Special education includes programs designed to support a child's individual learning needs. They support children with:
- intellectual giftedness or disability
- physical disabilities
- communication needs (including learning disabilities, speech and language impairment and autism)
- behaviour challenges
- children with multiple exceptionalities
All public education boards must provide special education programs or services to children with exceptional needs. Each board has a process of identifying children with exceptionalities, suggesting placement and regularly reviewing a child’s progress within the special education program. As a parent or guardian, if you are concerned about your child’s learning or development, you are encouraged to familiarize yourself with the process, speak with your child’s teacher and principal and learn about the types of supports and services that are available to your child.
In order to be eligible for a special program, in most cases, your child must go through a formal identification process that usually involves assessment by a psychologist, physician, special educator or other professional. Many boards will require that a committee review the results of the assessment, your child's school record and history in order to decide whether the child has exceptional learning needs and what special education placement will be most appropriate for your child. In Ontario, this is called an Identification, Placement and Review Committee (IPRC). Many school boards use an individual education plan (IEP) to identify the specific accommodations and services that a child needs. Services available in schools may include special needs assistance, educational assistance, speech therapy, occupation or physical therapy, behavioural analysts or ABA facilitators, oral or sign interpreters and psychology. Placement options include five categories:
- regular class with indirect support, which may include the provision of specialist support for the teacher
- regular class with resource assistance, which may include individual or small group assistance in the classroom
- regular class with withdrawal assistance, which may include specialized assistance outside of the classroom for part of the day
- special education class with partial integration, which may include integration into a regular class for part of the day
- full-time special education class
Questions you may want to ask
What kind of special education is available from my local school board?
Each school board has a parent guide to special education and inclusion that is usually available on their website. It describes the special education services available in that school board. School boards also share information about the referral process and the IPRC process online.
What type of special education will benefit my child the most?
Depending on the type of exceptionality that your child has, one type of special education may be more beneficial than another.
Who is in this special education class?
Parents should ask specific questions about the special education class their child may be placed in to ensure that it is the best learning environment for their child.
Who is in charge of special education?
School boards usually have a Superintendent of Special Education and a Special Education Advisory Committee. They are responsible for all categories of special education in the district.
In elementary schools, the principal or vice-principal is expected to coordinate and oversee the work of the special education team, which may include a special education teacher, the classroom teacher, the area special education consultant, and support staff, in developing, monitoring and reviewing each student's progress.
Who can help me?
The educational system can be confusing and intimidating to parents who are new to its complexities. Here are some suggestions from teachers and parents that you may find helpful.
- Bring a second set of eyes and ears to school meetings. These meetings are important, and parents are very emotionally involved. Try to bring along someone who can act as a back-up for you, such as another family member, neighbour, clergy or anyone else who can quietly be on your side, perhaps taking notes for you. If your child has been assessed formally by a professional outside the school board, you might ask that professional to attend the meeting as well to advocate for your child's needs.
- Do not just immediately accept whatever is proposed for your child. Think about and discuss the board’s recommendations with your family and perhaps others who are informed about education and disabilities. If your child is offered placement in a self-contained special education class, ask to visit the class to determine whether it is the right environment for your child before making your decision.
Before and during school meetings, ask your questions about programs, progress, monitoring and anything else that concerns or puzzles you. Write out your questions and take notes. Here are some questions you may want to ask.
- How much time will your child spend in the regular classroom and how much time in special education?
- Ask about differences between students who are in a self-contained special education class vs. other remedial programmes offered by the school.
- What might your child find disruptive or upsetting in this environment? For example, changing from one classroom and teacher to another each day could be disruptive to some children or cause some children anxiety because they are being singled out.
- What kinds of progress does the teacher see in the children in this placement?
- Ask whether you may visit and see the class in action.
- Talk to parents who have children in the class.
- Talk to teachers — a lot depends on them.
Some school boards have a real variety of options available. You may need to shop around to find the best intervention for your child.