Statement of Philosophy
The Ottawa Catholic School Board continues to builds relationships with families to promote student engagement and a sense of belonging that nurtures well-being. We strive toward fostering a collaborative and faithfilled culture where students with diverse learning needs have every opportunity to thrive and succeed alongside their peers.
The Ottawa Catholic School Board’s approach to the provision of Special Education Programs and Services is based upon the principle of meeting students’ needs within the most enabling environment. It is recognized that children grow and develop as unique individuals.
As members of a Catholic community and in accordance with Ministry of Education direction, the Board actively promotes the goal of inclusion.
Inclusion means that students with special needs fully participate in the life of the school community. Our goal is, wherever possible, to educate individuals in regular classrooms with age-appropriate peers in their community schools. When we are part of a thriving community, we feel a sense of kinship, camaraderie and connectedness. Classrooms made up of both neurodiverse and neurotypical students build strong and connected communities.
For those students whose complexity of needs exceeds the resources available in a regular class setting, a full time/part time specialized placement may be considered to accommodate their learning needs. This placement will be reviewed annually to determine if the overall goals of the placement are continuing to be met, and to ensure the student is making expected progress.
Curriculum or school programs provide an opportunity for each child to achieve the greatest potential of which they are capable. Basic skills needed for a student’s continuing education are available to all. When issues or difficulties arise, the school team will take action to assist the student. Please see our intervention process, as outlined in the Special Education Plan.
Should these difficulties persist and the parent(s), student and/ or school have concerns about achievement:
• Parent(s)/guardian(s)/caregiver(s) and teacher(s) discuss the situation and share all information, assessments, reports, etc. related to the student’s progress and program;
• Frequently, the regular classroom teacher can provide the necessary changes in program and strategies to achieve the required result without developing an Individual Education Plan (IEP);
• If these changes do not help the student experience success, the principal, in conjunction with the families, will seek programming assistance from the school-based resources, including the classroom teacher(s) and Special Education Resource Staff;
• Based on relevant assessment(s), this team may determine that an IEP should be developed, and make suggestions for accommodations, curriculum modifications, and/or alternate programming/placements based on the student’s needs. They may request the involvement of Special Education Services support staff, e.g., Special Education Consultants, Itinerant Resource Teachers, Psychological Services, Attendance Counselors, Mental Health Clinicians, Speech and Language Pathologist, and/or ABA Team etc.
When navigating the Ottawa Catholic School Board system, it is helpful to understand our overall structure. The following list will provide an overview of that structure so you can contact the person best suited to address your concerns.
In general, we recommend first contacting the person closest to the issue that needs to be addressed. Most issues can be resolved at the school level by first contacting your child's classroom educator, vice-principal, or principal by phone or email. If you are unsure of who to speak with, you can call or email your school and ask to be directed to the appropriate contact.
The classroom educator, this is typically the classroom teacher and/or early childhood educator, is the first person to contact regarding concerns related to your child's education. They can assist with concerns related to homework, assessments, curriculum or Instruction, IEP implementation, and answer questions related to your classroom or school.
The Special Education and Student Service staff are available for contact if you need more assistance after speaking with the classroom educator, or if the concern is specific to the intervention process, IEP development, and/or placement.
If, after speaking with the classroom educator and/or Special Education and Student Service Staff, more assistance is required or if the concern extends beyond the classroom, you can contact the vice-Principal or principal. They can assist with concerns related to school safety, student schedules, report cards, code of conduct, suspensions, discipline, and support for mental health and well-being.
Experienced central staffing can offer support if you require more information once you have met with the school-based staffing. These staff members can support teams with general concerns regarding IEP development, the intervention process, and IPR Committees.
Superintendents are experienced Catholic educators who can help with unresolved concerns after speaking with your child's educators, vice-principal, and principal. Every family of schools has a Superintendent of Education who provides them with support. They are directly involved in the day-to-day operations of the school system, including district-wide programming.
