Lots of Quebec families ask us some version of: “Should my child be on an IEP? Will it follow them forever? Will CEGEP or university see it and judge them?”

Short answer: IEPs are extremely helpful when properly implemented, and postsecondary admissions will not consider or see your IEP, unless you want to send it to them. Quebec+1

What is an IEP in Québec—really?

A IEP (Individualed Education Plan) is a customized set of adaptations that the school follows to support your learning style and needs. They are used for students with a range of learning difficulties or disabilities (examples include ADD/ADHD, autism, clinical anxiety, general learning difficulties, physical disabilities, and more).

Your IEP is seen by the teachers who need to implement it. There are two main groups of IEPs: adaptations and modifications.

  • IEPs which contain only “adaptations” — adaptations are things like extra time, a quiet room for testing, or a reader, but not changing the curriculum expectations. You would do the same tests and finals as your peers, and be graded on the same scale.
  • IEPs which contain “modifications” — modifications mean the curriculum expectations are reduced or changed. By reducing or altering the standard curriculum, you may affect the possibility or timeline of obtaining your diploma. IEPs should only include modifications for when it’s genuinely necessary.

If your child can meet regular outcomes with tweaks like extra time, reminders from the teacher, or additional practice, then your IEP can contain only adaptations — this will ensure you graduate on time, and are subject to the regular curriculum. Most IEPs contain only adaptations / do not affect the trajectory of your graduation or credits.

Ministère de l’Éducation du Québec+2CDN Contenu Québec+2

CDN Contenu Québec

Pros

  • Your IEP will be implemented across all necessary classes. This creates a consistent learning environment that maximizes your student’s chances of success. Ministère de l’Éducation du Québec
  • Clear strategies (e.g., extended test time, separate room, note support) remove barriers so that a student’s performance reflects their potential. Without an IEP, your grades could be negatively affected by things like processing speed, anxiety, or sensory load. Dawson College
  • If you choose to continue your IEP in post-secondary education (only if you choose to — you can keep this confidential), then you have a history of documentation that helps later. Families and teachers can review what worked in the past, and implement an IEP that bolster’s the student’s potential. Quebec

Cons (and what to watch for)

  • Uneven implementation. Plans are only as good as follow-through; quality can vary by school/board and available resources. Checking in with your school a few times a year is essential to ensuring your IEP is being properly followed across all classes.
  • Stigma & self-image. Some students avoid supports because they don’t want to feel “different.” Approximately 33% of Quebec students have some form of learning need or IEP (Journal de Quebec). Even students with minor needs or general learning difficulties are eligible for an IEP — it is in their benefit to take it.
  • Modification trade-offs. Too much modification (different from adaptation) can leave credit gaps that show up in your final transcripts. The good news is most IEPs only contain adaptations which do not change or reduce the curriculum’s expectations.
  • The big transition gap. Your high-school plan doesn’t automatically transfer to CEGEP. If you want it to continue, you would have to register with your CEGEP or university’s accessibility services and provide documentation. Dawson College

“Will CEGEP or university see my IEP and judge me?”

Admissions look at grades, prerequisites, and program criteria. They don’t review your high-school IEP plan unless you explicitly ask them to or send it to them. So, you can choose to keep this information confidential while applying, or to disclose it. If you disclose it, universities and CEGEPs have a duty (within reason) to accommodate students with disabilities so they can access their education equitably — this is to say that in either case, hiding or showing your IEP will not affect your chances at acceptance or opportunity. The choice to share this information is entirely yours. Quebec+1

Common Worries

  • “It’ll look bad”: admissions don’t see your high-school plan.
  • “My child’s teacher will think less of them”: no, they won’t. Teachers in Quebec work with IEPs all the time. These plans are a normal part of how classrooms operate, not a mark against your child. If you feel uncomfortable with the label, remember that the plan isn’t a weakness; it’s a tool to make sure your child learns on equal footing.
  • “It’s unfair to others”: accommodations level the playing field for students who need them; they’re a rights-based response to disability, not a shortcut. CDPDJ
  • “We’ll just power through”: sometimes fine, often costly. Avoiding a much-needed IEP can lead to unnecessary stress and lower marks. Having shaky foundations in subjects like math will also trail with you into higher grades.

Obtaining an IEP

Usually, a teacher notices a pattern: your child needs more time, struggles to stay organized, or has difficulty following lessons despite effort. From there, the school’s resource team usually steps in and begins what’s called the processus d’intervention (intervention process). You can also reach out to your child’s teachers to ask if an IEP would be beneficial based on their observations.

While not explicitly necessary, many families turn to a neuropsychologist for an assessment that clarifies any needs or diagnoses. Sometimes, professional assessments can point to general learning difficulties without additional labels; this can suffice to obtain an IEP with minor adaptations (i.e. things like extra time on tests).

So: reach out to your school first to collect teacher observations. If more information is needed or wanted, consider a professional assessment.

While meetings and assessments may reveal that an IEP would be beneficial, you are not obligated to implement one. The choice is yours.

Sources (Québec-specific)

  • Ministère de l’Éducation – guide & framework for the plan d’intervention. Ministère de l’Éducation du Québec+1
  • Québec.ca – Admissions & transition info for students with disabilities (university/college). Quebec+1
  • Dawson College (CEGEP) – What accommodations look like + the note that high-school information doesn’t transfer automatically. Dawson College+1
  • CDPDJ (Commission des droits de la personne et des droits de la jeunesse) – Reasonable accommodation (duty under the Charter). CDPDJ
  • Alloprof (Parents) – Plain-language overview of plans d’intervention and their purpose. Alloprof+1

Written by Lauren Fagen

Lauren is the owner and director of Genesis Tutoring. She builds strategies for advanced math courses and standardized logic tests. Working with only a handful of students at a time, Lauren ensures that each student and family has a clear path towards their academic goals. Outside of the tutoring centre, Lauren has a deep connection with animals, primitive survival, and making art.

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