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You are here: Home » Information for Parents » Steps Parents Can Take
Steps parents can take when concerns are raised about their child's learning


When the parent and/or the classroom teacher are concerned about the learning progress of a child:

  • Remember that the earlier a learning difficulty is identified, the more likely appropriate intervention strategies are to be successful
  • Always communicate with the classroom teacher regarding your child's progress in school
  • Have a clear understanding of your child's strengths and needs
  • Meet regularly to discuss progress and ways in which you can support your child at home

If a child continues to experience difficulty:

  • Request an In-School Team Meeting to consult with the classroom teacher, school administrator(s), special education teacher(s)
  • In some school boards, a student Growth Plan may be implemented
  • Discuss accommodations which may be used in the classroom to assist your child with achieving the expectations set out in the Ministry of Education's curriculum
  • Speak to outside agencies and seek support

When accommodations are not enough:

  • Seek an academic assessment (at the school or privately)
  • Review the results of the academic assessment with school staff
  • If the results of the academic assessment indicate significant learning difficulties in areas, the school may suggest a psychological assessment which will give more detailed information and program planning suggestions
  • In some cases, an Individual Education Plan (IEP) may be developed even if the student has not been formally identified by the school board as 'exceptional'.
  • Any time an IEP is developed, it is put in place because the student is deemed by the school board to require special education programs or services in order to attend school or to achieve curriculum expectations and/or because the student learning expectations are modified from or alternative to the expectations set our for a particular grade level or course in a provincial curriculum policy document
  • When the psychological assessment warrants a formal identification of the student as 'exceptional' an Identification, Placement and Review Committee (IPRC) will be held to formally identify the student as exceptional in accordance with Regulation 181/98
  • Students who are identified as 'exceptional' through the IPRC process must have an IEP
 
  • As a parent/guardian, you are your child's best advocate
  • Consider bringing someone (perhaps with knowledge about learning disabilities) with you to meetings that may occur at the school level. This person can assist with taking notes. Often a lot of information is shared at these meetings and it helps to have someone there as support.
  • Write down any questions/concerns ahead of time
  • Be clear and concise about what you want to see happen for your child
  • If you choose to have a private academic or psychological assessment done, ensure it is completed by a qualified, reputable professional. You may want to consult with school staff on this matter.
  • Be informed. The internet can be an invaluable resource for parents. A place to start would be the Ministry website: http://www.edu.gov.on.ca. For specific information about special education you may visit: http://www.edu.gov.on.ca/eng/general/elemsec/speced/policy.html.
  • The IEP is a legal document and parents must have input into its development. It must be reviewed on an annual basis.

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