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"Under the Ontario Human Rights Code (Code), all students, including Black students and young persons, are entitled to an education system that does not discriminate against them. Duty-holders in the education system must continually challenge anti-Black racism and discrimination and its impact on Black students and educators. They cannot allow it to happen in their schools. They must be accountable."

What Happens to a Dream Deferred? Nearly 75 years ago, Langston Hughes asked and answered the question in his poem "Harlem". On March 27, 2025, the Ontario Human Rights Commission published a report that looks at the impact of systemic anti-Black racism ...

March has arrived with a roar here in eastern Ontario. Despite the blustery weather, spring is approaching and that means Identification, Placement and Review Committee (IPRC) meetings in schools. If you are the parent/guardian of a disabled child, you may be considering requesting an IPRC meeting or your child’s principal may wish to refer your child to the IPRC for identification and placement purposes. Is an IPRC right for your child?

As we head into spring, for some families, Identification, Placement and Review Committee meetings loom. Maybe you requested the IPRC, or perhaps your child's principal referred them to the committee. The IPRC is responsible for making decisions about whether or not to identify a student with an exceptionality (not a diagnosis - more on that distinction in another post) and the appropriate special education placement (programs and services) for the exceptional student. Do you need an IPRC for your child to get support in public school in Ontario? Not necessarily! As Gillian Parekh reminds us in "Ableism in Education", the Ontario Human Rights Code directs that education systems accommodate disabled students. And the OHRC prevails over other law and policy. For some, an IPRC may be required in order to access certain programs and services. Did you know that classroom assessment information collected as part of everyday teaching is valuable information for planning, and, if you decide to proceed with an IPRC, for the committee to review when making recommendations and decisions? Teachers know their students when they use a variety of assessment tools and provide multiple opportunities for learners to demonstrate the learning expectations. As Dr. Parekh reminds us, education and psycho-educational assessments are often conducted by staff, including psychologists, with little to know knowledge about the actual child. We need to query sorting practices, particularly when data overwhelmingly demonstrates a disproportionate number of referrals to special education are for radicalized and Indigenous students. Check out Gillian Parekh's insightful research in "Ableism in Education: Rethinking School Practices and Policies". Dr. Gillian Parekh is the Canada Research Chair in Disability Studies in Education at #YorkU #DSE #disabilityjustice #inclusion #humanrights #ohrc #gillianparekh