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This PPM explains that transition plans are required for all students with special needs from grade 1 to grade 12. A transition plan must be developed for all students who have an IEP, whether or not they have been identified as exceptional through the IPRC process.
The PPM supports school boards in their use of ABA as an effective instructional approach for students with ASD. As indicated in PPM 140, the 2 requirements are : 1.) School boards must offer students with ASD special education programs and services, including, where appropriate, special education programs using ABA methods. 2.)School board staff must plan for the transition between various activities and settings involving students with ASD.
Subtopic
PPM 127 was created to provide direction to school boards regarding the secondary literacy graduation requirement. PPM 127 was revised in 2009 to allow school boards the option to allow mature students to enroll in the Ontario Secondary School Literacy Course (OSSLC) to meet graduation requirements without first taking and failing the Ontario Secondary School Literacy Test (OSSLT). PPM 127 was officially revoked on October 10, 2012.
This PPM outlines what an ECPP is (for children and youth who cannot attend schools because of their primary need for care, treatment and/or rehabilitation services), the essential components of the program (instruction and intervention, Assessment, Evaluation and Reporting on Educational Achievement and Transition Planning), the roles and responsibilities of all staff members and the requirements for approval and funding.
This PPM ensures that no school-aged child should be denied access to education because of special health support needs during school hours. It designates the roles and responsibilities of health support services in schools. It also outlines the procedures for school staff in administering oral medication.
This memorandum outlines the criteria for the approval of funding for alternative educational programs for deaf, blind and deaf-blind pupils and how funding is allocated. It also outlines the requirements that the support services personnel must meet.
This PPM outlines the principals that a board must follow when seeking psychological services: the services are consistent with the education act, not governed by the Psychologists' Registration Act, protects the confidentiality of information, consistent with Regulation 271, written permission from guardians, and careful interpretation of any assessments.
This PPM outlines the principals for early identification and some resources that can be useful. Some principals include language development, parent/teacher consultation, child development, and assessment.
This PPM outlines the definition of a learning disability and how to identify and plan for students with learning disabilities. A big focus is placed on assessment when planning for a special education program. UDL and differentiated instruction are key for the successful planning and implementing of a special education program.
Services that are offered to school boards without cost: Audiological Services, Psychological and Assessment Services, Educational Consultative Services, Professional Development Services & Learning Materials and Media
W- How is the Special Education Grant divided in most school boards? Is this consistent across Ontario? How is this monitored?
L- SEACs are provided with the opportunity to participate in each school board’s annual budget process and make recommendations as it relates to special education.
W- Who is responsible for directly governing the SEACs? How often do these regulations change?
L- Regulation 464-97 is very specific and detailed about the development of each school board's SEAC. The regulation outlines the various roles and responsibilities assigned to each committee member.
W - How often do Boards meet with the SEAC? How is the SEAC chosen?
L- School Board Responsibilities: Establish a SEAC. Ensure that the SEAC is heard by the Boards committee before any recommendations or decisions are put forward. Make available personnel and facilities needed for the SEAC to function. Provide the SEAC with the following information:(a) the role of the committee and the board in relation to special education and (b) ministry and board policies relating to special education. Members of the SEAC are appointed
W- What does the SEAC do? Who is the SEAC comprised of?
L - SEAC's Role: Make recommendations to school boards pertaining to special education programs and services. Participate in Board annual reviews of special education plans. Participate in Board annual budget process (relating to special education). Review Special Education financial statement. Regulation 464/97 outlines who the committee consists of.
W - When did SEAC begin? When were IEPs first developed to support special education learners? Who is a part of the SEAC?
L - SEACs are governed under the Education Act. These committees are comprised of trustees and representatives of local associations that support the needs of special education students. Every district and school board must have a SEAC.
Student programs in government-approved facilities
Funding for extra support staff
Funding for equipment for students
Allocation of funding based on population
Allocated based on total enrollment
Funding for special education students
Basic funding for every student
