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- To start, many schools and educational settings that do not have special staff or programs can successfully work with kids who have unique learning needs. However, parents will have to do a lot of research and be more involved in helping set up and carry out the learning plan.
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If your child doesn’t have an IEP but does receive special education programs or supports, a transition plan may be developed for your child at the discretion of the school board. Transition plans must be developed in consultation with: parents or guardians; the student (where appropriate) the postsecondary institution (where appropriate)
- Special education laws and policies
The Education Act requires school boards to provide special...
- Special education laws and policies
- Disclaimer
- Special Education and The Education Act
- Special Education Regulations
- Policy/Program Memoranda (PPM) Concerning Special Education
- Standards For School Boards' Special Education Plans
- Policy and Resource Documents
We recommend that you read this page along with the Education Act, regulations and PPMs. If there is any discrepancy between this summary and the Act, regulations, or PPMs, the information in the source document applies.
Ontario’s Education Actsets out rules around special education. Under the Act, a special education program is as an educational program that is: 1. based on and modified by the results of a continuous assessment and evaluation of a student 2. includes a plan (now referred to as an individual education plan or IEP) containing specific objectives and...
There are a number of regulations under the Education Act that relate to special education. Regulation 181/98: Identification and Placement of Exceptional Pupils sets out rules for the identification and placement of students in special education programs and for identification, placement and review committees (IPRC).. Regulation 306: Special Educa...
There are a number of Policy and Program Memorandum that relate to special education. 1. Policy/Program Memorandum 1: Ontario Schools for the Blind and Deaf as Resource Centres 2. Policy/Program Memorandum 8: Identification of and Program Planning for Students with Learning Disabilities 3. Policy/Program Memorandum 11: Early Identification of Child...
Read Ontario’s policy on province-wide standards that school boards must meet when developing their special education plans in Part B of Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide (2017).
School boards must provide special education programs and services to students who are formally identified as “exceptional pupils.” This is set out in the Education Act.
As summarized by Moore v British Columbia (Education)[2]: “Adequate special education, therefore, is not a dispensable luxury. For those with severe learning disabilities, it is the ramp that provides access to the statutory commitment to education made to all children.”
An exceptional pupil is a student who has behavioural, communicational, intellectual, physical or multiple exceptionalities that require them to have special education programs or services, as determined by an Identification, Placement and Review Committee (IPRC).
The TDSB Special Education Plan is also guided by the following principles: • All students, their families and the staf who support them have the right to be treated with respect. • All students have the right to a program developed in response to their strengths and needs.
A child may be provided a special education program if: Formally identified as exceptional by an Identification, Placement and Review Committee (IPRC); or when. he parents and the school agree that a child should receive a special education pro. ividual Education Plan (IEP) will be developed for your child. Parents must. be invited to help develo