Contact information for Superintendents is found on the OCSB website - https://www.ocsb.ca/our-board/executive-council/
Trustees are Catholic school elected officials who represent your interests in Catholic education.Trustees can be contacted anytime and they can assist in connecting you with the appropriate staff member. They are a great resource to hear and discuss your suggestions or concerns related to your child's education, and can assist you with ideas and suggestions for the school board, board agenda items, policies, and budget.
The Special Education Advisory Committee (SEAC) is a Ministry-mandated advisory committee that provides important advice on matters regarding special education programs to the board. Many parents of children with special education needs find this committee helpful. You can contact the committee by email at seac@ocsb.ca. Committee meetings are open to the public, and are held monthly throughout the school year at 6:30 pm at the board office in Nepean (570 West Hunt Club Road).
Special Education programs are defined in the Education Act as programs that:
Are based on and modified by the results of continuous assessment and evaluation and
Include a plan that contains specific objectives and an outline of special education services that meet the needs of the student.
Special education services are defined in the Education Act as the facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program.
In addition to developing an Individual Education Plan (IEP) for every student identified as exceptional by an IPRC, as required by the regulation, school boards may also develop IEPs for students who are receiving special education programs and/or related services, but who have not been identified as exceptional by an IPRC.
School boards have the discretion to provide special education programs and services for students who are not formally identified as exceptional. For example, an IPRC is not required when both the school and the parent(s)/guardian(s)/caregiver(s) agree that the student with special education needs should be placed in a regular classroom, rather than a special education system class. Shared Solutions Pg7
If an Individual Education Plan (IEP) is to be developed for a student, it will always be in consultation with the parent(s)/guardian(s)/caregiver(s).
It will include:
a description of the student's strengths and needs and specific educational expectations;
an outline of the special education program and services that will be received;
a statement about the methods by which your child's progress will be reviewed; and
a transition plan which includes the specific goals, actions required, person(s) responsible for actions, and timelines for each educational transition where the student requires support.
The IEP must be completed within 30 days after the student has been placed in the program, and the principal will ensure that the parent(s)/guardian(s)/caregiver(s) are given access to a copy.
The Ottawa Catholic School Board provides a range of programs and services to ensure that the needs of students are clearly identified and that the appropriate education programs and services are provided for them, whether in the regular classroom, a specialized setting, or a combination of both. The OCSB's Special Education Plan reflects our commitment to the development, implementation and consistent provision of effective special education programs and services to all students who need them, whether or not they are deemed to be 'exceptional' (formally identified by an IPRC).
For special education programs and services provided by the Ottawa Catholic School Board, please visit our website and review our Special Education Plan, submitted annually to the Ministry of Education.
Link to PDF document - Guide to IPRC Information .
An IPRC is a meeting that determines the appropriate placement if your child is identified as exceptional as outlined by the ministry definitions. It is not required if your child is in a regular class placement and their programming is outlined on an IEP.
An IPRC meeting does not discuss or impact the overall allotment of Educational Assistants, Resource staffing, or additional funding.
What is an IPRC?
Regulation 181/98 requires that all school boards set up IPRCs. An IPRC is composed of at least three (3) people, one of whom must be a principal or a supervisory officer of the board. Parent(s)/guardian(s)/caregiver(s) are invited and encouraged to attend the meeting.
What is the role of the IPRC?
The IPRC will:
decide whether or not your child should be identified as exceptional;
identify the areas of your child's exceptionality, according to the categories and definitions of exceptionalities provided by the Ministry of Education;
decide an appropriate placement for your child: Regular Class with Indirect Support, Regular Class with Resource Withdrawal, Regular Class with Resource Assistance or Special Education Class with partial integration; and
review the identification and placement at least once in each school year.
The principal of your child's school:
must request an IPRC meeting for your child, upon receiving your written request;
may, with written notice to you, refer your child to an IPRC when the school team believe that your child may benefit from a special education program.
Within 15 days of receiving your request, or giving you notice, the principal must provide you with a copy of this information and a written statement of approximately when the IPRC will meet.
Regulation 181/98 entitles parents and pupils 16 years of age or older:
to be present at and participate in all committee discussions about your child; and
to be present when the committee's identification and placement decision is made.
the principal of your child's community school;
other resource people such as your child's teacher, special education staff, board support staff, or the representative of an agency, who may provide further information or clarification;
your representative – that is, a person who may support you or speak on behalf of you or your child; and
an interpreter, if one is required. (You may request the services of an interpreter through the principal of your child's school.)
