Special Education in Ontario

Kindergarten to Grade 12

Policy and Resource Guide

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Draft Version, 2017


The Purpose of This Guide
Intended Audience
The Role of the Ministry
The Organization of This Document

Part A: Legislation, Policy, and Funding
Legislation and Policy/Program Memoranda Pertaining to Students with Special Education Needs
The Education Act
Policy/Program Memoranda
A Summary of Requirements of School Boards under the Education Act and the Regulations
Roles and Responsibilities in Special Education
Categories of Exceptionalities
Advisory Committees on Special Education
Other Legislation Relevant to the Education of Students with Special Education Needs
Key Ministry Policy and Resource Documents Pertaining to Students with Special Education Needs
Education Funding
Funding for Special Education
Appendix A-1: The Minister's Advisory Council on Special Education: Representation

Part B: Standards for School Boards' Special Education Plans
The Board's Consultation Process
Special Education Programs and Services
The Board's General Model for Special Education
Roles and Responsibilities
Early Identification Procedures and Intervention Strategies
The Identification, Placement, and Review Committee (IPRC) Process and Appeals
Educational and Other Assessments
Specialized Health Support Services in School Settings
Categories and Definitions of Exceptionalities
Special Education Placements Provided by the Board
Individual Education Plans (IEPs)
Provincial and Demonstration Schools in Ontario
Special Education Staff
Staff Development
Accessibility of School Buildings
The Board's Special Education Advisory Committee
Coordination of Services with Other Ministries or Agencies
Submission and Availability of School Board Plans
Appendix B-1: Specialized Health Support Services
Appendix B-2: Special Education Staff
Appendix B-3: Ministry of Education Regional Offices

Part C: Early Identification, Assessment, and Transition Planning
Early Intervention and Special Needs Services
Planning Entry to School
Early Identification at School
English Language Learners
Assessing Student Learning
The Continuous Assessment Process
An Integrated Process of Assessment and Instruction
Assessment for and as Learning
Assessment of Learning, Evaluation, and Reporting of Student Achievement
The Individual Educational Assessment for the IPRC
Provincial Assessments
Professional Assessments
Health Assessment
Speech and Language Assessment
Psychological Assessment
The In-School Team and Out-of-School Resources
Stages in the In-School Team Process
Stage 1: Classroom Screening and Intervention
Stage 2: Referral to the In-School Team
Stage 3: Follow-Up Meetings of the In-School Team
Stage 4: Referral to an Identification, Placement, and Review Committee (IPRC)
Transition Planning
Entry to School
School-to-School Transition
Transition from Elementary to Secondary School
Transitions from School to Work, Postsecondary Education, and Community Living
Transition to School Following a Prolonged Medical Absence
Transitions to and/or from Educational Programs in Care and/or Treatment, Custody, and Correctional
(CTCC) Facilities
Integrated (Tri-ministry) Transition Planning for Young People with Developmental Disabilities
Integrating Planning Processes
The Individual Education Plan (IEP) and the Transition Plan
The All About Me Portfolio and the Individual Pathways Plan (IPP)
Work Experience and Cooperative Education Learning Plans
Health and Safety Support Plans

Part D: The Identification, Placement, and Review Committee (IPRC) Process
The Identification and Placement of Exceptional Students
The Role of an IPRC
Requesting an IPRC Meeting
Considerations Related to Students Who Are Moving from a Demonstration School to a School of a Board
Notice of the IPRC Meeting
The Parents' Guide
Preparation for the IPRC Meeting
A Delayed IPRC Meeting
Attending the IPRC Meeting
Recording at an IPRC Meeting
Prior to the IPRC Meeting
The IPRC Meeting
The IPRC Placement Decision
The IPRC Statement of Decision
Parental Consent
After the IPRC Decision
Agreement with the IPRC Decision
Disagreement with the IPRC Decision
The IPRC Review
Request for a Review / Dispensing with the Annual Review
Timelines for the IPRC Review
Attendance at the IPRC Review
The IPRC Review Decision
After the IPRC Review Decision
The IPRC Appeal
Filing a Notice of Appeal
Appeal Timeline
The School Board Response to Receiving a Notice of Appeal
Selection of Appeal Board Members
Before the Meeting of the Appeal Board
The Appeal Board Meeting
After the Appeal Board Meeting
After the Appeal Board Decision
Special Education Tribunals
Appendix D-1: A Sample Parents' Guide to Special Education

Part E: The Individual Education Plan (IEP)
Standards for the IEP
Compliance with the Standards
Requirements under Ontario Regulation 181/98 and Policy/Program Memoranda Nos. 140 and 156
What Is an IEP?
The IEP Process
Components of the IEP Standards and Effective Practices
1. Reason for Developing an IEP
2. IEP Student Profile
3. The Student's Strengths and Needs
4. The Special Education Program
4.1 The Student's Current (Baseline) Level of Achievement
4.2 The Student's Annual Program Goals
4.3 The Student's Learning Expectations
5. Special Education Strategies, Resources, and Other Accommodations
5.1 Individualized Teaching Strategies and Other Accommodations
5.2 Human Resources
5.3 Individualized Equipment
6. Assessment, Evaluation, and Reporting
6.1 Assessment of Student Learning
6.2 Evaluation and Reporting of Student Achievement
7. Provincial Assessments
7.1 Accommodations for Participation in Provincial Assessments
7.2 Exemptions from Provincial Assessments
8. Transition Plans
9. Parent/Student Consultation
10. Staff Involvement in Developing the IEP
11. Information Sources
12. Date of Completion of the IEP
13. Implementation and Monitoring
14. Review and Updating
Preventing and Resolving Conflicts Regarding IEPs
Appendix E-1: Standards for Individual Education Plans (IEPs)
Appendix E-2: A Sample IEP Template
Appendix E-3: An IEP Checklist
Appendix E-4: Roles of Educators and Other Professionals in the Development and Implementation of the IEP

Part F: Other Programs and Services
School Health Support Services
Educational Programs for Students in Government–Approved Care and/or Treatment, Custody, and Correctional (CTCC) Facilities
Hospital Boards
Provincial Schools and Demonstration Schools
Provincial Schools for Students Who Are Blind or Have Low Vision or Are Deafblind
Provincial Schools for Students Who Are Deaf or Hard of Hearing
Demonstration Schools for Students Who Have Severe Learning Disabilities
Teacher Qualifications
Obtaining Additional Qualifications (AQs) in Special Education and for Teaching Students Who Are Deaf or
Hard of Hearing, Are Blind or Have Low Vision, or Are Deafblind
Appendix F-1: Contact Information for Hospital Boards
Appendix F-2: Contact Information for Provincial Schools and Demonstration Schools
Appendix F-3: Contact Information for Faculties of Education

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