However, many parents expressed to the co-chairs that they feel excluded from the IEP planning, that their suggestions are not seriously considered, or that the IEP agreed upon is not implemented. It was clear to the review team that parents of students with special educational needs want to be more involved in their children s education. They feel that they are the ones who are most intimately acquainted with their child s strengths and needs. They want their opinions to be heard and understood by the school system. On the other hand, school personnel urge parents to acknowledge that the school environment is quite different from the home.
Students benefit when families and school staff are working in a collaborative manner.
The Minister of Education should direct school boards to indicate by September 2001 how the practices of the school board are consistent with the requirements of the Individual Education Plan Order. Faculties of education, as part of their initial teacher education, should provide instruction in the preparation of IEPs and parental participation in the process. IEPs should be dynamic and teacher-coordinated. The Ministry of Education should provide school boards with a range of IEP templates and clear instructions that parents must be consulted about the program being planned. The IEPs developed using the templates should outline the students needs and pathways to success and be specific about the results to be obtained.