What is it?
Identification Placement Review Committee
An IPRC is composed of at least three persons, one of whom must be the board's principal or supervisory officer.
Identification
1. If a parent makes a written request for an IPRC, the principal must follow the board procedure in arranging for the IPRC meeting.
2. If the principal and the student’s teacher[s] believe that the student may have needs that require the provision of a special education program and/or services
It is imperative that the parents be aware of the IPRC meeting for their child.
Who should attend:
Resource people such as the student’s teacher, special education staff, board support staff, or other professionals who may be needed to provide further information or clarification
In the meeting you will:
- identify the area(s) of the student’s exceptionality(ies), according to the categories and definitions of exceptionality provided by the Ministry of Education
- go over the student's strengths and needs
- review relevant information about the student (teacher's observation notes)
Exceptionalities
Communication- Autism, Deaf and Hard of Hearing, Speech Impairment, Language Impairment, Learning Disabilities
Intellectual- Gifted, Mild Intellectual Disability, Developmental Disability
Physical- Physical Disability, Blind and Low Vision
Multiple- Multiple Exceptionalities (2 or more prominent)
Placement
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 percent 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 percent 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.
Review of the IPRC
Resources
Exceptionalities determined by identification placement and Review Committee (IPRC). Exceptionalities Determined by Identification Placement and Review Committee (IPRC) | Teach Special Education. (n.d.). Retrieved December 4, 2022, from https://www.teachspeced.ca/iprc
Part D; Identification Placement Review Process. (n.d.). Retrieved from https://learn.etfo-aq.ca/content/enforced/54784-A3221E/assets/docs/specedpartde.pdf?_&d2lSessionVal=eJWnd7yN1CmlBfJ8h5MBLNiKx&ou=54784
YRDSB Special Education Plan. (n.d.). Retrieved December 4, 2022, from http://www.yrdsb.ca/Programs/SpecEd/Documents/SpecEdPlan/SD-specialeducationplan.pdf