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Parents' Guide to Special Education

This section provides resources for parents and caregivers seeking information on Special Education, the Identification Placement Review Committee (IPRC) and Individual Education Plans (IEPs).

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A Parent's Guide to Special Education – Identification, Placement and Review Committee (IPRC) Ministry of Education Provincial and Demonstration Schools A Parent's Guide to Special Education – Individual Education Plan (IEP)

 

Parents' Guide to Special Education - Special Education and the Identification Placement Review Committee (IPRC)

The following section can also be downloaded as a printable, trifold flyer by clicking the flyer image to the right.

Who is an exceptional pupil?

The Education Act defines an exceptional pupil as “a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program”.

Who decides that a pupil is exceptional?

The identification is made by a Board-appointed Identification, Placement and Review Committee. For ease of reference this Committee is known as an IPRC. They will:

  • identify if your child is an “exceptional pupil” based on the above categories;
  • determine the placement or setting in which your child’s special education program will be delivered;
  • review that placement at least once a year.

What is a special education program?

A special education program is a program that:

  • is based on and modified by the results of continuous assessment and evaluation;
  • includes an Individual Education Plan (I.E.P.) containing specific objectives and an outline of educational services that meet the needs of the exceptional pupil.

What placements are offered?

 

Special education programs are designed for the individual and many will be carried out in the regular classroom setting with special services brought to the child. Where it is impossible to deliver developed programs within the regular classroom, the student may be withdrawn for part of the day. A small percentage of exceptional pupils may require specialized class settings on a full or part-time basis.

How is an IPRC requested?

The principal of your child’s school

  • must request an IPRC meeting for your child upon receiving your written request;
  • may, with written notice to you, refer your child to an IPRC when the principal and the child’s teacher(s) believe that your child may benefit from a special education program.
  • Within 15 days of receiving your request, or giving you notice, the principal must provide you with a copy of this guide and a written statement of approximately when the IPRC will meet.

May parents attend the IPRC meeting?

Regulation 181/98 entitles parents and pupils, 16 years of age or older, to be present at and participate in all Committee discussions about your child, and to be present when the Committee’s identification and placement decisions are made.

Who else may attend an IPRC meeting?

  • the principal of your child’s school;
  • other resource people such as your child’s teacher, special education staff, board support staff or the representative of an agency who may provide further information or clarification;
  • your representative, that is, a person who may support you or speak on behalf of you or your child;
  • an interpreter, if one is required.

What information will parents receive about the IPRC meeting?

At least 10 days prior to the meeting, the Chair of the IPRC will provide you with written notification of the date, time and place of the meeting and an invitation to attend. You are an important partner in considering your child’s placement. This letter will also ask you to indicate whether or not you will attend.

Before the IPRC meeting occurs, you will receive a written copy of any information about your child that the Chair of the IPRC has received. This may include the results of assessments or a summary of information.

What happens at an IPRC meeting?

The Chair introduces everyone and explains the purpose of the meeting. The Committee will review all available information about your child and may discuss any proposal that has been made about a special education program or special education services for the child.

You are encouraged to ask questions and join in the discussion. Following the discussion, after all the information has been presented and considered, the Committee will make its decisions.

What will the IPRC’s written statement of decision include?

  • whether the IPRC has identified your child as “exceptional”;
  • the categories and definitions of any exceptionalities identified;
  • a description of your child’s strengths and needs;
  • the IPRC placement decision;
  • the IPRC’s recommendations, if any, regarding a special education program and special education services
  • the reasons for the decision that the pupil should be placed in a special education class, if applicable.

What happens after the IPRC has made its decision?

If you agree with the IPRC decision, you will be asked to indicate, by signing your name, that you agree with the identification and placement decisions.

If the IPRC has identified your child as an exceptional pupil and you have agreed with the IPRC identification and placement decision, the Board will promptly notify the principal of the school at which the special education program is to be provided of the need to develop an Individual Education Plan (IEP) for your child.

What about reviewing the IPRC?

A review meeting will be held within one year unless the parent notifies the principal in writing that they wish to dispense with the annual review. The parent may request a review meeting at any time after a placement has been in effect for three months but the request may not be made more often than once in every three month period.

This review will consider the same types of information that were originally considered. With your written permission (request for review), the IPRC conducting the review will consider the progress your child has made in relation to the IEP. The IPRC will review the placement and identification decisions and decide whether they should continue or whether a different decision should now be made.

What can parents do if they disagree with the IPRC decision?

If you do not agree with either the identification or placement decision made by the IPRC, you may:

  • within 15 days of receipt of the decision, request that the IPRC hold a second meeting to discuss your concerns; or
  • within 30 days of receipt of the decision, file a notice of appeal with the Grand Erie District School Board.

If you do not agree with the decision after the second meeting, you may file a notice of appeal within 15 days of your receipt of the decision. If you do not consent to the IPRC decision and you do not appeal it, the Board will instruct the principal to implement the IPRC decision.

How do I appeal an IPRC decision?

