Special Education
in Ontario

Rights and Obligations

Access for Ontarians with Disabilities Act

Education Act

School Boards

Special Education Plan

Principals

Direct creation and updating of IEPs, maintain communication with parents, chair IPRCs

Special Education teachers

support other teachers in consultative roles

Teach students in special education classrooms

Assist with IEPs

Teachers

Know, understand, and apply IEP accommodations

Contribute to IEP updating

Living document, can be done at any time

Create a safe and positive classroom environment where every student is valued and can succeed

Create and maintain positive relationships with all students

Teach the Ontario curriculum

Teaching Strategies

Universal Design for Learning

Creating a classroom environment and instructional methods where every student has what they need and can access materials without barriers to instruction

Differentiated Instruction

Altering and personalizing instruction for students whose needs are not met with UDL

Equity and Inclusion

Culturally-responsive pedagogy

Institutional

Personal

Instructional

Main topic

IEPs

Accommodations: strategies and methods
to help students succeed

Instructional

Example: choice in learning activities, one-on-one check ins, reinforcing positive behaviour

Environmental

Example: assigned classroom seat, break room access, fidget toy

Assessment

Example: use of computer, extra time, alternative location, advance notice

Subtopic

Modifications

Changes to the curricular
expectations

Transition plans: a plan to help students when they
need support

Strengths and Needs: a description of the individual child's abilities and areas of growth

Done within 30 days of being identified, or at the beginning of a new year

Updated at any time, after reflection and evidence of need of new support, less support, or change in student's situation

IPRCs

A meeting that involves parents, teachers,
support staff, and more to help identify a
student's needs

Identification and Placement Review Committee

Exceptionality: the identification of a student who requires support

Decides the exceptionality and level of support needed

Behavioural

Behaviour Disability

Intellectual

Gifted

MID

Communication

Autism

DHH

Speech Impairment

Language Impairment

Physical

Physical Disability

Blind and Low Vision

Multiple

MI (2 or more)

IST

SST

Placement

Regular class with indirect support

Student is in regular class, and teacher receives consultative support

Regular class with resource assistance

Student receives some specialized instruction, individually or in small group, from a special education teacher

Regular class with withdrawl assistance

Student receives special education instruction for less than 50% of the day

Special education class with partial integration

Student receives special education instruction for at least 50% of the school day

Special education class full time

Student receives 100% special education instruction

Parents can request, and principals need to respond within 10 days, but the meeting can be scheduled when possible