Whether a child is starting school for the first time, or just moving to another grade, many parents of children with communication disorders wonder: "Is my child being properly supervised?" Can the Teacher and other kids understand her?" "Will the new Teacher accept my child?" "Is the E.A. (Educational Assistant) or equivalent qualified to work with my child?"

Keep the lines of Communication open:

These are all legitimate concerns and as parents we need to know our educational rights and have good lines of communication with the school. The best method of dealing with these worries is to be involved. A parent that regularly visits the school and talks to the classroom teacher is going to have a good understanding of how the classroom is run, the concerns of the teacher and how the child is managing. They will also be in a good position to help the school staff deal with any problems by sharing ideas and strategies. This ensures that the parents and school will be working as a team to address problems and celebrate success.
 

 
 

For parents that can't get into the school regularly, the Communication Book, or Planner, that the student brings home each night is key. The book or planner can be used to note changes at home, sickness or events, that may impact on school work. In return the classroom staff can share the day's events, the student's achievement or their concerns. A communication book will not cover all situations and it is important that parents also call or contact staff when a concern arises. Negative comments, when written on paper, can be hurtful and lead to misunderstandings. Remember that open and honest communication is critical to the student's success. (If you are unhappy with the "negative tone" in the school communication, raise the issue with the staff. It may be a misunderstanding, and a greater focus on positive achievements will make everyone feel better).
 

What can parents do if the situation can't be resolved with the classroom teacher?

It is very important that parents follow the proper procedure and take their concerns to the next level of authority, the Principal. Concerns should be shared with the Principal verbally or in writing. The Principal supervises all school staff and is responsible for all school activities (including the development of the student's Individual Education Plan). As with the classroom teacher, an ongoing relationship and open communication are essential. The Principal can be your best ally in resolving issues at the school level and as an advocate with school board personnel.

If you have further questions or concerns after meeting with the Principal, the next step is to contact the school Superintendent or the Special Education administrator at the school board.. This information should be available from the Principal, on the school board WebSite, or through the reception services at the school board. However, if you are having difficulty determining who to contact, the Special Education Advisory Committee (SEAC) representative from OAFCCD or the provincial office may be able to help.

It is very important that you document your concerns and keep good records of your activities and the response of the school system. Reports from professionals, including Doctors, specialists, and Speech-Language Pathologists, are very useful in describing your child's needs and identifying strategies or supports that your child will need.
 

 
What is an IPRC and how does it help the student?

The goodwill of parents and school personnel resolves most problems. However, if your child has special needs, it is very important that you meet with the school to document the needs and identify how the school will meet the needs. Under the Education Act, the process of determining a student's needs and how they will be met is called the Identification, Placement and Review Committee (IPRC) or the IPRC process.

In most situations, the school will start the IPRC process when a student is starting school or when it becomes clear that the student has needs that can not be met by the classroom teacher alone. One of the first steps may be to develop an Individual Education Plan (I.E.P.) for the student. However, a parent who is not satisfied that the student's needs are being met can initiate the IPRC process by formally requesting an IPRC in writing. The letter should be sent to the Principal and the Principal must respond within 15 days. The school board must provide you with a copy of the Special Education Parent Guide and this will help you understand the IPRC process, your role, and may include contact names of organizations that can help you.

Know your rights:

Regardless of how the process is started, it is important that parents participate and understand their rights and responsibilities. Parents do not have to go through the process alone. Support and assistance is available from many organizations, including OAFCCD through their SEAC representatives. One of the most important changes in recent policy has been the recognition that parents can have an advocate with them in their school meetings. An agency staff or volunteer can be your advocate and attend meetings with you, or help you to prepare for meetings.

The key components of the IPRC are the identification of the student's Exceptionality, the Needs Statements and the Placement decision. After the IPRC the Individual Education Plan (I.E.P.) must be developed within thirty days (see OAFCCD Fact Sheet on Preparing for an I.E.P.). Parents have a key role to play in the development of the Individual Education Plan. Many school boards use computer generated I.E.P.s. However, parents need to know that computer programs are used to streamline the process and parents do not have to accept the contents of the I.E.P. unless it reflects their child's needs. The contents can be altered and customized to fit the individual student.

If you do not agree with the decision of the IPRC do not sign the documents, and request further meetings in writing. If you continue to have concerns, you can appeal the decision. The Appeal must be submitted to the Principal, in writing, within 30 days of the IPRC decision. Your child's placement can not be changed while the appeal process is underway. The Appeal process has been improved recently and you should contact OAFCCD to help understand your rights and for assistance with the process.
 

 
Get the help you need!

Many parent organizations, including OAFCCD, the Learning Disabilities Association of Ontario, the Easter Seal Society, Associations for Community Living and the Autism Society hold information meetings or workshops on Special Education and parent's rights and responsibilities. Try to attend these meetings to get the latest information and to develop your skills.