Frequently Asked Questions: This page contains answers to common questions of students and parents.

1. What can I do if I think my child might have a learning disability?
2. What occurs during "Assessment in Classroom"?
3. "In-School Education team" - Who are the members and what is their role?
4. Which "Out of Town Specialists" might be recommended for student referrals?
5. "Identification, Placement & Review"-Who are the members & what is their role?
6. What will the IPRC�s "Written Statement of Needs/Decision" include?
7. "Individual Education Plan" (IEP) What do I need to know?
8. What is the "Review, Monitoring and Transition" process?
9. What does it mean when my child's IEP lists "accommodations"?
10. My child's IEP indicates some subjects are "modified". What does this mean?
11. My child's IEP indicates an "alternative program". What does this mean?

What can I do if I think my child might have a learning disability?

The school follows a 7-step process when students are experiencing
learning difficulties:
	1.  Assessment in the Classroom
	2.  Referral to an In-School Education Team (ISET)
	3.  Referral to out of school professionals
	4.  Referrals to Identification, Placement and Review Committee (IPRC)
	5.  Statement of needs based on all assessment information.
	6.  Individual Education Plan (IEP)
	7.  Reviews, monitoring and transitions

*See questions #2 to 8 at the top of this page for a detailed explanation of 
each of the seven steps listed above.

Or, scroll up higher to the navigation bar and click on the Slide 
Show, "Steps to take if your child is experiencing learning difficulties".

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What occurs during "Assessment in Classroom"?

The teacher will observe and assess your child in the classroom to
determine if the difficulty is:
     ★ academic
     ★ social
     ★ behavioural

Once the area of difficulty has been determined, the teacher will:

� Develop a variety of teaching methods suited to your child's learning 
abilities

� Change some things in the classroom (e.g. seating arrangement,visual   
aids,audio equipment, access to computer, etc.)

� Involve you in your child�s learning (e.g. provide some activities to try 
at home that may help your child to progress at school).

If your child continues to experience difficulties, you or the teacher may 
request to meet with an "In-School Education Team".

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"In-School Education team" - Who are the members and what is their role?

Core Members of an In-School EducationTeam (ISET) include:
� Principal or Vice Principal
� Special Education Resource Teacher
� Teachers who work closely your child

An ISET may also include any of the following participants:
� Parents
� Community Agencies
� Professionals (e.g. psychologist, speech, Occupational or physical 
therapist, social worker, etc.)		

		
The Role of an ISET includes:
� determining teaching methods that will help your child to learn in a 
regular class.

� Develop accommodations to help your child experience success in the 
classroom (e.g. extra time, smaller workload, etc.)

� Identify specific supports in the classroom or the withdrawal from the 
classroom for limited periods of time (e.g., for extra help gauged to your 
child�s abilities).
                    
The ISET will continue to monitor and observe your child and plan another 
meeting to review observations.
                    
The In-School Education Team may recommend a referral to out of school 
professionals.

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Which "Out of Town Specialists" might be recommended for student referrals?

The In-School Education Team may determine that a consultation with one or 
more of the following specialist may be in the best interest of your child:
�    Special Education Consultant
�    Speech Therapist
�    Hearing or Vision Specialist
�    Speech and Language Therapist
�    Psychologist
�    Social Service Agency
�    Medical Doctor 
�    Or another agency with expertise in the area of your child�s 
     difficulties.
                    
If your child is identified with a learning disability, a referral to an 
"Identification, Placement and Review Committee" (IPRC) may be requested by 
teachers, principals or parents.

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"Identification, Placement & Review"-Who are the members & what is their role?

An Identification, Placement and Review Committee (IPRC)is composed of
at least three people:

� one of whom must be a principal or supervisory officer of the board
Note:  A school board trustee may not be on the IPRC
		
Other people who may attend the IPRC meeting include:
� student�s parents

� students who are 16 years or older

� a representative of the parent or the student 16 years of age or older 
(i.e., a person who may provide support for or speak on behalf of the parent 
or student)

�  an interpreter (including a sign-language interpreter), if one is required

�  the principal of the student�s school (if not already a member of the IPRC)

� student�s teacher or special education teacher

� education assistant(s) or other member(s) of the school support staff

� other professionals who may be needed to provide further information or 
clarification

� other individuals whose presence is requested by either the parent or the 
principal of the student�s school (subject to the agreement of the IPRC 
chair). 


