Ontario’s Education Act requires school boards to provide special education programs and services for children who require these supports.
School boards are required to establish Identification, Placement, and Review Committees (IPRCs) in order to identify those students who need special education programs and services.
IPRCs follow a formal process governed by provincial law (highlights of Regulation 181/98 from the Ministry of Education).
School boards are required to establish Identification, Placement, and Review Committees (IPRCs) in order to identify those students who need special education programs and services.
IPRCs follow a formal process governed by provincial law (highlights of Regulation 181/98 from the Ministry of Education).
The Identification Placement Review Committee (IPRC) meets to decide whether a child should be identified as “exceptional”. An exceptional pupil is defined as a pupil whose behavioural, communication, intellectual, physical or multiple exceptionalities are such that they are considered to need placement in a special education program. The IPRC:
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identifies the category and area of exceptionality.
- For more information on definitions and categories of exceptionalities, you can read the following:
- Ministry of Education Categories and Definitions
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decides on an appropriate placement for the child who is identified as exceptional.
Placements
- A regular class with indirect support where the student is placed in a regular class for the entire day and the classroom teacher receives specialized consultative services;
- support is provided by the classroom teacher in consultation with the Special Education Resource Teacher (SERT);
- accommodations are monitored by the classroom teacher, supported by the Special Education Resource Teacher;
- an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher and parent(s)/guardian(s);
- the Special Education Resource Teacher in consultation and the classroom teacher monitor the student’s progress and make program adjustments;
- ongoing consultation among the teachers, parent(s)/guardian(s) and student is integral to the student’s progress; and
- regional support staff may serve as a resource to school staff.
- a regular class with Resource Assistance where the student is placed in a regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified Special Education Resource Teacher;
- an Individual Education Plan, as required by the legislation, is developed by the special education staff in collaboration with the classroom teacher and in consultation with the student and parent(s)/guardian(s);
- the Special Education Resource Teacher in consultation with the classroom teacher is responsible for developing, implementing, evaluating and reporting on the special education portion of the program;
- intensive resource support is provided in the regular classroom by special education staff as defined in the student’s Individual Education Plan;
- instructional interventions, modifications and/or accommodations are also provided and continually assessed and evaluated by the classroom teacher, and/or the special education teacher;
- ongoing consultation among the teachers, parent(s)/guardian(s) and student is integral to the student’s progress; and
- regional support staff may serve as a resource to school staff.
- a regular class with Withdrawal Assistance where the student is placed in a regular class and receives instruction from a Special Education Resource Teacher outside the classroom, for less than 50% of the school day;
- In elementary school, students may be provided Withdrawal Assistance in the Student Support Centre, or with a SERT as scheduled in the school timetable.
- In secondary school, students are provided Withdrawal Assistance through the Learning Strategies course
- an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher, student and parent(s)/guardian(s);
- special education personnel are responsible for developing, implementing, evaluating and reporting on the special education portion of the program;
- support is provided to the student by special education personnel (i.e. educational assistant (EA), SERT, regional support staff; PT/OT) as defined by the Individual Education Plan;
- instructional interventions, modifications and/or accommodations are also provided and continually assessed and evaluated by the classroom teacher and/or supported by the special education personnel;
- ongoing consultation among the teachers, parent(s)/guardians and student is integral to the student’s progress; and
- regional support staff may serve as a resource to school staff.
- a special education class with Partial Integration where the student is placed by the IPRC in a special education class in which the student-teacher ratio conforms to Regulation 298, section 31, for at least 50% of the school day, and may be integrated with a regular class for at least one instructional period daily;
- In elementary school this support may be provided a Community Class
- Students currently in the Student Support Centre will continue to have this placement available to them.
- In secondary school, this support is provided in a Community Class
- support is provided to the student by special education personnel as defined by the Individual Education Plan;
- an Individual Education Plan, as required by the legislation, is developed by the Special Education Resource Teacher, in consultation with the classroom teacher, appropriate support staff and parent(s)/guardian(s);
- the Special Education Resource Teacher is responsible for developing, implementing, evaluating and reporting on the special education portion of the program;
- during integration, instructional interventions, modifications and/or accommodations are also provided and continually assessed by the classroom teacher and supported by the special education personnel;
- ongoing consultation among the teachers, parent(s)/guardian(s), student and support staff is integral to the student’s progress; and
- regional support staff may serve as a resource to school staff.
As of January 2023, the Board will no longer place students in our partially integrated setting known as the Student Support Centre (SSC). Students will continue to receive programming support, instruction and interventions that are precise, personalized, and evidence-informed to meet their academic needs through time bound withdrawal programs or through resource assistance.
This is in alignment with the Multi-Year Strategic Plan, the Director’s Action Plan, the Dismantling Anti-Black Racism Strategy, the Indigenous Education and Equity Strategy, and the Equity Action Plan, the York Region District School Board is reviewing structures, programs and practices to promote pathways for all students.
As a Board we are Committed to:
- maintaining high expectations for all learners
- supporting the goal of eliminating disproportionalities in achievement, well-being, graduation, and post-secondary acceptance
- upholding legislation that supports the Identification, Placement and Review Committee (IPRC) Statements of Decisions and as such, any student currently supported/placed within the Student Support Centre may continue until they graduate from Grade 8
- continuing to provide support through time bound, evidence based withdrawal programs
- maintaining community class placements for students who may require more intensive support for learning
We are committed to our Ministry’s goal of achieving excellence for all and believe that implementing these changes will continue to support students in their pursuit of achieving excellence.
- a full time special education class where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day;
- the exceptional student receives all of the program (100%) in a special education setting;
- support is provided to the student by special education personnel as defined by the Individual Education Plan;
- students are included in the academic and social life within the school community;
- an Individual Education Plan, as required by the legislation, is developed by the Special Education Resource Teacher, in consultation with the appropriate support staff and parent(s)/guardian(s);
- the Special Education Resource Teacher is responsible for developing, implementing, assessing and evaluating the special education program and reporting on the student’s progress;
- ongoing consultation among the teachers, parent(s)/guardian(s), student and support staff is integral to the student’s progress;
- when appropriate, through the IPRC, exceptional students attend provincial demonstration schools operated by the Ministry of Education and Training;
- The Ernest C. Drury School for the Deaf
- Trillium Demonstration School
- W. Ross Macdonald School
- students are considered for admittance according to criteria set by the provincial demonstration schools;
- parent(s)/guardian(s) are provided information through their school principal and the Parent(s) Guide;
- placements for York Region students in provincial schools are usually residential; and
- transportation is provided by the Board and arranged by the Student Services Coordinator.
If a Provincial School Placement is considered, please contact the Administrator for Blind Low Vision Services or Deaf and Hard of Hearing Services or your Student Services Coordinator.