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Accommodating Students with Disabilities - Roles and Responsibilities.  Ontario Human Rights Commission.
http://www.ohrc.on.ca/en/accommodating-students-disabilities-roles-and-responsibilities-fact-sheet
If Inclusion Means Everyone, Why Not Me? Community Living Ontario. May 4, 2018.
https://communitylivingontario.ca/en/if-inclusion-means-everyone-why-not-me/
The words we used: 1970s - 1990s. Ontario Ministry of Children, Community and Social Services. Last modified: March 8, 2018.
https://www.mcss.gov.on.ca/en/dshistory/language/1970s_1990s.aspx
Provincial and Demonstration Schools in Ontario: Moving Forward. OME, Special Needs Ontario (2021).
http://www.specialneedsontario.ca/provincial-and-demonstration-schools/
Special Education in Ontario, Kindergarten to Grade 12, Policy and Resource Guide, 2017. Ontario Ministry of Education.
http://edu.gov.on.ca/eng/document/policy/os/2017/SpecEdFinal2018.pdf

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Progressed from excluding/separating to understanding/accepting/diversity of students

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There is a dire need to put together an action plan for school board and members to fix these issues voiced by parents. The solution to many of these concerns can be found in communication, listening, and giving the rights to these students with needs. Actions and steps must start with building better trust and relationship with the students and families.

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Provincial and Demonstration Schools are continuously progressively providing opportunities and  resources needed for those who are Deaf, blind/low vision, deafblind or those who have severe exceptionalities.

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By January 1, 2025 all students are to have accessibility to all resources and support systems needed in order to succeed in education and get equal opportunities.

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Development in language used toward persons of exceptionalities.

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Special education was not accepted and completely excluded from school and classroom environment.

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Many students were denied access to education due to their exceptionalities.

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Development of Education and Moving Forward

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Not treated fairly

Child is not being protected of their rights

Not being included in the school community

Communication with school board members was poor

Mistreated by principals/school boards

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Child is not receiving proper

Being excluded from appropriate curriculum

They are not always welcomed to the IPRC meetings

Get suspended or expelled due to disability

Students were unable to join full-time/loss of school time due to unavailable resources or support

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Students are entitled receive support to access education

Access to free resources, programs, and services as deemed necessary for their success (Education Act)

All students have the right to inclusive and accessible education (Human Rights Issues in Education)

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Official documents and reality

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IEP must be created within 30 days of decisions made in IPRC meeting. IEP is a working document that must be developed, regularly updated, and implemented. It is the duty of the principal to prepare and IEP for students with exceptional needs.

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IPRC members (school board, principal, teacher, support/resource teacher, parents/students over 16) meet to discuss student needs, accommodations, modifications. Placement in the school and type of classroom with what support aids is also to be determined. Parents have the right to make appeal requests if there is a need.

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Students are identified before or after entering school depending on the individual. Those who have needs are to be identified through the IPRC who places then under a certain exceptionality. Many students are unidentified but receive access to support and programs.

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There are 12 different exceptionalities and 5 categories. Some students exhibit one or more of these exceptionalities. These students require specific needs to achieve success and equal opportunities in education.

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Special Education