1. Special Education Ministry of Education

2. Exceptional Pupils & IPRC
Children who have behavioural or communication disorders, or intellectual, physical or multiple disabilities, or who are gifted, may require special education services or special education programs.
Such students may be formally identified as exceptional pupils through an Identification, Placement, and Review Committee (IPRC).

3. The IPRC will:
decide whether or not the student should be identified as exceptional
identify the areas of the student’s exceptionality
decide an appropriate placement for the student; and
review the identification and placement at least once in each school year.

4. Education Act & Regulation 181/98
The Education Act and regulations made under the Act require school boards to provide exceptional pupils with special education programs and services that are appropriate for their needs.
Specific procedures for the identification, placement, and review of exceptional pupils are set out in Regulation 181/98.

5. Special education program
is based on and modified by the results of continuous assessment and evaluation; and
includes an Individual Education Plan (IEP) containing specific objectives and an outline of special education services that meet the needs of the exceptional pupil.

6. Special education services
Are facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program.

7. IEP
IEP must be developed for a student, in consultation with the parents
It must include:
1. specific educational expectations;
2. an outline of the special education program and services;
3. a statement about the methods by which the student’s progress will be reviewed;
4. for students 14 years and older (except gifted students), a plan for transition to appropriate postsecondary school activities, such as work, further education, and community living.
IEP must be completed within 30 days after the student has been placed in the program, and the principal must ensure that the parent receives a copy of it.

8. IPRC
Must consider the integration of exceptional pupils into regular classes before considering the option of placing a student in a special education class, with appropriate special education services.
Is consistent with the parent(s)/guardian(s) preferences.
Where placement in a special education class is chosen, the committee must provide written reasons for its decision.

9. IPRC
For students whose needs cannot be met entirely in the regular classroom, a range of placement options are available. They include:
placement in a regular class with withdrawal for part of the day to receive special services or special education instruction by a qualified special education teacher or support professional;
placement in a special education class for part or all of the school day;
placement in a special education class with partial integration into a regular class;
referral to a provincial committee for consideration of eligibility for admission to one of the Provincial Schools for blind, deaf or deaf-blind students, or to one of the Provincial Demonstration Schools for students with severe learning disabilities.