Working with the School (Ontario) : IEP, IPRC, and How to Get Real Support

Working with the School: IEP, IPRC, and How to Get Real Support

Most parents don't learn the school system by reading a board manual. They learn it after a year of feeling unheard. This guide is the version you wish you'd had on day one.

The vocabulary

• IEP — Individual Education Plan: a written document describing your child's strengths, needs, accommodations, modifications, and goals. Required for any identified exceptional pupil. Reviewed at least once per term.
• IPRC — Identification, Placement and Review Committee: the formal meeting where the board identifies your child as exceptional, and decides their placement (regular class with supports, contained classroom, special school, etc.).
• SERT — Special Education Resource Teacher: your in-school point of contact for special education supports. You'll work with them on the IEP and day-to-day issues.
• EA — Educational Assistant: front-line classroom support. Often shared across multiple students.
• SNA — Special Needs Assistant: similar role; some boards use this title.
• ASSDP / ISP / Community Class / Contained Class / MID Class: different boards use different names for small specialized classes. More on this below.

What classroom types exist

This is where boards differ. As of 2026:

Type Approx. ratio Who it's for Mainstream / regular class 25–30 students, 1 teacher (sometimes shared EA across classroom) Any child; supports added via IEP Mainstream with EA support Same class size, dedicated EA hours assigned Children needing 1:1 or small-group support during the day Contained / Community / ASD class 6–8 students, 1 teacher + 2–3 EAs Children whose needs are better met in a smaller, structured environment with peers who have similar profiles MID class (Mild Intellectual Disability) Small class, modified curriculum Older students with intellectual disability identification Specialized school / day treatment Varies Children who need clinical-level support (e.g., severe behaviour, mental health)

Two important realities:

• Contained classrooms are not always available. They depend on board decisions, school size, and demand. A school may say a contained spot "isn't for your child" because none exists in that school — that doesn't mean none exists nearby.
• Once a child is placed in a contained class, transitioning back to mainstream is generally easier than going the other direction. It's not irreversible. If you're offered a contained placement and aren't sure, that's worth knowing.