1. The IPRC (Identification, Placement and Review Committee)
1.1. Initiated
1.1.1. At the request of parents/caregivers
1.1.2. By school staff
1.2. Regular Annual Review
1.3. Clearly defined procedures
1.3.1. Request
1.3.1.1. Parents must be provided with invitation to attend IPRC meeting at least 10 days prior to scheduled meeting, by IPRC chair
1.3.1.2. Parents must be provided with a copy of all documents/information under consideration by the IPRC.
1.3.1.2.1. Usually includes: report cards; SNC (Strengths and Needs Committee) meeting minutes; letters of diagnosis or medical evaluation; results/reports of assessments such as the K-TEA, Psycho-educational Assessments
1.4. Includes administrators (Princial, Vice-Principal, Parent, and SERT)
2. The Evolution of Rights, Children with Special Needs
2.1. 1950s -1990s inclusion movement (Brown and Andrews, Canadian Encyclopedia)
2.1.1. Segregation
2.1.2. Categorization
2.1.3. Integration & Mainstreaming (1970s, 80s)
2.1.4. Inclusion
2.2. 1980 - Bill 182 amends Education Act to mandate special education services for identified children
2.3. 1982 - discrimination based on "handicap" now prohibited, legally
2.4. 1986 - Ministry of Education establishes the Minister’s Advisory Council on Special Education 7 (MACSE)
2.5. 1989 - Human Rights Commission, (under Ontario Human Rights Code) publishes Guidelines on Assessing Accommodation Requirements for Persons with Disabilities
2.6. 1989: UN Commission on the Rights of the Child updates Human Rights to include essential rights for children around the world - including children with disabilities, including Ontario!
3. The Education Act
3.1. Regulation 181/98
4. IPRC determines Placement
5. In-School Screening for IPRC consideration (Special Education in Ontario, K-12)
5.1. Classroom Screening & Intervention
5.2. Referral to the In-School Team
5.3. Follow-up Meetings of the In-School Team
5.4. Referral to the IPRC
6. Residential Schools
6.1. Truth and Reconcilliation
7. LEGEND The Exceptional Student
7.1. Evolution of Special Needs in Ontario
7.2. The IPRC Process
7.2.1. Placement Options for Identified Students
7.2.2. Each Identified Student
7.3. Diagnosis and Identification
7.4. The Individual Education Plan
8. Special Education in Ontario
9. Diagnosis & Identification
9.1. Communication and information sharing - stakeholders (school, home, medical, community)
9.2. Categories of Identified Exceptionalities
9.2.1. Behavioural
9.2.2. Intellectual
9.2.3. Communicational
9.2.4. Physical
9.2.5. Multiple
10. Each Identified Student
10.1. Interests, Strengths, Abilities
10.2. Needs, areas of growth
10.3. Best Teaching Practices
10.3.1. Differentiated Instruction (DI)
10.3.2. Universal Design for Learning (UDL)
10.3.3. Fostering Independence
10.3.3.1. Scaffolded Instruction
10.3.3.2. Direct Teaching
10.3.3.3. Many other carefully calibrated supports
10.4. Inclusion & Supports
10.4.1. Educational Assistant
10.4.2. Professional Services
10.4.3. Community Organizations
11. The IEP (Individual Education Plan)
11.1. Collaboration/Consultation
11.1.1. Parents/Caregivers
11.1.2. Ontario Student Record
11.1.3. Ontario Report Card
11.1.4. Support Staff
11.1.5. Administration
11.1.6. The student (16+)
11.2. Accommodations, Modifications, Alternative Programming
11.3. Assessment Methods
11.3.1. Diagnostic/Past Assessment
11.3.2. Formative Assessment
11.3.3. Evaluation/Summative Assessment
11.4. SMART goals
11.5. Must be completed within 30 days of new program or new school year
11.6. Revision as necessary - a "working document"
12. Placement Options for Identified Students
12.1. Regular Classroom
12.1.1. Consultation with SERT as needed
12.1.1.1. Referrals, recommendations, assessments
12.1.2. Withdrawal or small-group support as needed (SERT, EA)
12.2. Special Education Classroom with Integration into regular classroom
12.3. Specialized Full-Time Education Classrooms
12.3.1. ASD
12.3.2. Social Skills
12.3.3. Gifted
12.3.4. Complex Care
12.3.5. Developmental Skills
12.3.6. Life Skills (Secondary)