|
A child can be recognized as having exceptional intellectual ability and programming can be adjusted accordingly without the child being formally identified -- that is without being identified through the auspices of an Identification, Placement and Review Committee (IPRC).
The implication of formal identification is that the student's needs are ongoing and will not be met by making a few minor changes in the classroom. After being identified the student always will be labeled as "gifted" and part of the ten to 12 per cent of Ontario students who receive special education.
Also, theoretically, identification should set up a scheme for long-term management of the student's learning needs.
In practical terms, the identification gives the student access to placements and special programs for gifted students and establishes the responsibility of the board for delivery of services to address the student's needs.
It also provides a quasi-legal framework for parents to disagree with identification or, more likely, lack of identification -- such as if the board claims the student does not meet the criteria -- or to disagree with placement. For example, parents might appeal when the board suggests that the student attend a regular classroom when the parents believe that a part or full-time congregated classroom would be more suitable.
|
