The Identification, Placement, Review Committee (IPRC) is established under the authority of Ontario Regulation 181/98, which provides information about the Identification, Placement, and Review Committee (IPRC).
The Education Act requires all publicly funded school boards to provide special education programs and services to students who have been identified as exceptional pupils.
Ontario Regulation 181/98 sets out specific procedures for:
- the identification and placement of exceptional pupils
- the regular review of the identification and placement of an exceptional pupil
- the appeal of identification and/or placement decisions with which parents disagree.
Upon receiving a written request from a student's parent(s)/guardian(s), the principal of the school must refer the student to an IPRC. The IPRC will decide whether the student is an exceptional pupil and, if so, what type of educational placement is appropriate. The principal may also, on written notice to the parent(s)/guardian(s), refer the student to an IPRC. The parent(s)/guardian(s), as well as a student who is sixteen years of age or older, have the right to attend the IPRC meeting and may request that the IPRC discuss potential programs that would meet the student's needs. On the basis of these discussions, the IPRC can recommend the special education programs and/or services that it considers to be appropriate for the student.
The regulation governing the identification and placement of exceptional pupils directs the IPRC to consider the integration of exceptional pupils into regular classes. Before considering the option of placing a student in a special education class, the committee must first consider whether placement in a regular class, with appropriate special education programs and services, would meet the student's needs and be consistent with the parent's preferences. Where placement in a special education class is deemed most appropriate, the IPRC must provide written reasons for its decision.
For students whose needs cannot be met entirely in the regular classroom, a range of placement options is available. These options include:
- A regular class with indirect support where the student is placed in a regular class for the entire day, and the teacher receives specialized consultative services.
- A regular class with resource assistance where the student is placed in a regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.
- A regular class with withdrawal assistance where the student is placed in a regular class and receives instruction outside the classroom, for less than 50 per cent of the school day, from a qualified special education teacher.
- A special education class with partial integration where the student is placed by the IPRC in a special education class in which the student-teacher ratio conforms to Regulation 298, section 31, for at least 50 per cent of the school day, but is integrated with a regular class for at least one instructional period daily.
- A full-time special education class where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day.
The IPRC may also consider referring the student to a provincial committee for consideration of eligibility for admission to one of the Provincial Schools for blind, deaf or deaf-blind students, or to one of the Provincial Demonstration Schools for students with severe learning disabilities.