The Good IEP
Special Education Terms used in Ontario Schools
Canada's SchoolNet (search: autism)
Regulation 181/98
Ontario Curriculum - all grades

Introduction to Special Education in Ontario

Ministry of Education: Student-Focused Funding, 2000-2001

Ministry of Education: Teacher Performance Appraisal Manual

Ministry of Education: What’s New Education, Training, Jobs, etc

Ministry of Education: Students with Autism

Ministry of Education: Provision of Health Support Services in School Settings

The Identification, Placement, and Review Committee: Identifying the Needs of Exceptional Pupils

Resolving Identification or Placement Issues: Procedures for Parent (s)/Guardian (s)


2000/2001 Resource Manual for the Special Education Grant - Intensive Support Amount (ISA)

Ministry of Education: Individual Education Plans

Ontario Association for Families of Children with Communication Disorders: Preparing for an IPRC

Planning for Independence: Placement Options

Special Education Regulations

Standards for school Board’s Special Education Plans (also printable version in Adobe Acrobat)

Interministerial Guidelines for the Provision of Speech and Language Services (as applicable to the Education Act)
A Model for the Provision of Speech and Language Services (as applicable to the Education Act)
Comhnadh Consulting 
92 Cumberland Crescent, London, Ontario, Canada, N5X 1B6 
(519) 660-0493
"I retired from the Ministry of Education in 1997 and have been assisting agencies,  associations and parents in obtaining appropriate special education services for exceptional pupils. In 1998 I was a validator for the Intensive Support Amount (ISA) Grant Approvals, on contract to the Ministry of Education. I have been a contract employee of the Education Quality Accountability Office (EQAO), involved in the Grade 3, Grade 6, and Grade 10 assessments. 
Lindsay Moir & Associates 
Canadian Education on the Web
SERI - Special Education Resources on the Internet
MET Special Education
susanr@recorder.ca (for info re SEAC Intranet) - allows SEAC reps of all disability groups to dialogue re common concerns
Association of Early Childhood Educators - Ontario
Universal precautions - Biological Safety - precautions to be used for safety of student and Child and Youth Worker (EA)


Special Education: A Guide for Educators, 2001:

Coordinated Services Initiative

• Parents have identified a need to improve planning for children transitioning into school from: early intervention programs to school, such as the Intensive Early Intervention Program for Children with Autism and the Pre-School Speech and Language Initiative; Children’s Treatment Centres; day nursery programs and home. The Ministry of Education, in collaboration with MCFCS and MOHLTC, is developing a guideline, which will require school boards to develop transition plans for these children in collaboration with their service providers.

• Because the responsibility for certain health care and support services is divided between school boards and health care agencies, parents, educational partners and stakeholders have identified gaps in needed services. The Ministry of Education, in collaboration with MCFCS and MOHLTC, will develop policies that will lead to better coordination in the provision of speech and language services, Occupational

Therapy and Physiotherapy (OT/PT), Assistive Devices and Adaptive Equipment.

• The Ministry of Education, in collaboration with MCFCS, MOHLTC and key stakeholders, will be conducting a comprehensive review of psychosocial services offered in school, which when completed, will identify service demand; gaps and issues with services, and will identify practices that effectively coordinate children’s mental health services with school boards.

Safe Schools Act, 2000

Suspension Provisions (Under the Education Act, 2000, relevant sections (306-308)

*****Suspension or Expulsion is not mandatory under limited circumstances*****

(a) the pupil does not have the ability to control his or her behaviour;

(b) the pupil does not have the ability to understand the foreseeable consequences of his or her behaviour;

(c) the continuing presence of the pupil in the school does not create an unacceptable risk to the safety or well-being of any person.

31: August 11, 2002

Please note: BBB Autism Support Network is not responsible for information found on any website we are linked to.