My child has been assessed... What happens next?

Your child has been struggling at school and you have arranged to have your him/her assessed.  The psychoeducational assessment provides both the diagnosis and recommendations to address your child’s learning needs.  The question that nearly all parents ask at this stage, is what happens next?  If your child is in the Public or Catholic school systems in the Province of Ontario, then there is a legally mandated process to follow. The process includes a school meeting required to identify your child as having special educational needs and then services to address those needs.  

The formal process of “identification” is called an “IPRC”.  IPRC are the initials for the Identification Placement & Review Committee.  The committee is made up of several school professionals, such as principals, special education teachers, psychologists, people from the main board office and other school professionals.  This committee meets to review your child’s assessment, decide on the identification your child will receive and where s/he will be placed.  The IPRC meeting usually occurs several times a year within the school. 

By law, parents are allowed to attend the IPRC, and many parents attend the first IPRC for their child.  Once the IPRC has been held and your child identified, then an IEP is developed.  The IEP or Individual Education Plan, is the way in which modifications will take place, in order to help your child learn in the best way possible.  This plan is reviewed and approved by you.  If you wish to make changes, then discuss these with the school.

Different schools or Boards of Education may do things differently in terms of the process they follow for an IPRC meeting and when they develop the IEP.  Some will have an “in school” meeting, made up of school officials, before an IPRC and will develop the IEP at that point, so it will be ready for the IPRC.  Needless to say, the school will likely have a special name (and abbreviation) for this meeting.

It is easy to feel overwhelmed by the process of “identification”. So what should a parent do to prepare?

o       Ask the school for any information they  may have on the IPRC process. 

o       Attend the meetings regarding your child.

o       Read the assessment report and ask questions if you are not clear.

o       During meetings with the school, ask questions.  If you don’t understand, say so.

o       Consider joining the local branch of the Learning Disabilities Association of Ontario.  

         LDAO chapters are a wonderful source of information and support.

o       Seek out other parents of children with learning issues, to get support and 

         information about the school.

o       Remember, as the parent you decide if your child is to be identified or not. 

For most parents it has been a long time since they were in elementary school and their own concerns come to the forefront.  Many parents fear that their child will be automatically placed in a “special” class.  This no longer happens.  The school will try to meet the child’s needs first in the classroom, then on a withdrawal basis, finally if the needs are severe, via a special class.  This model of moving from least intensive to most intensive is often called the “least restrictive model.”

Your child’s programme is reviewed each year at the IPRC and adjustments are made at that time.  In addition, if you no longer wish your child to be identified, then you can have them removed or “de-indentified.”  On the whole, the school system attempts to help children as best they can and they appreciate parents that take an interest in their child’s education.

As a parent, your voice matters. By attending the IPRC, you will be in a better position to understand your child’s needs and will be in a better position to support his/her academic performance. You will be in active communication with your child’s teachers and your child will benefit.