Ruth Banks

The appellants appealed the decision of the Identification, Placement and Review Committee to place their child, who has severe cerebral palsy and developmental delays, in a segregated school for trainable retarded pupils.

The appellants sought placement in a regular Grade 8 class with a teacher's aide to maximize integration.

The Board argued that the child's severe needs required the intensive one-to-one support available only in a specialized setting.

The Tribunal dismissed the appeal, finding that the child's functional level precluded regular class placement, and directed that the child be placed in a class for trainable retarded pupils located within a regular public school.

The applicants sought leave to appeal the special education placement of their child, who was identified as a multihandicapped pupil.

The parents argued the placement in a class for trainable retarded pupils was inappropriate and requested a total communication program with a teacher fluent in sign language.

The Board agreed to provide a total communication program but maintained the current placement was appropriate for the balance of the school year.

The Tribunal denied leave to appeal, finding that the parents' requests regarding teaching methodology and teacher qualifications were outside its scope, and that the Board had made a public commitment to provide an appropriate placement by the next school year.