Emily’s mother, though pleased with the support and engagement from the school asked Ms. Patel, the Resource Teacher, if they could identify Emily through an Individual Placement and Review Committee. (IPRC).
• The School promptly begins to schedule an IPRC.
• The special education teacher/principal/other staff respond with some combination of the following…
They do not IPRC children until grade ?
They do not IPRC children unless they are to be moved into a special ed class/get educational assistant support/etc…
They can provide the child with appropriate support without having an IPRC.
Let’s assume that the school was in someway reticent to schedule an IPRC. Why? It is important have some empathy for the world view of school staff. In some cases, school boards have particular ways of doing things that have grown organically over time. They have a culture of shared beliefs and practices. An additional consideration is that from the point of the view of the school, IPRCs can be resource consuming and do not from their point of view do not always come with resources. It is common for educators to say that they can meet the needs of the child without an IPRC.
Yet, for a variety of reasons we will look at next, the IPRC is a legislated procedure that protects the rights of children.