The school administration:

• communicates to its staff the expectations of the Ministry of Education and the School Board;
• ensure that a qualified staff member is assigned to teaching special education classes;
• ensures the identification and placement of students in difficulty;
• consults with parents and staff to determine the most appropriate program;
• ensures the development, implementation and review of the Individual Education Plan (IEP);
• ensures that parents or guardians are consulted on the development of their child's IEP.

The regular class teacher:

• updates their knowledge of special education practices;
• works with special education staff and parents or guardians to develop the IEP;
• provides the program indicated in the IEP for the exceptional student within the regular class setting;
• communicates student progress to parents or guardians;
• works with other staff to review and update the student's IEP.

The parent or guardian:

• participates in IPRC meetings, parent-teacher conferences and other relevant school activities;
• participates in the development of the IEP;
• knows the school personnel who work with the student;
• help the student at home;
• works with the school administration and teachers to solve problems;
• is responsible for the student's attendance at school.

The educational assistant:

• helps the student to carry out learning activities, under the direction and supervision of the teacher;
• helps provide the appropriate accommodations described in the IEP;
• monitors and records student achievement and progress against the expectations outlined in the IEP;
• maintains ongoing communications with the student's teachers.

The special education teacher:

• monitors student progress in regards to the IEP and modifies the program as needed;
• collaborates in the educational evaluations of students in difficulty;
• updates their knowledge of special education practices;
• work with parents or guardians to develop the IEP;
• teaches the IEP program in regular class;
• communicates student progress to parents or guardians;
• works with other staff to review and update the student's IEP.

The other professionals concerned:

• participate in the IEP process and, when requested, be part of the MYP team;
• help identify a student's learning strengths and needs;
• develop strategies to be used in the school environment to help students acquire the knowledge and skills described in the learning expectations and to demonstrate their learning;
• provide the necessary training for staff to implement the strategies;
• act as resource persons and support for the student's family;
• maintain ongoing communication with the student's teacher and the Special education team;
• carry out assessments, if necessary, with the informed consent of parents or guardians.