Dr. Janice Leroux

The parents of a minor child appealed the school board's decision not to identify the child as an exceptional pupil (gifted).

The school board relied on a strict criterion requiring an IQ score of 130 or above on a psychological assessment, which the child did not meet in the most recent test, despite previous assessments and other indicators showing very superior intellectual ability.

The Special Education Tribunal granted the appeal, rejecting the board's reliance on a single IQ cut-off score.

The Tribunal found that a multi-faceted approach to identification is required and ordered the board to identify the student as gifted and place the student in a gifted secondary school program.

The parents of a highly gifted primary student appealed the school board's placement of their child in a regular split-grade class with a 45-minute weekly withdrawal program.

The parents sought placement in a congregated class for gifted students, which the respondent board did not offer at the primary level.

The Tribunal found that the child's exceptional WISC-R scores and expert testimony supported placement in a congregated class.

The Tribunal concluded that the board's mainstream placement lacked sufficient differentiation and depth to meet the child's needs.

The appeal was granted, and the board was ordered to purchase a placement for the child in a congregated gifted class operated by a neighbouring school board.