Most parents get stressed at the prospect of ensuring they find the right educational environment for their child. For parents of children with special needs it’s even more stressful so here’s some information which will hopefully make the process a little easier.
Determine your child’s entitlement to preschool and other services
- Speak to your child’s pediatrician, other special needs parents and relevant support agencies.
- The City Kids program can assist you in finding appropriate daycare and Community Care Access can arrange a consult that will help staff respond appropriately to any behavioural or communication challenges your child has.
- Don’t assume your child should start Kindergarten just because they can, it may be better to defer school until Grade 1.
- In addition, for parents of children with an autism diagnosis:
- Your pediatrician should refer you to the Toronto Partnership for Autism Services (TPAS) for screening to determine if your child qualifies for Intensive Behavioural Intervention (IBI).
- If your child is on the IBI waitlist and receiving services from TPSL, enquire about a possible transfer to the Preschool Behaviour Communication (PCB) Program. An OT consult is provided to identify any motor and sensory issues your child has and you can access the services of both a speech and behavioural therapist.
- Also, if your child is on the IBI wait-list, there is a program called Jumpstart which is a once-a-week consultation with a behavioural therapist lasting 8 weeks.
Start planning your child’s transition to school 18 months beforehand
- Find your child’s home school via the Toronto District School Board’s (TDSB) website.
- Arrange a meeting with your child’s home school Principal. They can be a powerful ally in advocating for your child with the Board.
Contact the home school Principal early in the calendar year that your child will start attending school
In order to receive special education services your child first needs to be identified as exceptional. Secondly, their strengths and challenges need to be determined before a recommendation can be made about whether they should be placed in special programs or not. In Ontario this is done via the Identification, Placement and Review Committee (IPRC). However, the TDSB seems to be using the Special Education Program Placement and Review Committee (SEPRC) for children who are not yet in the school system. These meetings typically occur in May and the home school Principal will likely want to prepare for it beforehand, so make contact no later than March.
Preparing for meetings with school and board personnel
The home school Principal will probably want to meet with you and your child to prepare for the IPRC/SEPRC. For all these meetings, as well as the IPRC/SEPRC itself, I recommend the following:
- Take someone with you. A spouse, friend, advocate, another parent – someone who can take notes, knows your child and can provide emotional support.
- Do your homework. In particular, read Ontario Regulation 181/98: Identification and Placement of Exceptional Pupils.
- The TDSB is running at an enormous financial deficit. They have stated they are not cutting special education services but be prepared for funding shortages to be mentioned in these discussions.
Register your child with their home school
Before an IPRC/SEPRC can take place your child needs to be registered for school. You will need to provide proof of address as well as a copy of your child’s birth certificate, health card and immunization record.
The IPRC/SEPRC meeting
When preparing for this meeting remember:
- You are the expert on your child.
- The meeting typically lasts about 15 or 20 minutes so prepare beforehand a list of your child’s strengths and challenges.
- Be polite and try to recruit allies rather than make enemies. I have found the following techniques effective:
- Assume initially that people want the best for your child.
- Tell them you recognize the restrictions they are working under and that these restrictions are not self-imposed.
- Find common ground. If they say something you agree with, tell them.
- Don’t get angry. The only effect will be to alienate people you want on your side.
- Show that you know your stuff. Take copies of the regulations, highlighted and annotated and put them on the table in front of you. Refer to them at least once.
- Stay calm but be firm when they say something you disagree with.
- Clearly state the action you will take in response to any negative outcomes.
- Pick your battles.
- Remember: your child’s entitlement to support is determined by need and not by whether or not funding is available.
- Afterwards, follow up to ensure everything moves forward in a timely manner.
Deciding whether to accept a placement you have been offered
- You don’t have to accept a special programs placement if you think it’s a bad fit for your child. Your child’s home school is legally obligated to take them but you will need to ensure that appropriate supports and services are in place for your child.
- Visit the school and classroom if your child is offered a place in special programs. Take your home school Principal with you if possible.
- Use the following criteria to help you decide if the placement is a good fit:
- Do you feel comfortable there?
- Do you like the principal and teacher? Are they open to answering your questions? Do they seem interested in your child?
- Ask how behavioural challenges are dealt with.
- If your child’s a runner, what policies and procedures do they have to ensure your child’s safety?
- Your child’s Individual Education Plan (IEP) is what will determine the supports and accommodations they receive in school. Ask them to describe the IEP process to you.
- What are their policies and views regarding inclusion?
How will they work with you to plan your child’s transition to school?
How often does the teacher communicate with parents and what methods are used?
This article is an abridged version of two posts written by Deanne Shoyer on her blog, One Does Not Simply Walk Into the TDSB and The SEPRC… and Beyond! The author is the mother of twin boys who are both on the autism spectrum. In addition to blogging she is a content, copywriter and social media marketer in the field of kids’ apps.
Image Credit: Jen’s Art & Soul
