|Question:||What is a special education program?
|Answer:||A special education program is defined in the Education Act as an educational program that:
|Question:||What are special education services?|
|Answer:||Special education services are defined in the Education Act as the facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program.|
||What special education programs and services are provided by Rainbow Schools?|
|Answer:||The Rainbow District School Board provides special education programs and services for all of its exceptional students. Support includes assessments, modified curriculum expectations, alternative curriculum expectations, accommodations and/or an adaptive environment. Human resource support is also provided.|
|Question:||Who is identified as an exceptional pupil?
|Answer:||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 a placement in a special education program by a committee." Students are identified according to the categories and definitions of exceptionalities provided by the Ministry of Education and Training.|
|Question:||I think my child has a special need or learning disability that the school hasn't identified. What should I do?
|Answer:||First, you should meet with your child's classroom teacher or the school principal. Every school also has a special education consultant. In addition, school officials can provide you with the names of parent support groups such as the Learning Disabilities Association of Ontario.|
|Question:||Where can I find out more about special education or my child's exceptionality?
school can provide you with A Parent's Guide to Special Education, a
booklet produced by the Rainbow District School Board. You will also
find information on this website. The principal of your Rainbow school
is also an excellent contact person.
|Question:||How can my child receive special education support?
contact regarding the special needs of your child is with your child's
teacher and principal. Special education support is often initiated
through your school. You will be involved in a discussion at the school
to determine the type and range of supports your child needs. You or
the school may ask for an Identification, Placement and Review
Committee Meeting (IPRC). This committee, in discussion with you and
your school, may recommend a more intensive level of support. All
decisions regarding special education supports are made in consultation
|Question:||Who is the primary contact person(s) for my child's special education support?
the elementary level, initially, the classroom teacher is the primary
contact person. The involvement of the special education teacher and
other professionals increases as the process moves through the steps.
At the secondary level, the special education program leader and/or the
special education resource teacher will be the main contact for
|Question:||What are the ministry's provincial and demonstration schools?
|Answer:||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 hyperactivity disorder (ADHD). Residential programs are offered at the schools Monday to Friday, for students who live too far from school to travel daily. For a list of provincial and demonstration schools please click here.|
|Question:||What is SEAC?|
|Answer:||The Special Education Advisory Committee (SEAC)
advises Rainbow District School Board on matters related to special
education. The majority of SEAC members are volunteer representatives
from parent and community associations. Two Board Trustees also sit on
SEAC includes representatives from the following association members:
|Question:||When and where are SEAC meetings held?|
||Meetings of the Special Education Advisory Committee (SEAC) are open to the public. SEAC meetings are usually held the first Wednesday of the month during the school year. Meetings take place from noon to 2 pm at The Gord Ewin Centre for Education at Lo-Ellen Park Secondary School, 275 Loach’s Road in Sudbury (Howard Shecter Room).
The meetings for 2015-2016 will be held on:
September 16, 2015
October 7, 2015
November 4, 2015
December 2, 2015
January 6, 2016
February 3, 2016
March 2, 2016
April 6, 2016
May 4, 2016
June 1, 2016
Please confirm meeting dates by calling 705.674.3171, ext. 7213.
|Question:||What is an IPRC?|
|Answer:||The Identification, Placement and Review Committee (IPRC) meets and decides if a student should be identified as an exceptional pupil, and, if so, the placement that will best meet the student’s needs. Once identified as an exceptional pupil, an IPRC review meeting takes place annually. Additional IPRCs can be
scheduled upon the request of the school or the
parent/guardian after the placement has been in effect for a period of three months.
|Question:||Who is the Committee comprised of?|
is composed of at least three persons, one of whom must be a principal
or supervisory officer of the board. Namely, the committee consists of:
|Question:||What is the role of the IPRC?|
|Answer:||The IPRC will:
➢ Resource support
➢ Self-contained special education class
➢ Self-contained special education school
➢ Provincial school placement for students with a learning disability or students who are deaf or blind.
|Question:||When do annual IPRC review meetings take place?|
|Answer:||Invitations to annual IPRC meetings are usually extended in early fall or spring.
