100 Nights of Advocacy – Night 6

“There is really
no need to identify your child. he can get the support he needs without a formal identification.”

Yes, but….

To Identify or Not Identify

100 Nights of Advocacy – Night 5

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). 

Possible Responses

 • 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.

 

100 Nights of Advocacy – Day 4

By initially substituting a single physical limitation for ASD we replace big numbers with small numbers so that our common sense can perceive what should be.

Special Education in Ontario 2017

Just posted by the Ministry.  A must read.  I will post material exploring the document soon.


The Ministry of Education has developed Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide (2017) to support educators in the implementation of effective programs and/or services for students with special education needs. This document, available in PDF format (2.69 MB), supersedes Special Education: A Resource Guide (2001) as well as the following policy and resource documents:

Special Education in Ontario 2017


100 Nights of Advocacy – Night 3

The best way I know to help you understand the labyrinth of the Ontario special education regulatory scheme is to initially refrain from addressing issues related to Autism Spectrum Disorder.