Special Education in Ontario - Ministry of Education

DRAFT

Special Education in Ontario

Kindergarten to Grade 12

Policy and Resource Guide

2017

The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095).

Une publication ?quivalente est disponible en fran?ais sous le titre suivant : ?ducation de l'enfance en difficult? en Ontario de la maternelle et du jardin d'enfants ? la 12e ann?e : Guide de politiques et de ressources, 2017.

This publication is available on the Ministry of Education's website, at ontario.ca/edu.

Contents

Introduction

1

Background

2

The Purpose of This Guide

3

Intended Audience

3

The Role of the Ministry

4

The Organization of This Document

6

Part A: Legislation, Policy, and Funding

A1

Introduction

A1

Legislation and Policy/Program Memoranda Pertaining to Students

with Special Education Needs

A2

The Education Act

A2

Regulations

A4

Policy/Program Memoranda

A6

A Summary of Requirements of School Boards under the

Education Act and the Regulations

A8

Roles and Responsibilities in Special Education

A10

Categories of Exceptionalities

A14

Advisory Committees on Special Education

A17

Other Legislation Relevant to the Education of Students with

Special Education Needs

A18

Key Ministry Policy and Resource Documents Pertaining to Students

with Special Education Needs

A20

Education Funding

A23

Funding for Special Education

A24

Appendix A-1: The Minister's Advisory Council on Special

Education: Representation

A26

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Part B: Standards for School Boards' Special

Education Plans

B1

Introduction

B1

The Board's Consultation Process

B3

Special Education Programs and Services

B4

The Board's General Model for Special Education

B4

Roles and Responsibilities

B5

Early Identification Procedures and Intervention Strategies

B5

The Identification, Placement, and Review Committee (IPRC)

Process and Appeals

B7

Educational and Other Assessments

B8

Specialized Health Support Services in School Settings

B9

Categories and Definitions of Exceptionalities

B10

Special Education Placements Provided by the Board

B10

Individual Education Plans (IEPs)

B11

Provincial and Demonstration Schools in Ontario

B12

Special Education Staff

B13

Staff Development

B13

Equipment

B14

Accessibility of School Buildings

B15

Transportation

B15

The Board's Special Education Advisory Committee

B16

Coordination of Services with Other Ministries or Agencies

B18

Submission and Availability of School Board Plans

B19

Appendix B-1: Specialized Health Support Services

B20

Appendix B-2: Special Education Staff

B21

Appendix B-3: Ministry of Education Regional Offices

B24

iv

Part C: Early Identification, Assessment,

and Transition Planning

C1

Introduction

C1

Early Intervention and Special Needs Services

C2

Planning Entry to School

C5

Early Identification at School

C5

English Language Learners

C7

Assessing Student Learning

C9

The Continuous Assessment Process

C9

An Integrated Process of Assessment and Instruction

C10

Assessment for and as Learning

C11

Assessment of Learning, Evaluation, and Reporting of

Student Achievement

C16

The Individual Educational Assessment for the IPRC

C17

Provincial Assessments

C18

Professional Assessments

C18

Health Assessment

C19

Speech and Language Assessment

C19

Psychological Assessment

C20

The In-School Team and Out-of-School Resources

C22

Stages in the In-School Team Process

C23

Stage 1: Classroom Screening and Intervention

C23

Stage 2: Referral to the In-School Team

C24

Stage 3: Follow-Up Meetings of the In-School Team

C25

Stage 4: Referral to an Identification, Placement,

and Review Committee (IPRC)

C25

Transition Planning

C26

Introduction

C26

Entry to School

C29

School-to-School Transition

C30

Transition from Elementary to Secondary School

C31

Transitions from School to Work, Postsecondary Education,

and Community Living

C32

Transition to School Following a Prolonged Medical Absence

C33

v

Transitions to and/or from Educational Programs in Care

and/or Treatment, Custody, and Correctional (CTCC) Facilities

C33

Integrated (Tri-ministry) Transition Planning for Young People with

Developmental Disabilities

C34

Integrating Planning Processes

C35

The Individual Education Plan (IEP) and the Transition Plan

C35

The All About Me Portfolio and the Individual Pathways Plan (IPP) C36

Work Experience and Cooperative Education Learning Plans

C37

Health and Safety Support Plans

C37

Part D: The Identification, Placement, and

Review Committee (IPRC) Process

D1

Introduction

D1

The Identification and Placement of Exceptional Students

D2

The IPRC

D2

The Role of an IPRC

D2

Requesting an IPRC Meeting

D3

Considerations Related to Students Who Are Moving from a

Demonstration School to a School of a Board

D3

Notice of the IPRC MeetingD4

The Parents' Guide

D5

Preparation for the IPRC Meeting

D6

A Delayed IPRC Meeting

D6

Attending the IPRC Meeting

D7

Recording at an IPRC Meeting

D7

Prior to the IPRC Meeting

D8

The IPRC Meeting

D8

The IPRC Placement Decision

D9

The IPRC Statement of Decision

D11

Parental Consent

D12

After the IPRC Decision

D12

Agreement with the IPRC Decision

D13

Disagreement with the IPRC Decision

D13

vi

The IPRC Review

D16

Request for a Review / Dispensing with the Annual Review

D16

Timelines for the IPRC Review

D16

Attendance at the IPRC Review

D16

The IPRC Review Decision

D17

After the IPRC Review Decision

D17

The IPRC Appeal

D19

Filing a Notice of Appeal

D19

Appeal Timeline

D19

The School Board Response to Receiving a Notice of Appeal

D20

Selection of Appeal Board Members

D20

Before the Meeting of the Appeal Board

D21

The Appeal Board Meeting

D22

After the Appeal Board Meeting

D25

After the Appeal Board Decision

D26

Special Education Tribunals

D32

Appendix D-1: A Sample Parents' Guide to Special Education

D34

Part E: The Individual Education Plan (IEP)

E1

Introduction

E1

Standards for the IEP

E2

Compliance with the Standards

E2

Requirements under Ontario Regulation 181/98 and

Policy/Program Memoranda Nos. 140 and 156

E2

What Is an IEP?

E6

The IEP Process

E7

Components of the IEP Standards and Effective Practices

E10

1. Reason for Developing an IEP

E11

2. IEP Student Profile

E12

3. The Student's Strengths and Needs

E15

4. The Special Education Program

E19

4.1 The Student's Current (Baseline) Level of Achievement

E20

4.2 The Student's Annual Program Goals

E24

4.3 The Student's Learning Expectations

E27

vii

5. Special Education Strategies, Resources, and

Other Accommodations

E36

5.1 Individualized Teaching Strategies and Other Accommodations E36

5.2 Human Resources

E40

5.3 Individualized Equipment

E42

6. Assessment, Evaluation, and Reporting

E42

6.1 Assessment of Student Learning

E42

6.2 Evaluation and Reporting of Student Achievement

E43

7. Provincial Assessments

E44

7.1 Accommodations for Participation in Provincial Assessments

E44

7.2 Exemptions from Provincial Assessments

E45

8. Transition Plans

E46

9. Parent/Student Consultation

E50

10. Staff Involvement in Developing the IEP

E53

11. Information Sources

E56

12. Date of Completion of the IEP

E58

13. Implementation and Monitoring

E59

14. Review and Updating

E61

Preventing and Resolving Conflicts Regarding IEPs

E63

Appendix E-1: Standards for Individual Education Plans (IEPs)

E64

Appendix E-2: A Sample IEP Template

E66

Appendix E-3: An IEP Checklist

E73

Appendix E-4: Roles of Educators and Other Professionals in the

Development and Implementation of the IEP

E74

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