If you disagree with the IPRC’s identification of your child as exceptional or with the placement decision of the IPRC, you may, within 30 days of receipt of the original decision or within 15 days of receipt of the decision from the second meeting described above, give written notification of your intention to appeal the decision to the Grand Erie District School Board.

The notice of appeal must indicate the decision with which you disagree and include a statement that sets out your reasons for disagreeing.

What organizations are available to assist parents?

Where can parents obtain additional information?

Superintendent of Special Education Services (519) 756-6301

 

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Ministry of Education Provincial and Demonstration Schools

The following section can also be downloaded as a printable flyer by clicking the flyer image to the right.

The ministry operates provincial and demonstration schools throughout Ontario for deaf, blind, deaf-blind, and severely learning- disabled students, as well as those with attention deficit hyper-activity disorder (ADHD). Residential programs are offered at the schools Monday to Friday, for students who live too far from school to travel daily.

School for the Blind and Deaf-Blind

Schools for the Deaf

 

  • Robarts School
    1090 Highbury Avenue
    London, ON N5Y 4V9
    (519) 453-4400 [TTY same]

 

Schools for Students with ADHD and Severe Learning Disabilities

  • Sagonaska School
    350 Dundas Street, West
    Belleville, ON K8P 1B2
    (613) 967-2830
  • Trillium School
    347 Ontario Street, South
    Milton, ON L9T 3X9
    (905) 878-8428
  • Centre Jules-Leger
    281 rue Lanark
    Ottawa, ON K1Z 6R8
    (613) 761-9300
    TTY: (613) 761-9302 and 761-9304

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Parents' Guide to Special Education -
Individual Education Plans (IEPs)

 

The following section can also be downloaded as a printable, trifold flyer by clicking the flyer image to the right.

“Special education cannot be defined in a single statement. It is a process, a journey that takes different routes for different students at different times in their educational careers. An IEP provides the roadmap for the completion of that journey.”

– Special Education in Ontario Schools 4th Edition 2005

What is an Individual Education Plan (IEP)?

A written plan that:

  • Describes the special education programs and services your child needs to be successful. • Lists your child’s strengths and needs affecting his/her learning.
  • Records supports and services that help your child learn and demonstrate learning.
  • Identifies expectations that are changed (modified) from your child’s age-appropriate grade level.
  • Identifies alternative expectations in program areas that differ from the Ontario curriculum. (i.e. social skills, personal care etc.)
  • Includes a transition plan for all students who have an IEP, whether identified as exceptional by an IPRC or not, for a variety of contexts that may include: entry to school, between grades, movement from elementary to secondary, movement from secondary to postsecondary, etc.

Why does a student have an Individual Education Plan (IEP)?

Every student who is identified as exceptional by an Identification, Placement, and Review Committee (IPRC) must have an IEP. Students who are not formally identified as exceptional but who require a special education program and/or services have an IEP when:

  • The School’s principal decides that the student will be assessed using modified expectations and/or
  • The student regularly needs supports and services (accommodations) for instruction or assessment.

What is my role as a parent?

  • To take part in developing the IEP.
  • To provide up-to-date information that will help in developing and implementing your child’s educational program.
  • To practice skills at home that your child is learning at school.
  • To share information about skills your child has learned at school and has transferred to home and the community.
  • To maintain open communication with your child’s school.
  • To ask questions.

What can I expect from the school regarding the Individual Education Plan (IEP)?

You can expect:

  • A copy of the I.E.P. (within 30 school days of the initial IPRC, change of placement or placement in September).
  • That the I.E.P. is written in clear, plain language.
  • Ongoing participation in the I.E.P. process.
  • Being informed of meeting times, and the topics to be discussed at your child’s I.E.P. meetings.
  • Regular communication from the school regarding your child’s progress.
  • That the I.E.P., as a working document is reviewed every reporting period.

Many organizations are available to support you in understanding the I.E.P. and/or to provide additional resources. The principal of your school can provide the names of the organizations that serve your area. This information is also available in the Special Education Advisory Committee’s brochure, available at your local school. Further resources for IEPs can be found on the Ministry of Education website at:

Special Education Guiding Principles

It is the policy of the Grand Erie District School Board that special education services within the Board are guided by the following principles:

  • All students can succeed. Success looks different for different students.
     
  • Education is differentiated for students, and provided for students in the whole class, in groups, and very rarely on a one-to-one basis.
     
  • Students learn differently and have different educational goals. Educators respond to these differences when planning and delivering programs.
     
  • The goal for all schools is to create environments that consider and include the learning needs of all students.
     
  • Resources are provided to support students to become independent in reaching their educational goals.
     
  • The classroom teacher and early childhood educator are the primary support for all students in school. Human resource supports such as learning resource teachers, educational assistants and other support staff work as a support to the classroom teacher and early childhood educator to address the needs of the students.
     
  • Students are educated in their community schools if this is the more enabling environment for their learning. Self contained classroom placements are available if regular class placement cannot meet the needs of students.
     
  • Fairness is not sameness. Students are provided with resources and supports that will assist them to become independent in reaching their educational goals.

Note: See Board Policy P1 Special Education Guiding Principles for further information.

 

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