100 Nights of Advocacy – Night 8

IPRC request letter in Night 7

Effective Practices – Considering write or typing the note on paper, date and sign. Either call and/or email to confirm that it was received. Avoid adding other issues related to your child and/or the school into the letter or confirming communication. Do not include any grievance in either. These are specific purposeful letters. Any additional material should be positive.

Care should be given to be positive in your interactions with your child’s school and the school board as well as other service providers. This is particularly true with email and social media. It is normal to experience considerable frustration and anxiety when trying to obtain appropriate support for your child. It is not helpful , however, to allow your frustration to seep into your interactions with staff. Keep written correspondence as neutral and positive as you can. It is helpful to get a friend or family member to edit material before you send it.  
The 24 Hour Rule – When some event has made you upset, try not to despond in way for at least 24 hours. We generally regret immediate responses because they are not thought out and are fuelled by emotion.

100 Night of Advocacy – Night 7

The past post looked at how ASD can and should be identified with an IPRC.  Likewise, though many school boards might be reticent to identify a child with other conditions such as Attentional Deficit Hyperactity Disorder, Fetal Alchohol Spectrum Disorder and others that are not specifically noted in the IPRC regulations,  there is often a strong argument that can BR made to identify such children.  We will explore this issue later.

Back to the story of Emily

Emily’ mother, after consideration, requested an IPRC meeting in writing to the Principal of the school.


Good Practices Comment

Below you will find a sample IPRC request letter. This letter is sent to the principal directly. It is a good practice to bring the                 letter in yourself but you must remember to remain positive in your interactions. I suggest a paper copy be give, though an email copy could also be sent. If this is not an initial IPRC make any changes appropriate. The letter is brief and to the point. Be sure to individualize the template and make it yours.


The Principal

Name of School

Address of School


Dear Mr. or Ms (Name of Principal)

Re: (Name of Child) (Date of Birth)

The purpose of this letter is to request that you refer my daughter/son to the school board’s Identification, Placement and Review Committee for the purpose of identifying her/him as an exceptional child and of determining the most enabling educational placement with appropriate programs and Services for her/him.

I do want to thank you for your consideration for and support of my son/daughter. The school has been very embracing and accommodating of Emily and her needs.

Emily father, Mr. O’Neil, has a visual impairment and will require materials written in Braille.

Thank you for processing this request promptly. I am looking forward to hearing from you soon.

Yours sincerely
(your name)

cc (Superintendent of your Family of Schools)

100 Nights of Advocacy Update

I have made 6 posts thus far. The posts are linear, build on each other and support the three webinars on IPRCs.

The first approximately 30 posts will focus on events prior to the IPRC, the next third look at the meeting itself and the last third about Advocacy style.

I am adjusting and expanding posts based on your responses to the material.

I will post the test posted this far in one piece at intervals as we progress.

Eventually this will form a one price publication or book.

Give me feedback. It helps me a great deal.

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.


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