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The following is a fictitious case study which has been adapted from the Alberta Educations Handbook for the Identification and Review of Students with Severe Disabilities

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´╗┐Assignment # 3 IPRC Overview ________________ CASE STUDY - Oliver Smith The following is a fictitious case study which has been adapted from the Alberta Education?s Handbook for the Identification and Review of Students with Severe Disabilities (2012). Introduction Oliver Smith is a five year old boy in kindergarden currently enrolled in a mainstream classroom at Springford Elementary School with the District School Board of Ontario. He was diagnosed with Autism Spectrum Disorder in November, 2010. Oliver was a full-term baby delivered with no complications on October 31, 2008. Oliver's mother reported that as a baby and toddler, he was healthy and his motor development was within normal limits for the major milestones of sitting, standing, and walking. As a young child, Oliver?s play was repetitive with seeming unawareness of others. He did not like to be touched by or to be close to other children. Oliver has basic self-care skills (eating, dressing, hygiene). While Oliver will respond to the social overtures of others, he does not initiate any social interaction. Oliver exhibits stereotypic behaviors, specifically hand-flapping and pulling his hair. He is easily upset when not prepared for changes in routine/transitions. At this time, Oliver uses some picture communication The purpose of this paper is to describe Oliver?s educational journey and depict his experiences through the Identification, Placement and Review Committee (IPRC) process. Understanding the IPRC PROCESS An Overview The Identification, Placement and Review Committee (IPRC) is a committee that makes recommendations and decisions relating to the identification and the placement of exceptional students. Regulation 181/98 requires that all school boards set up IPRCs. Referral to the IPRC In February 2011, Mrs. Smith registered Oliver at Springford Public School. At the time of registration, she informed Springford?s secretary that Oliver was recently diagnosed with Autism. The secretary recommended speaking with the school?s principal, Mr. P. Mrs. Smith was introduced to Mr. P . ...read more.


The committee identified that Oliver Smith has the Communication Exceptionality - Autism. The Ministry of Education (1999) defines Autism as a severe learning disorder that is characterized by disturbances in: 1. rate of education development 2. ability to relate to the environment mobility 3. perception, speech and language 4. Lack of representational symbolic behaviour that precedes language 1. The committee decided that Oliver Smith is to be placed in a regular classroom with resource assistance; one-to-one assistance. 2. The committee identified that Oliver has the following areas of strength: intellectual curiosity, number and mathematical skills 1. The committee identified that Oliver has the following areas of need: Social skills with peers, self-regulatory skills, gross motor skills, expressive language skills 1. The committee recommended the following program and services for Oliver. ________________ Special Education and Related Services 1. Daily Routine: adult support, task boards, 2. Communication: picture/word communication book, simplified commands, visual cues, pictures, gestures 3. Social - structured opportunities to interact with peers, turn taking 4. Motor - sensory motor breaks; walks, jump, etcIncorporate interests whenever possible 5. Supervision for non-instructional time 6. attention/focusing cues 7. Special Arrangements for Arrival/Departure 8. Individualized daily schedule 9. Strategic Seating 10. Quiet setting with reduced social interaction for breaks 11. Sensory equipment (SEA) 12. Periodic Breaks 13. Individual or Quiet Setting 14. Individual and small group instruction in adaptive behaviour, gross motor, language, concept development and fine motor skills. Human Resource Assistance 1. Visit with the Special Education Resource Teacher, three times a week in the resource room 2. Educational Assistant available full-time 3. Occupational Therapist visit once per term 4. Speech Language Pathologist visit once per term After the IPRC Meeting Subsection 18(1) requires that as soon as possible after a decision is made, the chair of the committee must send a written statement of the decision to: the parent; the school principal; and the director of the school board. ...read more.


Therefore, parents may choose to make a personal appeal to the school board to uphold or overturn the appeal board?s decision and tell them why. The Director of Education notifies in written form the decision of the school board to all individuals involved. This written notice provides instructions about how to appeal to a tribunal, in accordance with Section 57 of the Education Act, if parents disagree with the school board?s decision. A parent must agree in writing to the school board?s decision for the decision to be implemented. If the parents disagree with the decision then they may initiate an appeal to the special education tribunal. Appeals to the Special Education Tribunal If a parent is still not convinced that the proposed identification and/or placement are appropriate, then the parent has the option of appealing to the Special Education Tribunal. To request a child?s case to be reviewed by a tribunal, a parent must write to the Secretary of the English language tribunal at the Ministry of Education stating that they are not prepared to accept the appeal board?s recommendation and the school board?s decision regarding the identification and/or placement of the child. The Special Education Tribunal is an independent body appointed by the Ministry of Education under Section 57 of the Education Act. Its mandate is to deal with special education appeals and to make final and binding decisions on the identification and/or placement of the student in question. Tribunal decisions are formal hearings in which all parties have legal advocates. Mediation The Special Education Tribunal is a much more formal process than the IPRC or special education appeal board. Prior to the tribunal hearing, parents are invited to consider mediation as an intermediate step. Mediation is usually quicker, less stressful and less adversarial than going to the tribunal. However, parents forfeit their legal due process rights and must begin from the beginning if the school board fails to implement the agreed upon agreement. ...read more.

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