Greater Essex County District School Board

You can request an IEP in writing to your child's principal or classroom teacher at any time. Under the Ontario Education Act, the school must develop an IEP within 30 school days of a student being formally identified as exceptional. Even without a formal IPRC identification, teachers can create an IEP on a voluntary basis. Document your request in writing and keep a copy.

The IPRC (Identification, Placement and Review Committee) is a formal panel that determines whether your child is "exceptional" under Ontario law and recommends a placement. On your written request, the principal must refer your child to an IPRC (O. Reg. 181/98, s. 14(1)(b)). Within 15 days, the principal must acknowledge the request in writing, give you the board's parents' guide, and tell you approximately when the IPRC will meet (s. 14(6)). GECDSB must notify you of the meeting at least 10 days in advance. You have the right to attend, present information, and appeal the decision.

No. Educational Assistants (EAs) at GECDSB are allocated based on overall classroom and school need, not assigned individually to students. A single EA often supports multiple students. If your child's IEP indicates they require EA support, the school must provide it, but the form (individual vs. shared) is determined by the principal. If you believe allocation is inadequate, escalate in writing to the Superintendent of Education.

GECDSB offers a continuum of placements: (1) regular class with indirect support (consultation only), (2) regular class with resource assistance (pull-out support), (3) regular class with withdrawal assistance, (4) special education class with partial integration, (5) congregated autism-specific class for students needing more intensive support, and (6) Section 23 programs for students with intensive needs. The IPRC recommends placement; parents can accept or appeal.

You have 30 days from receiving the IPRC decision in writing to request a Special Education Appeal Board hearing. The Appeal Board is an independent three-member panel. If you disagree with the Appeal Board decision, you can apply to the Ontario Special Education Tribunal. Consider contacting ARCH Disability Law Centre or the Ontario Special Education Tribunal for free legal guidance before proceeding.

GECDSB's Special Education department provides consultative support to school staff working with autistic students, not direct therapy. Staff work with classroom teachers and resource teachers to implement autism-specific strategies including visual supports, sensory accommodations, AAC devices, and structured teaching approaches. Parents can request involvement of a Special Education consultant through the school's Resource Teacher or principal.

GECDSB is required to address transition planning in the IEP for students aged 14 and older, covering post-secondary goals, community living, and employment. For the elementary-to-secondary transition, your child's current school coordinates with the receiving secondary school before the end of Grade 8. Request a transition meeting in January or February of Grade 8. Ensure the receiving school receives the full IEP and any behavioral support plans.

Yes. GECDSB SEAC meetings are open to the public. SEAC advises the GECDSB Board of Trustees on special education policy, programs, and budget. Meetings are typically held monthly and scheduled on the GECDSB website. Attending SEAC is one of the most effective ways for parents to influence system-level decisions. You can also contact member organizations (e.g., Autism Ontario) who have SEAC representation.