The Identification, Placement, and Review Committee (IPRC) is a school board committee mandated by Ontario Regulation 181/98 that determines whether a student is exceptional and recommends an appropriate placement. Parents can request an IPRC meeting at any time, and the committee must meet within the school year. For autistic students, the IPRC typically identifies them under the Communications exceptionality.
Start with the short answer, then reveal deeper context where helpful.
Under Ontario Regulation 181/98, parents or the school principal can request an IPRC meeting. The committee consists of at least three people, including a principal or supervisory officer. The IPRC reviews all available assessment data — including psychological, educational, and medical reports — to determine if a student meets the criteria for an exceptionality under the Ontario Education Act categories.
Parents should gather all relevant documentation before the IPRC: the child's diagnostic assessment, any private therapy reports, progress notes, communication logs with teachers, and any previous IEPs. Under the regulation, parents have the right to attend the IPRC meeting, present information, and bring an advocate or representative.
Under Ontario Regulation 181/98, parents or the school principal can request an IPRC meeting. The committee consists of at least three people, including a principal or supervisory officer. The IPRC reviews all available assessment data — including psychological, educational, and medical reports — to determine if a student meets the criteria for an exceptionality under the Ontario Education Act categories.
For students with autism, the IPRC typically applies the Communications: Autism exceptionality. The committee then recommends a placement: regular class with indirect support, regular class with resource assistance, regular class with withdrawal assistance, a special education class, or a special education school. Parents must consent to the placement.
Parents should gather all relevant documentation before the IPRC: the child's diagnostic assessment, any private therapy reports, progress notes, communication logs with teachers, and any previous IEPs. Under the regulation, parents have the right to attend the IPRC meeting, present information, and bring an advocate or representative.
If parents disagree with the IPRC decision, they have 30 days to file an appeal with the school board's Special Education Appeal Board (SEAB). If still unsatisfied after the SEAB process, parents can appeal to the Ontario Special Education Tribunal. Legal representation is advisable at this stage.
Ontario Reg. 181/98
Identification and Placement of Exceptional Pupils — Ontario Regulation 181/98 under the Education Act
Ministry of Education
Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide (2017)
Ontario autistic children have legal rights to an Individual Education Plan (IEP). Learn what schools must provide under the Education Act and Ontario Regulation 181/98.
Step-by-step guide to appealing an IEP or IPRC decision in Ontario. Learn about the Special Education Appeal Board, timelines, and your legal options.
Ontario has no legislated EA-to-student ratio. Learn how EA support is allocated for autistic students and what parents can do to advocate for adequate support.
Commitment to Accuracy: Our data is verified against official government reports (FAO, MCCSS), peer-reviewed scientific literature, and accessible public records. Last updated: March 24, 2026.
Verified Facts
Under the Ontario Education Act, every student with special needs is entitled to an Individual Education Plan (IEP) and access to an Identification, Placement and Review Committee (IPRC)
88,175, children are registered in the Ontario Autism Program
1 in 50, According to the 2019 Canadian Health Survey on Children and Youth, about children and youth aged 1 to 17 in Canada had an autism diagnosis
23.4%, Only 20,666 children have active funding agreements () — less than one in four
WHO recommends accessible, community-based early interventions for children with autism — timely evidence-based psychosocial interventions improve communication and social engagement