(De)Humanization and (Re)Education: A Critical Caregivers Narrative of Resistance to IPRC Policy and Practice

Abstract

Based on my observations, Identification Placement and Review Committee processes can be inconsistent, dehumanizing and inaccessible to caregivers and students. Using autoethnography, I analyzed my personal experiences navigating a large board in Southern Ontario on behalf of my son, to illustrate the human implications of current IPRC policies and procedures. In addition, a Critical Discourse Analysis (CDA) was conducted of The Education Act as compliment to my narrative experiences. More specifically, textual analysis examined power relations and ideological text. My primary research questions explored the role of the IPRC in the organization of resources and the impact on the education experience of children with disabilities. My secondary research questions examined how current IPRC policies and procedures perpetuate eugenic/colonial ideologies, how organizing children by perceived ability results in harm and the immediate and long-term impacts of ability-grouping, segregation and limited resources for students with disabilities. My theoretical frameworks included Critical Race Theory (CRT), Disability Studies in Education (DSE) and Reform Framework. First, CRT guided my analysis of streaming practices and methodologically, by way of source selection. Second, DSE, incorporating Critical Disability Theory, applied a social justice lens and is specific to the educational context. A reform framework assisted in the construction of a bottom-up approach to reforming (or dismantling) the IPRC process and special education. Results identified four major themes in relation to IPRC policies and procedures, which are as follows: (1) institutional dominance; (2) inconsistent application (3) non-compliance and discrimination and (4) lack of accountability.