Either you or the principal of your child's school may make a request for the attendance of others at the IPRC meeting.If you are planning to invite an educational advocate and/or private therapist please inform the chair of the IPRC as soon as possible prior to the meeting in order for the appropriate central staff member to be present.
At least 10 days in advance of the meeting, the chair of the IPRC will provide you with written notification of the meeting and an invitation to attend as an important partner in considering your child's placement. This letter will notify you of the date, time, and place of the meeting, and it will ask you to indicate whether you will attend.
Before the IPRC meeting occurs, you will receive a written copy of any information about your child that the chair of the IPRC has received. This may include the results of assessments or a summary of information.
If you are unable to make the scheduled meeting, you may:
contact the school principal to arrange an alternative date or time; or
let the school principal know you will not be attending. As soon as possible after the meeting, the principal will forward to you, for your consideration and signature, the IPRC's written statement of decision noting the decision of identification and placement and any recommendations regarding special education programs and services.
The chair introduces everyone and explains the purpose of the meeting.
The IPRC will review all available information about your child.
The members will:
consider an educational assessment of your child;
consider, subject to the provisions of the Health Care Consent Act, 1996, a health or psychological assessment of your child conducted by a qualified practitioner, if they feel that such an assessment is required to make a correct identification or placement decision;
interview your child, with your consent if your child is less than 16 years of age, if they feel it would be useful to do so; and
consider any information that you submit about your child or that your child submits if they are 16 years of age or older.
The committee may discuss any proposal that has been made about a special education program or special education services for the child. Committee members will discuss any such proposal at your request or at the request of your child, if the child is 16 years of age or older.
You are encouraged to ask questions and join in the discussion.
Following the discussion, after all the information has been presented and considered, the committee will make its decision.
Before the IPRC can consider placing your child in a special education class, it must consider whether placement in a regular class with appropriate special education services will:
meet your child's needs; and
be consistent with your preferences.
If, after considering all of the information presented to it, the IPRC is satisfied that placement in a regular class will meet your child's needs and that such a decision is consistent with your preferences, the committee will decide in favour of placement in a regular class with appropriate special education services.
If the committee decides that your child should be placed in a special education class, it must state the reasons for that decision in its written statement of decision.
The IPRC's written statement of decision will state:
whether the IPRC has identified your child as exceptional;
where the IPRC has identified your child as exceptional,
the categories and definitions of any exceptionalities identified, as they are defined by the Ministry of Education;
the IPRC's description of your child's strengths and needs;
the IPRC's placement decision;
the IPRC's recommendations regarding a special education program and special education services; and
if the IPRC has decided that your child should be placed in a special education class, the reasons for that decision.
If you agree with the IPRC decision, you will be asked to indicate, by signing your name, that you agree with the identification and placement decisions made by the IPRC.
If the IPRC has identified your child as an exceptional pupil, and if you agree with the IPRC identification and placement decisions, the principal of the school (if not the chair) will be informed of the special education program that is to be provided, and of the need to develop an Individual Education Plan (IEP) for your child.
A review IPRC meeting will be held within the school year, unless the principal of the school at which the special education program is being provided receives written notice from you, the parent, dispensing with the annual review. You may request a review IPRC meeting any time after your child has been in a special education program for 3 months.
With your written permission, the IPRC conducting the review will consider the progress your child has made in relation to the IEP. It will consider the same type of information that was originally considered by the IPRC, as well as any new information.
The IPRC will review the placement and identification decisions and decide whether they should be continued or whether a different decision should now be made.
If you do not agree with either the identification or the placement decision made by the IPRC, you may:
within 15 days of receipt of the decision, request that the IPRC hold a second meeting to discuss your concerns; or
within 30 days of receipt of the decision, file a notice of appeal with the Ottawa Catholic School Board.
If you do not agree with the decision after the second meeting, you may file a notice of appeal to the chair of the IPR committee within 15 days of your receipt of the decision.
