed and adjusted.
Team Involvement
Involve all team members and family in IEP creation and review.
Click on the link below to download a parent survey that can be used to gather this important input and to explore more resources about IEP goals
Communication, Co-Regulation, and Behaviour
It is common for students on Individualized Programming to have co-occurring diagnoses in addition to severe or profound Intellectual Developmental Disorder (IDD). These may include autism spectrum disorder (ASD), anxiety, ADHD, obsessive-compulsive disorder (OCD), and others.
It is essential to keep the student at the center of the planning process, taking into account the full range of their strengths and challenges. A holistic and responsive approach ensures that programming is meaningful, supportive, and truly individualized.
Click on the video below to listen to Jordyn Zimmerman story and her experience at school
When Developing Individualized Goals, Always Consider the Following:
Communication as Foundation
All students communicate. Use a range of tools, such as Augmentative and Alternative Communication (AAC), visuals, sign language, and gestures - to support understanding and expression. Communication should be prioritized across all environments.
Behaviour as Communication
All behaviour communicates a need or message. Instead of focusing solely on the behaviour, ask: What is the student trying to tell us?
Respond with curiosity and compassion.
Co-regulation and Physical Environment
Adults play a key role in modeling calm, offering regulation strategies, and adjusting the physical environment to reduce stress. Supportive spaces and predictable routines help students feel safe and understood.
Proactive Planning
Anticipate and plan for sensory, emotional, and regulatory needs - especially when students have multiple diagnoses (e.g., ASD, ADHD, anxiety). A proactive approach reduces escalation and supports engagement.
Consistency and Collaboration in Implementation
Once individualized goals are established, it is essential to develop a detailed daily plan that is shared with - and consistently followed by all members of the school team. Consistency across staff supports student success and reinforces learning.
UNCERTAINTY IS A STRESSOR FOR EVERYONE!
Consistent and predictable routines help reduce anxiety and support the development of independence. Visual supports, such as schedules, step-by-step task guides, transition cues, and choice boards, are effective tools to promote understanding, engagement, and autonomy in daily activities.
Extending Support Through Home-School-Clinician Collaboration
Whenever possible, parents can also implement some of the strategies used at school. This alignment between home and school routines often helps students better understand expectations and make meaningful progress toward their goals.
Collaboration with clinicians is equally important. School teams should actively involve professionals such as speech-language pathologists, occupational therapists, and other specialists who can provide direct support, staff training, and consultation to ensure goals are functional, achievable, and evidence-informed.
Click on the links below to acces an example of a visual agenda and weekly plan.
More Than a Seat: Building Meaningful School Experiences for All Students
Supporting students on individualized programming means more than simply placing them in a classroom. True inclusion means students have access to spaces where they can truly belong and grow.
Inclusion is not just about being physically present in a classroom. For students with individualized programming, success depends on having personalized goals and access to spaces that support their learning and well-being.
These students may benefit from a variety of environments throughout the school day. While some may spend much of their time in a general classroom, others thrive best when they can also access:
Sensory rooms for regulation and focus
Movement spaces for physical engagement
Life skills areas to build independence
These spaces are not alternatives to inclusion - they are essential components of it.
For practical ideas on how to design inclusive learning spaces throughout your school, click below.
Defining Roles and Supporting Educational Assistants
Educational assistants play a vital role in fostering inclusive learning environments.
By working collaboratively and implementing best practices, they contribute significantly to student success!
Clear Expectations
Clearly outline expectations, goals, and responsibilities for EAs.
Regular Training
Provide regular training and support in communication, co-regulation, visuals, and routines.
Key Partnerships
EAs are key partners in building trust and consistency for students.
Team Review
Review strategies and progress together as a team.
Assessment & Reporting for Individualized Programming
Student progress in Individualized Programming (IP) is monitored based on the achievement of Student-Specific Outcomes (SSOs). Traditional grades are not assigned to these outcomes, and students are not retained or promoted in the conventional sense. Instead, they progress through their individualized program at a pace that aligns with their developmental and learning needs, potentially continuing until age of 21.
Student progress is reported during the school’s regular reporting periods.
Grading
Grades K–8: These students do not receive subject grades, as they are not working on provincial curricular outcomes. The IEP box on the report card is not checked.
Grades 9–12: Courses under Individualized Programming are designated with an "I" code, following the three-character course designation outlined in the Subject Table Handbook.
Documentation
The front page of the report card should be completed as applicable and accompanied by the IEP progress report, which documents achievement toward SSOs.
Provincial Assessments
Grades K–8: Students receiving IP are included in provincial assessments.
Grades 9–12: Students receiving IP do not participate in provincial assessments.
Proactive Transition Planning
As students approach graduation, transition planning helps them prepare for life after high school by connecting them to supports from provincial agencies and health authorities. This process is especially important for students with intellectual disabilities. Effective transition planning ensures students and their families have timely access to adult supports and services.
Authentic Assessment
Regular authentic assessments, based on observations, work samples, conversations and family input.
Data-Driven Decision Making
Use data to decide which goals are appropriate for the student and family.
Early Transition Planning
Plan transitions early (between grades, schools, adulthood).
Inclusive Meetings
Ensure all voices are heard in transition meetings.
More Resources
Access provincial resources by clicking the links below.
Need More Help?
Contact your school’s resource teacher or principal for guidance on individualized programming, eligibility, or planning.