If you suspect that your child has learning, communication, attention, developmental or emotional needs, you do not need to wait for a diagnosis before speaking with the school. Start with what you observe, how it affects participation and learning, and what the child needs to be successful.
Quick answer
What should a parent do first?
Write down specific examples, speak with the classroom teacher and ask what staff are observing. Request a meeting if the concern continues. School-based supports, classroom strategies and an IEP may be considered based on educational needs; a formal medical diagnosis is not always required before support begins.
A practical parent roadmap
- Observe and document: record patterns, strengths, triggers, successful strategies and the effect on learning or daily participation.
- Meet with the teacher: compare home and school observations and agree on a small number of measurable next steps.
- Ask about the in-school team: schools may use a team process to review strategies, assessments and possible referrals.
- Discuss assessment: ask what school-based information is available, whether further assessment would help and what timelines or wait lists apply.
- Review an IEP: an IEP may be developed for a student who needs special-education programs or services even without a formal IPRC identification.
- Consider an IPRC: parents may make a written request for an Identification, Placement and Review Committee when formal identification and placement should be considered.
- Monitor progress: agree on when the team will review whether the strategy is working.
Bring strengths into every conversation
A useful plan is not built only around difficulties. Share the child’s interests, communication style, successful environments and the conditions under which they learn best. These details help the team choose supports that are practical and respectful.
When the concern is urgent
Contact the school promptly when there is a safety concern, serious mental-health risk, bullying, repeated exclusion from learning or rapid loss of skills. For medical or mental-health emergencies, use appropriate health or emergency services rather than relying only on the school process.
Official sources and current information
Procedures and available services can change. Confirm the current process with the school and rely on the latest Ontario and YCDSB documents.
- Ontario special-education overview
- Ontario IEP information
- Ontario sample parents’ guide to special education
Related parent guides
Last reviewed: July 20, 2026. This is an independent parent guide, not legal, medical or psychological advice and not an official YCDSB publication.