In such instances, schools should make use of available information by incorporating it into educational planning activities. Students whose special needs are less readily evident are often not identified until they enter the school system. Assessment practices should be designed to ensure timely identification by personnel trained in the assessment of specific special needs, recognizing that this may require more careful planning in remote, rural areas. Planning educational programs for students with special needs should begin in neighbourhood school classrooms, where classroom teachers, in consultation with parents, assess children by comparing their performance with expected learning outcomes for their age or grade. In many cases, students will have their special needs met by classroom teachers with no additional assistance.
More specialized assessment is required for a few learners whose special needs are more complex.
Where assessments indicate that students need additional assistance, such assistance will be planned based on both the careful assessment of those needs and the availability of resources. While it is sometimes difficult to obtain access to specialized assessment, the Ministry of Education can assist districts in identifying resources. Individual Education Plans School personnel, after collaboration with parents and outside agencies, are responsible for establishing goals for children that take into account the children's special needs and strengths. The results of planning are documented in Individual Education Plans. The IEPs should be implemented, reviewed and updated at least annually.