The Role of the Identification, Placement and Review Committee (IPRC):

� must invite the parents and the student (if 16 years of age or older) to 
attend the meeting

� review relevant information about the student

� describe the student�s strengths and needs

� decide whether or not the student should be identified as an exceptional 
pupil

� identify the area(s) of the student�s exceptionality(ies), according to the 
categories and definitions of exceptionality provided by the Ministry of 
Education

� decide an appropriate placement for the student

� provide reasons for placement in a special class

� discuss proposals for special education programs and services if the parent 
or the student age 16 or over requests it

� review the identification and placement at least once in each school year, 
unless the parent gives written notice dispensing with the review.

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What will the IPRC�s "Written Statement of Needs/Decision" include?

STATEMENT OF NEEDS/DECISION
The IPRC makes its decisions based on the student�s exceptionality-
identification, strengths and needs.

The IPRC�s written statement of decision will state:

� whether the IPRC has identified your child as exceptional

� where the IPRC has identified your child as exceptional,� the categories 
and definitions of any exceptionalities identified, as they are defined by 
the Ministry of Education


Placement options include, but are not limited to:
� regular classroom with support
� regular classroom with resource assistance
� regular classroom with withdrawal assistance
� special education class with partial integration into a regular classroom
� special education class full time
� A facility that provides the necessary care or treatment appropriate to the 
student�s needs


When an IPRC decides on the student�s Identification (Learning 
Exceptionality) and in which setting the student will be placed, parents may:
� Consent by signing the IPRC document
� Appeal the decision of the IPRC within 30 days of the receipt of the IPRC�s 
decision


If parents agree with IPRC decisions of the identification and placement 
for their child:

� they will be asked to indicate their agreement, by signing the IPRC 
document.

� The principal of the school at which the special education program is to be 
provided will be promptly notified.

� An �Individual Education Plan� (IEP) will be developed for the student and 
implemented in the student�s education program within thirty days of receipt 
of the signed IPRC.
          
If parents disagree with the IPRC�s identification of their child as 
exceptional or with the placement decision of the IPRC:

� They may appeal the decision within 30 days of receipt of the original 
decision or within 15 days of receipt of the decision from the second meeting.

� They must provide written notification of their intention to appeal the 
decision to the Board of Education.

� They must state in writing the decision with which they disagree
(i.e., child�s exceptionality and/or placement) and the reason for 
disagreement.


Detailed Information about the IPRC process is available at:
www.edu.gov.on.ca "Special Education, A Guide for Educators", �Part D - IPRC 
Process� (Go to top of this page and click on Parent Resources)

Or, a printed version is available from the Ministry of Education printed 
publication, �Special Education, A Guide for Educators, 2001

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"Individual Education Plan" (IEP) What do I need to know?

THINGS TO KNOW ABOUT AN IEP:
An IEP must be implemented within 30 days of IPRC decision of student�s
identification and placement.

� An IPRC is not necessary for the development of an Individual Education 
plan for a student

� Parents have the right to be included in the development and any revisions 
made to an IEP.

� Parents must receive a copy of the initial IEP and future revised copies of 
IEP�s

� An IEP is a legal document

� Boards, teachers and principals have a legal responsibility to work 
together to provide the student with all modifications, accommodations, 
instructional support services and funding listed on the IEP.

� All IEP�s are �working documents� that must be regulary reviewed and 
revised as necessary to meet the needs of the students.

� An IEP is based on the student�s statement of needs

� IEP�s must be reviewed and updated at least once with every report card 
(every 3 months).

� Changes and revisions to the IEP are reported to the student�s parents.

� Current copies of the IEP are stored in the student�s Ontario Student 
Record (OSR).

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What is the "Review, Monitoring and Transition" process?

REVIEWS, MONITORING AND TRANSITION PLANS 
     			
� Students� progress is continuously observed and monitored by education 
providers.

� Students' Individual Education Plans are reviewed and updated with every 
report card or as necessary according to assessments and observations of 
students� needs.

� The Identification, Placement and Review Committees (IPRC�s) meet annually 
or as needed to review students� identification(learning exceptionality) and 
placement (in a regular classroom or in special education program)

� When a special needs student is ready to move onto a different school, 
grade or educational placement, a �Transition Plan� is developed to map out a 
smooth transition for the student.

