Parents/guardians must be recognized as full, active and equal partners in the educational planning for their child.

Abilities and needs of pupils should be identified in consultation with parents/guardians during the Early and Ongoing Identification Procedures of the local school board. Program modifications should be initiated in the classroom, prior to formal identification.

If program modifications are deemed to be insufficient by the parent/guardian or teacher, formal identification of a pupil as exceptional will be necessary and special education programs and services must be provided.

The Identification, Placement and Review Committee (IPRC) process Ontario Regulation 305 (formerly 554/81) outlines the IPRC process and clearly mandates involvement of the parents/guardians.

Local school boards must inform parents/guardians of their rights in the IPRC process. The local school board's "Parent Guide to Special Education" must be available to all parents/guardians and must be given to parents/guardians prior to the IPRC.

Parents/guardians may request an IPRC. If the parent/guardian believes the identification process has not been initiated by the school or will not be initiated by the school, a request in writing to the principal must begin the process.

Parents/guardians must be invited to the IPRC and the annual Review and should participate since they can contribute valuable information about the pupil.

The IPRC Identification decision should clearly provide a statement of abilities and needs. The IPRC Placement decision should be made after thorough discussion of the available options.

Involvement of parents/guardians in the development of the Individual Education Plan allows for a clear understanding of the objectives of the program and the strategies to be used to reach those objectives.

Parents/guardians should monitor the effectiveness of the program so they know if it is working for their child.

ABC Policy Document p.8