Frequently Asked Questions

The following is a short list that can help you and your child with starting school for the first time or beginning a new year: 

• Organize a time to meet with the school's Principal and take a tour. Even if this is not your child's first year, it can be helpful to have a reentry meeting and possibly a tour. This can help with smooth transitions for everyone and make the first day back a great one!

• Have ready any materials (ie: medical reports, any new OT/PT/SLP reports etc.) this way the school can make copies to go into your child's Red File.

• Print and complete an All About Me page to send with your child on their first day. This is a great way to quickly introduce your child to their new teacher or as an update for your child's ATH. 

• Refer back to the latest IEP (if you have one), under the section of "Adaptations and/or Modifications", are there any materials you could purchase to assist your child for the new school year? Example: adapted learning tools, pencil grips, reading tools, kick bands etc.

• Visit your child's School website for a more detailed look, (e.g., procedures related to inclement weather, safe arrival, transportation, snacks, recess, policies on parent volunteers, assessment, report cards, parent-teacher interviews, child-care services).

• Check the WQSB website for updated information and news https://westernquebec.ca/

For additional information on what information you need to know about your child starting school contact your school principal.

The complaint mechanism was recently reformed by the Government of Québec to better serve students and families in the province’s schools. More information can be found on the WQSB by following this link https://westernquebec.ca/resources/complaints/

The Special Needs page on the WQSB website has the information to help answer your question.

If a member of Transportation hasn't already gotten into contact with you concerning this, contact them to find out more. transport@wqsb.qc.ca

To find out more information regarding the transportation policy: https://westernquebec.ca/wp-content/uploads/2019/10/G-1-Adopted-Transportation-Policy-September-24-2019_proofed.pdf

The way special education services are managed is decentralized, which means that each school's access to resources—like funding and staffing—differ. Every year, the Complementary Services Parity Committee, which includes both school and school board representatives, meets to distribute some of the provincial funding among schools. They carefully consider several factors, such as the number of students with special needs, the types of needs at each school, the current staffing levels, and the feasibility of hiring additional staff or collaborating with community services like, CLSC or La Ressource. Schools can also apply for various grants, which can impact the resources available to their students. Because of this, no two schools will have the exact same setup, even if they serve students with similar needs.

That said, the school board’s Complementary Services Department has a team of professionals that schools and parents can reach out to for advice and support. As a parent, don't be afraid to ask about different options that could help your child thrive.

Everyone involved—students, parents, and educators—has a vital part to play in planning and guiding your child's learning journey. Open communication is always key. By staying in regular touch with parents, school staff, and the students themselves, any concerns about your child’s learning can be quickly identified and clearly addressed. This ongoing conversation is essential for creating and implementing an effective Individualized Education Plan (IEP).

 It's best to inform the school (Principal) about your child's special needs or diagnosis as soon as possible. Ideally, this should be done before the start of the school year or as soon as the diagnosis is made. Early communication allows the school to make any necessary accommodations, adjustments, or support plans in advance, ensuring your child has the resources they need from day one. 

 If you feel your requests for changes to your child’s IEP or the services they receive are not being fully considered, here are some steps you can take:

1. Request a Follow-Up Meeting: Schedule a meeting with the IEP team, including your child’s teachers, principal, and other relevant staff. Share your concerns openly, and explain why the specific changes or services you feel are not benefiting your child.
2. Keep a Record: Maintain a written record of all communications, including emails and notes from meetings. This can help you track discussions and ensure that your concerns are clearly documented and so you don't become overwhelmed.
3. Ask for Feedback: Seek clarification on why certain requests might not be moving forward. Understanding the school’s perspective can help you address any gaps or provide additional information that may support your child’s needs.
4. Consider Bringing Support: You might consider bringing a friend, family member, or special education advocate to meetings. Sometimes, an additional perspective can help facilitate the conversation.
5. Know Your Rights: Familiarize yourself with your IEP rights under Policy C-17. Knowing your rights can help you navigate the process more confidently as well as ensuring that what you are asking is within means.

Remember, you are your child’s best advocate and the staff have first hand knowledge on your child's day-today at school. A collaborative approach with the school team is often the most effective way to ensure your child receives the support they need. 

No. You will not have to pay for the special education programs and services that the school board offers your child. 

If you believe that your child needs additional learning support at school you will want to contact your child's school and speak to the principal.   

Some children may require more time and support to be successful in learning. If you have concerns, communicate them at the next IEP meeting or get in touch with the Principal. 

Parents should be meeting regularly throughout the school year with teachers and possibly other school staff, at certain reporting periods, for updates on their child’s progress. At these times, teachers and parents can discuss how successfully their child is interacting with others. Parents and teachers can, of course, do this more informally should concerns arise.

 If the school has concerns about your child and feels they may need special education support, but you don't share those same concerns, here are some steps you can take:

1. Listen to the School's Perspective: Start by hearing the school out. Ask them to share specific examples and data that highlight their concerns, such as observations, assessments, or areas where they feel your child might need extra support.
2. Share Your Observations: Provide your perspective and any relevant information about your child's behavior, learning, and development at home or in other settings. Your insights can help create a more complete picture of your child’s needs.
3. Evaluation: If you’re open to it, you might agree to seek an outside evaluation to get a clearer understanding of your child’s needs. Evaluations can provide a more objective view and either confirm the school’s concerns or show that your child is on track.
4. Review the Evaluation Results Together: If an evaluation is conducted, go over the results with the school team to discuss whether any areas of concern are evident. This discussion can help clarify whether special education services are necessary.
5. Stay Open to Dialogue: Keep communication open and collaborative with the school. Even if you disagree, working together will help ensure that your child receives the support they need, whether that involves special education services or not.
6. Know Your Rights: Remember that as a parent, you have the right to agree or disagree with the school’s recommendations and to be involved in the decisions about your child's education.

Ultimately, working together with the school to understand each other's perspectives can help you make the best decision for your child’s well-being and education.

 If you’re not completely satisfied with the IEP (Individualized Education Plan) drafted by the school, here are some steps you can consider:

1. Request a Follow-Up Meeting: Ask for another meeting with the IEP team to talk through your concerns. Share what specific areas of the IEP you feel might need some adjustments.
2. Provide Supporting Information: Bring any relevant information that might help, such as reports from doctors, specialists, or other assessments. This can give a fuller picture of your child's needs and why you’re suggesting changes.
3. Ask Questions: Ask the school to explain their reasoning for certain decisions. Understanding their perspective might help you find common ground or help clarify your own points.
4. Suggest Alternatives: Come prepared with ideas or alternative suggestions for how the IEP could better support your child. 
5. Stay Collaborative: Keep communication open and collaborative. Working together with the school will help ensure that the IEP truly meets your child’s unique needs.

Remember, you are an important part of the IEP team, and your feedback plays a key role in shaping your child’s educational experience.