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From Programs to Programming

Understanding Appropriate Educational Programming in Manitoba Schools

"AEP for most students is the provincial curriculum. Some students may require additional supports to access the curriculum, and a smaller number of students may require highly individualized learning outcomes in addition to or instead of the provincial curriculum."

Government of Manitoba (2024)

Appropriate Educational Programming (AEP)

In Manitoba, all students have the right to appropriate educational programming as outlined in Manitoba Regulation 155/2005.

For most students, Appropriate Educational Programming means access to the provincial curriculum. Some students may need additional supports to participate fully in classroom learning, while a smaller number may require highly individualized learning outcomes, either in addition to or in place of the provincial curriculum.

Appropriate Educational Programming is a collaborative process through which school communities design learning environments and provide the necessary resources and services to support the lifelong learning, social, and emotional needs of every student.For more detailed information, please explore the provincial documents from Manitoba Education and Early Childhood Learning by following the links provided below.

What is the purpose of Inclusive Education?

Student-Specific Plans: Which One Is the Right Plan?

The Addressing Student Diversity visual framework helps educators understand how programming and supports are organized for all students in Manitoba schools. It illustrates how inclusive education operates along a continuum of supports: from universally designed learning environments that meet the needs of all students, to more intensive and individualized programming for a smaller number of students with complex learning needs.

Types of Student-Specific Plans

The table below has a summary with some of the most used Student Specific Plans:

The Power of Predictability and Purpose in Learning

Clear goals and consistent routines help students feel safe and ready to learn. When activities have purpose, students and educational assistants know what’s expected and why it matters. Predictable routines build trust, support emotional regulation, and reduce stress so students can focus on learning, connecting with others, and showing their progress toward their IEP goals.

Strategies for Supporting Co-Regulation

Children regulate through the adults in their lives.

Your calm supports their calm.

When you regulate, you create safety for your child's emotional growth.

Know the goal, Follow the Plan: ABC Regulation Plan

Let Data Tell the Story: Progress Monitoring vs. Perception

Use evidence-based data to guide interventions and decisions, not just subjective impressions.

1

Share Goal Setting

Once IEP goals are established, share them with the entire school team to ensure alignment and support. Transitions are critical, and thoughtful recommendations can have a greater impact than expected.

2

Track Progress

A challenging day for an autistic child doesn’t define them as “bad.” It’s essential to observe patterns, such as how often the behavior occurs, when it happens, and what triggers it, before making any assumptions or judgments.

3

Adjust strategies based on feedback

Autistic individuals aren’t “fixable.” Instead, adjust the environment, adapt approaches, or ensure staff are properly trained. Use feedback to refine strategies and support their needs effectively.

Tracking Student Goals & Engagement

The IEP Tracking Calendar helps staff visually monitor:

  • Which goals are being targeted each day
  • The student’s Zones of Regulation (engagement and emotional state)
  • Patterns in behaviour, attendance, and participation over time

How it works:
✅ Record daily progress for each IEP goals (1–4)
✅ Use symbols to mark the student’s zone of regulation:

  • ! Green – calm & focused
  • ^ Blue – low energy/disengaged
  • º Yellow – anxious/frustrated
  • ● Red – escalated/dysregulated

Why it matters:

  • Makes patterns visible (e.g., recurring dysregulation on Mondays)
  • Promotes consistency and team communication
  • Supports data-informed decisions when adjusting plans or goals

The calendar below illustrates how student data is tracked over time.

Please use the link below to download the current school year’s calendar


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Please click the link below or scan the QR code with your device to share your thoughts on how I can better support your school. Your responses will serve as an assessment FOR learning, guiding me in identifying next steps to enhance how I support schools. The questions aim to clarify your professional learning needs and will be used exclusively for planning professional development initiatives throughout the school year.