WHAT IS A TRANSITION PLAN?
� Transition plans are designed to help students with special needs 
transition from elementary school to secondary school or from secondary to 
post secondary.

� They help to prepare special needs students of any age who may experience 
transition difficulties.

� They list the student�s goals, actions required to meet the goals, the 
names of individuals responsible for the required transition actions, and 
timelines.

Note:  (Ministry of Education Regulation 181/98 requires that a transition 
plan be developed as part of the IEP for exceptional students who are 14 
years of age or older, unless they are identified solely as gifted.)

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What does it mean when my child's IEP lists "accommodations"?

ACCOMMODATIONS
The Ministry of Education has assigned a list of the things that students 
need to learn in each grade.  This list is called student "expectations". The 
list is different for each grade. When it is indicated in your child's report 
card or IEP that he/she is being "accommodated", this means extra assistance 
is given to enable your child to complete the "expectations".
Teaching or Instructional Accommodations
Adjustments in teaching methods to enable the student to learn and progress 
in each subject.(e.g. allowing a student to complete only every 2nd math 
question; giving one instruction at a time; using a calculator; using a 
computer; allowing extra time to complete assignments; etc.)
Assessment Accommodations
Adjustments in assessment methods and activities to enable the student to 
demonstrate learning, (e.g. taking tests in a quiet room; extra time to 
complete tests; using a calculator or computer to complete a test; etc.)
Accommodations For Physical or Health Disabilities:
Accommodations required for the well-being and/or safety of the student, 
(e.g., speakers for the hearing impaired, a scribe - to write for the 
student; sign language interpreter; etc.)
Environmental Accommodations
Changes or supports in physical environment of the classroom and/or school, 
(e.g. ramps to doorways, handicap washrooms, railings, special lighting, etc.)
Accommodations do not alter the provincial "expectations" for the grade. They 
are special teaching and assessment methods, human supports,and/or 
individualized equipment that enable a student to learn and to demonstrate 
learning.

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My child's IEP indicates some subjects are "modified". What does this mean?

MODIFICATIONS
The Ministry of Education has assigned a list of the things that students 
need to learn in each grade.  This list is called student "expectations". The 
list is different for each grade. When it is indicated in your child's report 
card or IEP that a subject is "modified", this may mean that your child is 
not required to complete all of the listed "expectations" for the grade OR 
that your child is completing expectations from a different grade level.  If 
your child is working in a "modified" program, it will be indicated on the 
IEP and report card. For example a modified math program will look like this 
Math (mod).
The Ministry of Education definition for "modification" is: Modifications are 
changes made in the age-appropriate grade-level expectations for a subject or 
course in order to meet a student�s learning needs.  These changes may 
involve developing expectations that reflect knowledge and skills required in 
the curriculum for a different grade level and/or increasing or decreasing 
the number and/or complexity of the regular grade level curriculum 
expectations.("IEP A Resource Guide", Min. of Ed., 2004, p.25-26)

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My child's IEP indicates an "alternative program". What does this mean?

ALTERNATIVE PROGRAM
The Ministry of Education has assigned a list of the things that students 
need to learn in each grade.  This list is called student "expectations". The 
list is different for each grade. When an alternative program is indicated on 
your child's report card or IEP, this may means that your child is 
participating in a program that has been specifically created for your 
child's needs and abilities.  The "expectations" in an alternative program 
are developed by teachers, principals, parents and care-givers who work with 
your child.  They often focus on, but are not limited to: speech/language, 
social skills, behaviour skills or physical development.  If your child has 
an alternative program, it will be indicated on the IEP and report card 
where "goals" are listed instead of "expectations". 
The Ministry of Education definition for alternative expectations is:
Alternative expectations are developed to help students acquire knowledge and 
skills that are not represented in the Ontario curriculum. Because they are 
not part of a subject or course outlined in the provincial curriculum 
documents, alternative expectations are considered to constitute alternative 
programs or alternative courses (secondary school courses).  Examples of 
alternative programs include: speech, remediation, social skills, 
orientation/mobility training, and personal care programs. For the vast 
majority of students, these programs would be given in addition to modified or
regular grade-level expectations from the Ontario curriculum. Alternative 
programs are provided in both the elementary and the secondary school panels.
(IEP A Resource Guide, Min. of Ed., 2004, p.25-26)

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