Special education in Canada: parent FAQ

An IEP (Individual Education Plan) is a written plan that documents the accommodations, modifications, goals, and services a student with special education needs receives at school. Ontario, BC, Newfoundland and Labrador, and PEI use the term IEP. Alberta and Nova Scotia call it an IPP, Quebec uses a plan d'intervention (PI), New Brunswick uses a PLP, Manitoba an SSP, and Saskatchewan a PPP.

Email the principal in writing and ask the school to develop an IEP. Reference any diagnoses or assessments, and ask for a written timeline. In Ontario, the IEP must be developed within 30 school days after a student is placed in a special education program.

The Identification, Placement and Review Committee (IPRC) is Ontario's formal process for identifying a student as 'exceptional' and deciding their placement. The IPRC must meet within 15 school days of a written parent request. Decisions on identification or placement can be appealed to the Special Education Appeal Board and the Ontario Special Education Tribunal.

Yes — in every Canadian province, an IEP/IPP/PI/PLP is based on demonstrated educational need, not a medical diagnosis. Schools can and should provide accommodations and supports while a formal assessment is being pursued. Bring documentation of your child's struggles (work samples, teacher emails, observations) to the planning meeting.

Accommodations change how your child learns or shows what they know without changing the curriculum expectations (e.g. extra time, scribe, assistive technology). Modifications change what is being taught — usually grade-level expectations are altered. Accommodations preserve credit-bearing curriculum; modifications can affect graduation pathways.

A BSP (also called a BIP) identifies the function of a behaviour, the triggers and antecedents, proactive strategies, replacement skills to teach, and a de-escalation / response protocol. A real BSP is informed by a Functional Behaviour Assessment (FBA), not just a list of consequences.

Yes. Most provinces give parents the right to appeal a suspension and challenge informal exclusion ("keep them home tomorrow"). In Ontario, suspensions over 5 days and all expulsions go to the board's discipline committee; shorter suspensions can be appealed to the board within 10 school days. Always ask for the suspension reason and supporting evidence in writing the same day.

A comprehensive assessment by a registered psychologist that measures cognitive ability, academic achievement, processing, and (often) social-emotional functioning. The report yields a diagnosis where applicable and concrete recommendations the school can implement on the IEP/IPP/PI/PLP.

Request everything in writing and ask for the decision in writing too. Then escalate: teacher → principal → superintendent → director of education. Each province has formal appeal routes (IPRC appeal in Ontario, Section 11 in BC, etc.). Document each step.

Yes. Each province sets its own special education legislation, identification process, dispute resolution, and appeal rights. Core advocacy principles — request in writing, get assessments, attend every meeting, confirm decisions on paper — apply everywhere.

A written plan describing the special education program and services your child needs. In Ontario it must be developed within 30 school days of placement and is tied to the IPRC process. In BC it follows a ministry designation and is reviewed at least once per year. Used in: Ontario, BC, Newfoundland and Labrador, PEI.

Alberta's IPP (Individualized Program Plan) and Nova Scotia's IPP (Individual Program Plan) document goals, accommodations, and services. There is no formal identification committee like Ontario's IPRC — decisions are made by the school learning or program planning team with parent input. Used in: Alberta, Nova Scotia.

Quebec's plan d'intervention is developed by a multidisciplinary team including parents. It identifies the student's needs, sets measurable goals, and lists the services and accommodations the school will provide — often within the HDAA framework. Used in: Quebec.

New Brunswick uses Personalized Learning Plans inside its inclusive education model — most students are supported in regular classrooms. Other Atlantic provinces use related Student Support Plans with similar accommodations and review schedules. Used in: New Brunswick (and similar plans across Atlantic Canada).

Manitoba's Student Specific Plan is the provincial equivalent of an IEP — a written plan for students who need programming beyond standard classroom differentiation, with annual review and parent involvement. Used in: Manitoba.

Saskatchewan's Personal Program Plan documents intensive supports and individualized goals for students who need more than universal or targeted classroom strategies. It's developed collaboratively with the family. Used in: Saskatchewan.

Ontario's formal process for identifying a student as 'exceptional' and deciding their placement. The IPRC must meet within 15 school days of a written parent request, and decisions on identification or placement can be appealed to the Special Education Appeal Board and the Ontario Special Education Tribunal. Used in: Ontario.

Accommodations change how your child learns or shows what they know without changing the curriculum expectations (e.g. extra time, scribe, assistive technology). Modifications change what is being taught — usually grade-level expectations are altered. The distinction matters: accommodations preserve credit-bearing curriculum; modifications can affect graduation pathways. Used in: All Canadian provinces.

A written plan that identifies the function of a behaviour, the triggers and antecedents, proactive strategies, teaching of replacement skills, and a de-escalation / response protocol. A real BSP is informed by a Functional Behaviour Assessment (FBA), not just a list of consequences. Used in: All provinces (terminology varies).

A structured assessment that identifies the function (purpose) of a behaviour — escape, attention, sensory, access — using observation, interviews, and data. The FBA is the foundation for any meaningful BSP/BIP. Used in: All Canadian provinces.

Most provinces give parents the right to appeal a suspension and challenge an 'exclusion' (being told to keep your child home without a formal suspension). In Ontario, suspensions over 5 days and all expulsions go to the board's discipline committee; shorter suspensions can be appealed to the board within 10 school days. Used in: All provinces (process varies).

A comprehensive assessment by a registered psychologist that measures cognitive ability, academic achievement, processing, and (often) social-emotional functioning. The report yields a diagnosis where applicable and concrete recommendations the school can implement on the IEP/IPP/PI/PLP. Used in: All Canadian provinces.

Ontario funding that helps school boards purchase equipment essential to a student's education — laptops with assistive software, FM systems, specialized seating, communication devices, and more. SEA claims are submitted by the board with documentation from a qualified professional. Used in: Ontario.

Quebec's official designation framework for students with disabilities or with adjustment or learning difficulties. HDAA status drives the development of the plan d'intervention and access to specialized services within the school service centre. Used in: Quebec.

Newfoundland and Labrador's interdepartmental plan for students whose needs cross education, health, and community services. The ISSP coordinates supports across providers alongside the school's IEP. Used in: Newfoundland and Labrador.