Page 27 - Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs 2007

Resolving Conflicts
Communication Protocol
When a conflict arises about a student’s special education programs and serv- ices, it is essential that parents first speak to the person most involved in the student’s education: the classroom teacher or the special education (resource) teacher. If the conflict cannot be resolved at this level, it may be necessary for the school principal to become involved. School board officials may also be called upon at this stage, as they bring an additional board-wide perspective to the issues in dispute.
In some circumstances, when discussions with school board officials do not resolve the issue, staff of the regional office of the Ministry of Education may be able to provide information to parents, educators, and school board officials. They may also be able to share examples of successful strategies or solutions developed by other school boards. It should be noted, however, that ministry staff cannot provide legal advice or direction either to parents or to school boards, and those seeking legal assistance are advised to contact independent legal counsel.
Various parent associations may be able to assist parents in their discussions with educators and school board officials. In addition, each school board’s Special Education Advisory Committee (SEAC) has a mandate to make recom- mendations to the board about system-wide matters affecting the establishment, development, and delivery of special education programs and services within the board. However, SEACs do not advise parents or school boards on matters involving individual students.
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