The school principal
- carries out duties as outlined in the Education Act, regulations, and
policy/program memoranda, and through board policies
- communicates Ministry of Education and school board expectations to staff
- ensures that appropriately qualified staff are assigned to teach special
education classes
- communicates board policies and procedures about special education to staff,
students and parents
- consults with parents and with school board staff to determine the most
appropriate program for exceptional pupils
- ensures that the identification and placement of exceptional pupils, through an
IPRC, is done according to the procedures outlined in the Education Act,
regulations and board policies
- ensures the development, implementation and review of a student’s Individual
Education Plan (IEP), including a transition plan, according to provincial
requirements
- ensures that parents are consulted in the development of their child’s IEP and
that they are provided with a copy of the IEP
- ensures the delivery of the program as set out in the IEP
- ensures that appropriate assessments are requested if necessary and that
parental consent is obtained.
The teacher
- carries out duties as outlined in the Education Act, regulations, and
policy/program memoranda
- follows board policies and procedures regarding special education
- maintains up-to-date knowledge of special education practices
- where appropriate, works with special education staff and parents to
develop the IEP for an exceptional pupil
- provides the program for the exceptional pupil in the regular class, as outlined
in the IEP
- communicates the student’s progress to the parents
- works with other school board staff to review and update the student’s IEP.
The special education teacher, in addition to the responsibilities listed above under
“the teacher”
- holds qualifications, in accordance with Regulations 298, to teach special
education
- monitors the student’s progress with reference to the IEP and modifies the
program as necessary
- assists in providing educational assessments for exceptional pupils.
The parent/guardian:
- becomes familiar with, and informed about, board policies and procedures in
areas that affect the child
- participates in IPRCs, parent-teacher conferences and other relevant school
activities
- participates in the development of the IEP
- becomes acquainted with the school staff working with the student
- supports the student at home
- works with the school principal and teachers to solve problems
- is responsible for the student’s attendance at school.
The student
- complies with the requirements as outlined in the Education Act, regulations,
and policy/program memoranda
- complies with board policies and procedures
- participates in IPRCs, parent-teacher conferences, and other activities, as
appropriate.
(Source: Standards for School Board’s Special Education Plans, 2000, Roles and
Responsibilities in Special Education, www.edu.gov.on.ca)