The Identification, Placement, and Review Committee (IPRC) process has been long established within Ontario special education practice and provincial legislation. Borne out of advocacy for advancing the right to education for children with disabilities, the IPRC process is now being critically explored as to whether the process itself creates an infringement on students' access and rights to quality education. Drawing on historical and contemporary shifts in education policy and human rights in Ontario, this paper presents the case that the current structure of the IPRC is outdated and may function as a significant barrier to students' academic futures.