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Last updated on Wednesday, November 09, 2016.

Glossary and Exceptionalities

Identification Process

Identification Process – Identification, Placement and Review CommitteeThe Identification, Placement, and Review Committee (IPRC) process determines if a student should be identified as an exceptional pupil and states the exceptionality and the appropriate special education placement that will best meet the student’s needs.

The principal of your child’s school may, with written notice to you, refer your child to an IPRC when the principal and the child’s teacher(s) believe that your child may benefit from a special education program. You can request an IPRC meeting for your child by making a written request to the principal of your child’s school.

The Committee is composed of at least three people. One member will be either a supervisory officer or principal who acts as chairperson. Two or more members could include another principal, a vice-principal, a Learning Resource Teacher (LRT), a classroom teacher, or a Special Education Consultant.

Parents are entitled and encouraged to attend the committee meeting. Students who are 16 years of age or older are also entitled to attend. Either you or the principal of your child’s school may make a request for the attendance of others at the meeting. These may include your child’s teacher, special education staff, representatives of an agency, or any person that you or the school believe will provide further information or clarification to the discussion. The services of an interpreter, if one is required, can be requested through the principal of your child’s school.

The IPRC will:

  • decide whether or not your child should be identified as exceptional;
  • identify the areas of your child’s exceptionality;
  • decide an appropriate placement for your child; and
  • review the identification and placement at least once in each school year.

If the IPRC has identified your child as an exceptional pupil and if you agree with the IPRC identification and placement decisions, then an Individual Education Plan (IEP) will be developed for your child.

More information regarding this process is available in the Special Education Parent Handbook.

Individual Education Plans (IEPs)

What is an IEP?

An Individual Education Plan (IEP) is a written plan describing the appropriate special education program and/or special education services to be received by a student with special education needs.

Individual Education Plans (IEPs)The IEP is a working document. This individualized plan describes the goals that the school team has set for the child for the school year, as well as any special supports that are needed to help achieve those goals.

The IEP identifies the particular accommodations and/or modifications and/or alternative expectationsthat are needed to help the student achieve his or her learning expectations, given the student’s identified learning strengths and needs.

The IEP includes a transition plan for students who are fourteen years of age and older, unless the students are identified solely as gifted. The transition plan is designed to help students with special education needs make successful transitions from school to further education, work, and/or community living.

The IEP is not a description of everything that will be taught to the student, or all of the teaching strategies used in regular classroom instruction. It is a record of the specific knowledge and skills that will be assessed and evaluated for the purpose of reporting student achievement of the expectations listed in the IEP.

The development of an IEP is required for each student who has been identified as an exceptional pupil by an Identification, Placement and Review Committee (IPRC). An IEP may also be prepared for a student who is receiving a special education program and/or services but who has not been identified as exceptional through the IPRC process.

Parents are consulted in the development of a student’s IEP. Ongoing communication with your child’s school and school team is encouraged, as the most effective IEPs are those that are developed in partnership with parents.

More information regarding the IEP is available in the Special Education Parent Handbook.

Links

Parent Guide

Parent Handbook for Special Education/Student Services

Special Education Report

Special Education ReportThe Special Education Report of the Hamilton-Wentworth District School Board has been developed in accordance with Regulation 306 of the Education Act and the Ministry of Education policy document: Standards for School Boards’ Special Education Reports (2002). This report details how the resources allocated for special education are used to meet the needs of all the exceptional students of the board. As per Regulation 464/07, the Special Education Advisory Committee (S.E.A.C.) of the board was involved in the development of this report.

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