Special EducationYou have a right to access meaningful education
You have a right to access meaningful education
Who has a right to special education?
All students have a right to meaningful education. When students are limited by barriers to success, schools may be able to provide accommodations.
Characterized by specific behaviour problems over a certain period of time that by nature, adversely affect education performance.
This exceptionality has several subcategories including autism, hard of hearing, speech impairment, developmental language delays or language impairment, or learning disability.
This exceptionality has three subcategories including giftedness and moderate to severe intellectual developmental disorders.
Limitations that affect a person’s physical functioning, mobility, dexterity, or stamina.
Students can be identified as exceptional by making a request for an Identification, Placement, and Review Committee (IPRC) meeting to be held.
The IRPC determines the strengths, needs, types of exceptionalities, and classroom placement for the student. The IPRC can also make recommendations for programs and services for the student. The IPRC can place an exceptional student in:
A regular class with special education service
A regular class but taken out for part of the day for special services or special education
A special education class with part of the day in regular class
A special education class for the whole day, or,
A special education school
The school must provide “appropriate” programs and services. “Appropriate” does not mean that they have to be the best programs or services available, but they must be good enough to meet the student’s needs. Parents should speak with the principal and/or the special education teacher if the program is not working.
Individual Education Plans
An Individual Education Plan (IEP) is created following an IPRC. An IEP may also be prepared for students who require accommodations, program modifications and/or alternative programs, but have not been identified by an IPRC.
The IEP must contain specific learning expectations and the school’s outline of educational services to address them.
The IEP must also explain how the student’s progress will be reviewed. Parents, as well as students over 16 must be consulted about the IEP and be given a copy of the IEP within 30 days of a student’s placement in a special education program.
CAN EXCEPTIONAL students be suspended?
If a student’s actions are the result of their disability, then the school has a legal obligation to accommodate the disability before considering disciplinary action.
If the school has accommodated the student’s disability to the point of it causing an undue hardship to the school board, then the student can be disciplined for misconduct. This should happen only when other ways of maintaining order do not work.
All students have a right to meaningful education
If the student's disability has not been accommodated, parents can appeal
If a student's actions are the result of their disability, then the school has a legal obligation to accommodate the disabled before considering disciplinary action
The school must provide "appropriate" programs and services. "Appropriate" means the programs and services meet the needs of the students
Resources and Contacts
Read more about your child’s learning and attention issues, watch or attend workshops. It can help you become familiar with your child’s specific challenges.
Keep and organize paperwork
Make sure to keep copies of all report cards, progress reports, multidisciplinary evaluations, IEP’s, medical records, helpful homework samples, and other documents.
It’s important to make sure you fully understand your child’s program and accommodations before you give your consent to services.
Know you are part of a team
Parents should not feel pressured by school staff to make a decision.