If you do not consent to the IPRC decision but you do not appeal it, the principal will implement the IPRC decision.
If you disagree with the IPRC's identification of your child as exceptional or with the placement decision of the IPRC, you may, within 30 days of receipt of the original decision or within 15 days of receipt of the decision from the second meeting described above, give written notification of your intention to appeal the decision to Director of Education and Secretary-Treasurer of the Ottawa Catholic School Board, 613-224-4455 Ext 2272 - Email: Director@ocsb.ca.
The notice of appeal must:
indicate the decision with which you disagree; and
include a statement that sets out your reasons for disagreeing.
The appeal process involves the following steps:
The board will establish a special education appeal board to hear your appeal. The appeal board will be composed of three persons who have no prior knowledge of the matter under appeal, one of whom is to be selected by you, the parent.
The chair of the appeal board will arrange a meeting to take place at a convenient time and place, but no later than 30 days after they have been selected (unless parents and board provide written consent to a later date).
The appeal board will receive the material reviewed by the IPRC and may interview any persons who may be able to contribute information about the matter under appeal.
You, the parent, and your child, if they are 16 years old or over, are entitled to be present at, and to participate in, all discussions.
The appeal board must make its recommendation within 3 days of the meeting's ending. It may:
agree with the IPRC and recommend that the decision be implemented; or
disagree with the IPRC and make a recommendation to the board about your child's identification or placement or both.
The appeal board will report its recommendations in writing, to you and to the school board, providing the reasons for its recommendations.
Within 30 days of receiving the appeal board's written statement, the school board will decide what action it will take with respect to the recommendations (boards are not required to follow the appeal board recommendation).
You may accept the decision of the school board or you may appeal to a Special Education Tribunal. You may request a hearing by writing to the secretary of the Special Education Tribunal.
Link to PDF document with the above IPRC Information can be found here.
The Education Ministry operates Provincial and Demonstration Schools throughout Ontario for students who are Deaf or hard of hearing, who are blind or have low vision, who are deafblind, and/or who have severe learning disabilities, as well as those with attention deficit hyperactivity disorder (ADHD). Sleep away programs are offered at the schools Monday to Friday, for students who live too far from school to travel daily.
Amethyst School
1515 Cheapside Street
London, ON N5V 3N9
Tel: 519-453-4408
Sagonaska School
350 Dundas Street West
Belleville, ON K8P 1B2
Tel: 613-967-2830
Trillium School
347 Ontario Street South
Milton, ON L9T 3X9
Tel: 905-878-8428
Ernest C. Drury School
255 Ontario Street South
Milton, ON L9T 2M5
Tel: 905-878-2851
TTY: 905-878-7195
Robarts School
1515 Cheapside Street
London, ON N5V 3N9
Tel: 519-453-4400
TTY: 519-453-4400
Sir James Whitney School
350 Dundas Street West
Belleville, ON K8P 1B2
Tel: 613-967-2823 or 1-800-501-6240
TTY: 613-967-2823
W. Ross Macdonald School
350 Brant Avenue
Brantford, ON N3T 3J9
Tel: 519-759-0730 or 1-866-618-9092
Centre Jules–Léger
281 Lanark Avenue
Ottawa, ON K1Z 6R8
Tel: 613-761-9300
TTY: 613-761-9302
When the word “parent(s)” is used it refers to both parent(s) and guardian(s). It may also be taken to include caregiver(s) or close family members who are responsible for raising the child.
The Education Act requires that school boards provide, or purchase from another board, special education programs and services for their exceptional pupils. This website provides you with information about the Identification, Placement, and Review Committee (IPRC), and sets out for you the procedures involved in identifying a pupil as “exceptional”, deciding the pupil's placement, or appealing such decisions if you do not agree with the IPRC.
If you wish to receive this information in Braille, large-print, or audio format, please contact the board at the email address or telephone number shown at the bottom of this website.
We support success for every student in a faith-filled and inclusive environment, guided by Special Education in Ontario Kindergarten to Grade 12 – Policy and Resource Guide, Growing Success, Learning for All, Education for All, and the Catholic Graduate Expectations.
