For the majority of students, the regular classroom meets their needs, and they are able to progress from grade to grade. There are, however, a number of students in every class who need extra help. Some of these students will have difficulties related to a physical disability or communication disorder. For other students the needs will be less obvious and their need for extra help may only become evident as the level of difficulty or complexity increases. These students may have a developmental disorder or a learning disability. The classroom teacher, using school staff and other resources, is able to get help for the students who are struggling. For many students the extra help will be enough.

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

For students with more significant needs, it is usually necessary to hold a school meeting where the needs of the student will be documented and the services and supports that are needed will be identified. For some of these students an alternative program or placement may be required. Under the Education Act, the process of determining student's needs and how they will be met is called the Identification, Placement and Review Committee (IPRC) or the IPRC process.

Who should be Identified?

There are differences in the numbers of students identified by boards as exceptional. These often reflect historical differences in special education service availability as well as philosophy. For example, some boards do not usually identify students who require speech and language services. While this may be satisfactory for a mild speech disorder which can be improved over the short term, student's with a language impairment have a life long disorder which will require interventions throughout their school career. It is, therefore, recommended that parents of children with communication disorders should seriously consider having their child formally identified through the IPRC process.

How to start the IPRC Process:

In many 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. For some students, including those with physical or developmental disabilities, the process is often started before the student starts school. 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, who must respond within 15 days. The school board must provide you with a copy of the Special Education Parent Guide. This will help you understand the IPRC process, your role, and may include contact names of organizations that can help you.
 

Throughout the process, 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 volunteers and/or staff with many parent associations, and from Special Education Advisory Committee (SEAC) members. 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 OAFCCD volunteer can be your advocate and

attend meetings with you, or help you to prepare for meetings. In addition, a parent can request a translator or interpreter if they have difficulty understanding the official languages, English and French.

The purpose of the IPRC is to:
 

decide whether your child should be identified as exceptional or not

to identify the areas of your child's exceptionalities according to the categories and definitions of exceptionalities provided by the Ministry of Education

to describe your child's strengths and needs, from which your child's Individual Education Plan will be developed within 30 days

to describe the appropriate placement for your child
 

The IPRC Committee:

The Ministry of Education regulation requires that an I.P.R.C. committee consist of three or more people, including the school principal and a supervisory officer who represents school board administration. School boards usually have more than one level of an I.P.R.C. committee, depending on the level of student need and potential placement option. Review the information in the Parent Guide to Special Education, or the Special Education Plan in your school board for details. The classroom teacher may not be involved in the IPRC meeting, but should have been involved in the planning and discussions prior to the meeting. Other staff, such as the Speech - Language Pathologist, may be invited (or provide reports and assessments) depending on the student's needs and the school board policy.
 

Identification:

The student may be identified as Exceptional under one of the following categories:

1. Behaviour

2. Communication:

a. Autism

b. Deaf and Hard-of-Hearing

c. Language Impairment

d. Learning Disability

e. Speech Impairment

3. Intellectual:

a. Giftedness

b. Mild Intellectual Disability

c. Developmental Disability

4. Physical:

a. Physical Disability

b. Blind and Low Vision

5. Multiple

The IPRC will consider the issue of Identification at the first IPRC. The decision will be either yes or no, indicating that the student meets the definition for the exceptionality or doesn't. Sometimes, the IPRC will defer this decision pending the gathering of additional information.
 

Placement:

The term 'placement' can refer to a program offered to a student in a regular classroom or may refer to an alternative location within the school board, purchased from another school board or in a provincial school.
 

Placement options (as defined by the Ministry of Education) may include:

Fully self contained classroom where a small group of students with similar needs are together for the majority of the school day

Partially integrated or partially self-contained when a student is in a regular class for at least one class but not more that 50% of the day

Withdrawal assistance when a student is out of the regular class for less that 50% of the day for instruction from a Special Education Teacher in a small class or individually

Resource assistance when the student is receiving direct specialized instruction individually or in small groups in the regular classroom

Indirect services where special consultative services are provided to the classroom teacher only

To make an informed decision about placement it is important that you understand the options. If a self-contained classroom is being considered ask to visit the class before the IPRC.Talk to the teacher and other parents if possible.
 

Individual Education Plan (IEP):

Parents have a key role to play in the development of the Individual Education Plan. Many school boards work from computer generated programs to develop the IEP . However, the IEP contents can be altered and customized to fit the individual student. The student may have numerous needs, but it is important to focus on the most important needs. For most students three priority needs will be considered. Three is a manageable number of needs/goals for the school team, but you can include more if your child has additional needs that should be addressed at this time. (For more information see the OAFCCD Parent Fact Sheet Preparing for an I.E.P.)
 

I.P.R.C. Appeal Process:

If you do not agree with the decision of the IPRC, do not sign the documents, and within 15 days, notify the Principal in writing, and request further meetings. If the school will not discuss the issues or set up further meetings, 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, if you notify the Principal within 15 days, and while the appeal process is underway. The Appeal process has been improved recently and you should contact OAFCCD, or a parent association relevant to your child's disability, to help understand your rights and for assistance with the process.

In summary, learn as much as you can about the IPRC process, the board's Special Education plan, options available, etc. Come to the meeting well prepared and informed. Knowledge is power, and you are more likely to be satisfied with the meeting if you understand the options and are realistic in your expectations.