Page 106 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Special Education in Ontario, Kindergarten to Grade 12 Draft The Identification and Placement of
Exceptional Students
The IPRC
An IPRC is a formal committee that meets and decides if a student should be identified as exceptional and, if so, the placement that will best meet the student’s needs. All school boards must establish one or more IPRCs. An IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the board. A school board trustee may not be a member of an IPRC.
(See Ontario Regulation 181/98, sections 10 and 11)
The ministry standards for school boards’ special education plans outlined in Part B of this guide require that those plans provide details concerning the IPRC process.
The Role of an IPRC
An IPRC must:
• invite the parent and the student (if the student is 16 years of age or older) to attend the IPRC meeting;
• review relevant information about the student;
• describe the student’s strengths and needs;
• decide whether or not the student should be identified as exceptional;
• identify the area(s) of the student’s exceptionality or exceptionalities,
according to the categories and definitions of exceptionality
provided by the Ministry of Education (see Part A, the Categories of Exceptionalities section, for a list of these categories and definitions);
• decide on an appropriate placement for the student;
• provide reasons for the placement if deciding for a placement in a
special education class;
• discuss proposals for special education programs and services if the
parent, or the student age 16 or over, requests it;
• review the identification and placement at least once in each school year,
unless the parent gives written notice dispensing with the review.
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