Supporting Special Eduction students in Ontario

Policies

PPM 8: "Identification of and Program Planning for Students with Learning Disabilities" (outlines the requirements for identifying and supporting students identified as exceptional).

PPM 119: "Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools" (developed to foster a positive school climate where all members of the community feel safe, included, welcomed, and accepted).

PPM 156: "Supporting Transitions for Students with Special Education Needs" (effective transition plans support increased achievement and well-being for students with an IEP)

Legislation

The Education Act requires school boards to provide special education programs and services to students who are identified as "exceptional pupils".

An "exceptional pupil" is a pupil who has been identified as having one (or more) of the following exceptionalities: behavioural, communicational, intellectual, physical, or multiple.

The special education program must be based on continuous assessment and evaluation of the student and should be modified (if needed) based on these assessments

The special education program must include a "plan" (IEP) the contains the specific objectives and lists the educational services that will meet the needs of the student.

Students with an IEP can receive Accommodations, and/or Modifications, and/or Alternative Expectations to be successful in achieving grade-level learning expectations

An IEP must be developed for every student who is identified as an "exceptional pupil" by the Identification, Placement, and Review Committee (IPRC). Alternatively, an IEP can be developed for any student who requires a special education program to attend school, achieve curriculum expectations, or demonstrate learning.

IEPs must identify each student's strengths and needs and the specific educational expectations they will work towards

An outline of the special education program and services the student will receive must also be listed