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
iii
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
viii
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