**This is an updated and expanded version of the article that was posted last year**
- Communication (Autism Spectrum Disorder, Learning Disability, Language Impairment, Speech Impairment, Deaf or hard of Hearing)
- Intellectual (Giftedness, Developmental Disability, Mild Intellectual Disability)
- Physical (Physical Disability, Blind Low Vision)
- A regular class with indirect support where the student is placed in a regular class for the entire day, and the teacher receives specialized consultative services.
- A regular class with resource assistance where the student is placed in a regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.
- A regular class with withdrawal assistance where the student is placed in a regular class and receives instruction outside the classroom, for less than 50 per cent of the school day, from a qualified special education teacher.
- A special education class with partial integration where the student is placed in a special education class for at least 50 per cent of the school day, but is integrated with a regular class for at least one instructional period daily.
- A full-time special education class where the student is placed for the entire school day.
- program goals
- an outline of the special education services the student will receive
- a statement about how the student’s progress will be reviewed
- for students 14 years and older, a transition plan
Also keep in mind that special education supports can look different school board to school board. For example, some school boards have self-contained special education classes while others provide a more inclusive model of education. As well, school boards have a range of professionals beyond teaching staff who assist in supporting students with special needs. Your school board may have access to child and youth workers, itinerant teachers of the blind, deaf, gifted, etc., speech-language pathologists, or psychologists, just to name a few. The board’s Special Education Plan is a good source of information about special education services and supports provided by each board and can be found on the board’s website.
Parent’s Advocacy in the School offers a comprehensive variety of services relating to educational advocacy for children with exceptionalities.
Ed Mahony is a special education resource teacher in Hamilton, Ontario. He has over 20 years of experience teaching educators & parents about ASD, special needs, avoiding crisis behavior & advocacy strategies in colleges & other agencies throughout Ontario.
This is an independent organization working to support public education in Ontario schools.
A Special Education Advisory Committee (SEAC) is a committee of a school board or a school authority that provides important advice on special education.
LDAO has an IEP online workshop – “IEP 101 for Parents and Students”
This is an online portal to effective strategies and resources for teaching students with special needs in Ontario’s elementary and secondary schools.
10) Erinoak – downloadable materials to support children and youth with ASD in school
This is from Learning Disabilities of Ontario (LDAO). It goes through advocacy, the IPRC process, and IEPs.
This guide is intended to help teachers and others working with students with special needs to develop, implement, and monitor high-quality IEPs. A five-step process is recommended. Suggestions and examples are provided, but IEPs, by their very nature, will be individualized on the basis of the particular requirements of the student.
This document describes the province-wide standards that school boards must meet when developing, implementing, and monitoring IEPs.
This document describes the accommodations and modifications that may be part of a student’s IEP.
This resource guide is designed to support educators in Ontario schools in planning and implementing effective educational programs for students with ASD. It contains information, strategies, and practices that can be put to use in the school and the classroom. It also includes a collection of sample materials reflecting current practices in schools, as well as lists of references and resources for further reading.
This guide is for staff, parents, and community partners to facilitate successful entry to school for all children, including children with special needs.
9) Tools for teachers and parents to use in developing an IEP
11) Autism Ontario
- Understanding the Role of the Educational Assistant
- Individual Education Plan (IEP) Meeting
- Strategies for Effective Home/School Communication
- Strategies for Effective Advocacy in Schools
Community Living Toronto has put out a handbook to help parents and caregivers understand special education in Toronto. While some of the resources are specific to Toronto, the information regarding the IEP, IPRC process, and transition into secondary school are still applicable to everyone. (scroll to the bottom to get the PDF for print out)
This guide provides information and directions to assist principals and teachers in making decisions about accommodations for students with special education needs, special provisions for English language learners, deferrals and exemptions.
The government created a reference group to advise on the most effective ways to meet the needs of students with ASD in Ontario schools.This report is an overview of the discussions held by the reference group, and its final recommendations regarding province-wide implementation of practices to support students with ASD
The Safe Schools Action Team was mandated by government to conduct a review of the Safe Schools Act (Part XIII of the Education Act), as well as its regulations, and related policies and administrative practices. The Team heard concerns from parents, educators, support staff, community groups and residents of communities across the province. This report summarizes the results of that review, which was conducted through broad public consultation, with input from more than 700 parents, educators, students, and other community members across Ontario, and written submissions from organizations, school boards and individuals throughout the province.
This report is a day-to-day resource for educators, a useful hands-on reference document that will enable every classroom teacher to fully support all the students in his or her classroom.
This resource sets out the requirements of the Ministry of Education that govern the policies and programs of all publicly funded elementary and secondary English-language schools in Ontario.
Many policy directives to school boards from the ministry have been issued in the form of numbered policy/program memoranda (PPMs). Some of these PPMs concern special education.
Children/youths enrolled in publicly funded schools have access to a range of professional school services: nursing, physiotherapy, occupational therapy, speech-language pathology and dietetics. These services are provided through CCAC contracted service providers and include the training of school personnel and provision of necessary medical supplies, dressings and treatment equipment.
21) Sample Safety Plans
22) Sample IEPs
School boards may apply for Special Incidence Portion (SIP) funding for staff support to ensure the health and safety both of students who have extraordinarily high needs related to their disabilities and/or exceptionalities and of others at school.
The Special Equipment Amount (SEA) provides funding to school boards to assist with the costs of equipment essential to support students with special education needs where the need for specific equipment is recommended by a qualified professional.
Ontario Special Education Tribunal (OSET)
Special Education Plan
1) School boards are required to maintain a Special Education Plan, review it annually, amend it from time to time to meet current needs of its exceptional students, and submit any amendment(s) to the minister.Members of the community, and particularly parents of children who are receiving special education programs and services are invited to provide input into the board’s special education plan. This may be done through the board’s SEAC at any point throughout the year prior to April as the ministry requires the plan to be submitted by May 15.Your board’s Special Education Plan should be available on the board website. Search here
Transition Planning Resources
A transition plan is the school’s written plan to assist the student in making a successful transition from school to work, further education, and community living. This guide outlines the policies, roles, process and strategies involved.
2) Connections: A Guide to Transition Planning for Parents of Children with a Developmental Disability
This document focuses on transition goals to set in high school so that skills are practiced and developed before starting college or university.