|Question:||May parents attend the IPRC meeting?|
|Answer:||Regulation 181/98 entitles parents and pupils 16 years of age or older:
|Question:||How do parents/guardians know if they are invited to IPRC meetings?|
|Answer:||Parents/guardians are informed of the convening of the IPRC, at least ten days in advance of the meeting, by way of a written invitation to the IPRC. A special form sent to the parents/guardians notifies them of the date, time and location of the IPRC and asks the parent/guardian to acknowledge its receipt and indicate their intention to attend. Every effort is made to accommodate parents who are unable to attend at the specified time.|
|Question:||How are parents/guardians involved in the IPRC process?|
|Answer:||Once a student is assessed, all assessment results and information regarding the student are shared with the parents/guardians prior to the IPRC. Parents are encouraged to attend the IPRC and, if they so desire, have an advocate accompany them, to facilitate the process. Parents are encouraged to prepare for the IPRC by developing a list of questions and meeting with the classroom teacher and Special Education Resource Teacher. At the IPRC, parents are invited to share information that would assist the school in developing an appropriate program for the child.|
|Question:||Who else may attend an IPRC meeting?|
|Answer:|| Other persons that may be in attendance include:
|Question:||How is an IPRC meeting requested?|
|Answer:||The principal of your child's school:
|Question:||What will the IPRC consider in making its placement decision?|
|Answer:||Before the IPRC can consider placing your child in a special education
class, it must consider whether placement in a regular class with
appropriate special education services will:
- meet your child's needs; and
- be consistent with your preferences.
If, after considering all of the information presented to it, the IPRC is satisfied that placement in a regular class will meet your child's needs and that such a decision is consistent with your preferences,
the committee will decide in favour of placement in a regular class with appropriate special education services. If the committee decides that your child should be placed in a special education class, it must state the reasons for that decision in its written statement of decision.
|Question:||What will the IPRC's written statement of decision include?|
|Answer:||The IPRC's written statement of decision will state:
|Question:||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 made by the IPRC. The statement of decision may be signed at the IPRC meeting or taken home and returned.
If the IPRC has identified your child as an exceptional pupil and you have agreed with the IPRC identification and placement decision, the principal of the school at which the special education program is to be provided will initiate the development of an Individual Education Plan (IEP) for your child.
|Question:||Once a child has been placed in a special education program, can the placement be reviewed?|
|Answer:||A review IPRC meeting will be held within the school year, unless the
principal of the school at which the special education program is being
provided receives written notice from you, the parent, dispensing with
the annual review.
You may request a review IPRC meeting any time after your child has been in a special education program for three months.
|Question:||What does a review IPRC consider and decide?|
|Answer:||The review IPRC considers the same type of information that was originally considered. With your written permission, the IPRC conducting the review will consider the progress your child has made in relation to the IEP. As well, the IPRC will review the placement and identification decisions and decide whether they should be continued or whether a different decision should now be made.|
|Question:||What can parents do if they disagree with the IPRC decision?|
|Answer:||If you do not agree with either the identification or placement decision made by the IPRC, you may:
|Question:||How do I appeal an IPRC decision?|
|Answer:||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 Secretary of the Rainbow
District School Board, 69 Young Street, Sudbury ON P3E 3G5. The notice
of appeal must:
|Question:||What happens in the appeal process?|
|Answer:||The appeal process involves the following steps:
|Question:||What is an Individual Education Plan (IEP)?|
|Answer:||An Individual Education Plan (IEP) is developed for each student who has been identified as exceptional by an Identification, Placement and Review Committee (IPRC) within 30 school days of the student’s identification. The IEP is reviewed and updated bi-annually at the beginning of each term/semester.
An IEP is a written plan. It is a working document that describes the strengths, needs and the specific educational expectations of a student with special education needs. It outlines the special education program and services required to meet that student’s needs, and how the program and services will be delivered. It also indicates how a student’s progress will be monitored.
|Question:||What is included in an Individual Education Plan (IEP)?|
|Answer:|| A student's IEP includes:
|Question:||When is the IEP developed?|
|Answer:||The IEP is developed within
30 school days of placement in a special education program. It is updated in September/October of each school year and reviewed in each subsequent term/semester.
|Question:||Should parents/guardians provide input for the IEP?|
|Answer:||The input of parents/guardians is required in order to develop the best IEP possible. Please contact your school to participate in your child’s IEP. For information about the IEP, please see the
Ministry of Education document The Individual Education Plan (IEP) - A Resource Guide 2004
You can also access information about special education by contacting the Board office.
|Question:||What other resources are available to assist parents/guardians?|
|Answer:||The Rainbow District School Board has developed a list of local, provincial and national resources, including programs and organizations dedicated to assisting students, parents/guardians and teachers of exceptional children. Please click here to visit this section of our special education page.|
|Question:||Where can parents obtain additional information?|
|Answer:|| Additional information can be obtained by contacting:
your school principal; or
Superintendent of Schools responsible for Special Education
Rainbow District School Board
69 Young Street
Sudbury, ON P3E 3G5
Phone: 705.674.3171 ext. 7229
Special Education Staff
Rainbow District School Board
The Gord Ewin Centre for Education
275 Loach's Road
Sudbury, ON P3E 2P8