This article examines the remedies available in Ontario to families whose children are identified as having special education needs, focusing specifically on the situation of the Francophone minority, which is often neglected in the research. Policies that promote an inclusive approach to education encourage parents and school personnel to work together to provide the best learning situations for all students. However, the literature and a search of the case law show that parents’ involvement is usually post facto, when parents challenge the services their children are receiving. The article first considers the policies that promote inclusive education in Ontario, and it looks also at the situation in Manitoba and New Brunswick, which were selected as comparisons because of the large Francophone minorities in those provinces. It then identifies the appeal procedures made available to parents in very specific situations. The article concludes with an analysis of cases that have been appealed, with an emphasis on appeals made by Francophone families to the Ontario Special Education Tribunal (OSET). The results show that there have been fewer appeals to OSET by Francophone families than by Anglophone families, and that a majority of the decisions have found for the school boards rather than for the parents. In addition, despite parents’ calls for a review of educational programming, OSET has chosen to examine only those decisions that relate to identification and placement of students. In this respect, the situation in Ontario differs from that in the two provinces used for comparison. Further, the forms of the remedies in the other two provinces differ from those in Ontario, where the proceedings have a high degree of formality but do not afford parents a better opportunity to be heard. The article concludes with a discussion of the effectiveness of the remedies for achieving the objective of inclusion.