Advocate for your Child

Since Canada is one of the very few countries in the industrialized world that does not recognize dyslexia officially as a learning disability, it might be a challenge for you to get the proper instruction, help, and accommodations that your child needs.  You will need to learn to be an advocate for your child as you work with the administration and the special education staff of your child’s school. 

The first step would be to go and see the child’s classroom teacher to see what he/she has observed about your child’s learning and the recommendation he/she has to improve your child’s achievement.  If that does not result in your child’s learning needs being met then the next step is to request that the special education teacher become involved. It is always a good idea to establish a line of communication with the school administration so that they can also become involved in ensuring that the proper steps are being taken to maximize instruction for your child.  Most boards have an area resource teacher who acts as support for the school in programming for students that have special needs.  A cooperative and open relationship with the school about your concerns regarding your child’s learning challenges will help to ensure a good working relationship for all.  It is a long journey when your child struggles.

 

Testing

 

Getting as much information as possible is critical to successful intervention.  The classroom teacher and special education teacher will run some basic tests to gather information about how your child learns.  If more information is needed a psycho-educational assessment will provide more detailed information about learning strengths and weaknesses.  There is often a waiting list for this test.  Students must be at least in Grade 4 in order for the test to be valid.

If your child is dyslexic, this test will not provide all of the information you will need.  Dyslexia is complicated and best results occur when an overall approach is taken.

 

The IEP

 

  IEP stands for Individual Educational Plan.  This plan will list what accommodations the teacher will make within the classroom program.  These might include preferential seating, more time, a scribe, oral testing, a peer helper etc.  Modifications might also be included.  Modifications are made to the program.  This means that if your child is in Grade 5 and is not able to accomplish the math curriculum, part of his instructional program might be modified so that he is doing, for example, the Grade 3 math program.

  At any time you may request a case conference to ensure that you are aware of the steps being taken to address your child’s learning challenges.  If you are not feeling that appropriate progress is being made, you may request that additional special educational people from the board attend such as the Area Resource Teacher, the Vice Principal or Principal of Special Education.  These meetings can occur as often as you feel necessary.  It is very helpful for you to have a list of your questions and concerns made up prior to the meeting as it is an emotional subject for parents.  At the case conference, there will be a discussion about whether your child is ‘exceptional’, i.e. has a special need, what the need is and what placement will best meet his needs.  There may also be some discussion about what special education program and/or services may be required to ensure that the placement can meet the needs of your child.  At these meetings the possibility of an Individual Placement and Review Committee (IPRC) will be discussed if your child qualifies through formal assessment.  Ask for a copy of your school board’s “Parent Guide to Special Education Booklet.”

 

The IPRC Process

 

Once you have received a formal identification of your child’s learning needs, (i.e. learning disability) write to the school principal requesting that your student be referred to an Identification, Placement and Review Committee (IPRC).  An IPRC can only take place once this has occurred.  The advantage of an IPRC is that once your child is formally identified it will allow your child to have access to supported learning, accommodations and modifications thorough their school career.  Although each school district has its own policy the documentation of an IPRC will assist you greatly if you move our of your child’s current school district.   It will also ensure that when your child goes to high school, college and/or university that supports will also be in place.  There is also additional funding for assistive devices for which your child may qualify, especially in the areas of technology to support learning.

  Prior to the IPRC meeting ask for a meeting to ensure that you fully understand the process and the things that will be put into writing during that meeting. One of the key areas is to ask if they are considering a change in placement for your child.  (Some school boards have classes specifically for Learning Disabled and Dyslexic students. These classes have both advantages and disadvantages. 

 The IPRC meeting should simply be a restatement of all things previously discussed in case conferences.  If something comes up at the meeting that you do not understand or you do not feel has been fully explained you are not obligated to sign.  Respectfully ask for more time to explore this new information.  Schools try very hard to ensure that you have all information prior to this meeting but we know that processes can vary from school to school and board to board.  You can always request another IPRC meeting. 

 

  Remember, an IPRC simply identifies formally what the placement will be and your child’s specific learning issue.  It is reviewed every year and you will be invited to attend a meeting.  This formality is very important as your school ensures that the education and support required are provided for your child.

 

  Once your child has been placed in a special education placement, you can request a review any time after three months.  A review every twelve months is mandated by law.

  Each exceptional child must have a written Individual Educational Plan (IEP).  The plan should contain long and short term goals, measurable objectives, present levels of functioning, regular evaluations to see if the child has achieved the objective, a list of any special education services (personnel, equipment, technology) that may be required to ensure success.

If you do not agree with the IPRC decision, you have the right to appeal.  Your notice of appeal must be sent to the Director of Education within ten days of the IPRC decision.  You may appeal the identification and/or the placement.