SPECIAL

EDUCATION
PLAN
2023-2024

Updated August 2023

TABLE OF CONTENTS
Special Education Plan 2023-2024
The Special Education Plan includes Sections A-U. Each section has its own
hyperlink to access. Please click on the title of each section to view the content in
that specific section.

Section A:
INTRODUCTION 11

Section B:
THE BOARD’S CONSULTATION 12
PROCESS
Ministry of Education Directive 12

Section C:
THE BOARD’S GENERAL MODEL FOR 14
SPECIAL EDUCATION
TDSB Vision for Learning 14
TDSB Mission 14
Multi-Year Strategic Plan (MYSP) 16
Multi-Year Strategic Plan Goals 17

Special Education Programs and Service 17

Inclusion 17

The Referral Process 19

Supporting Students through an Individual Learning Plan (ILP) 19
Referral to the In-School Team (IST) 21
Referral to the School Support Team (SST) 22
Identification, Placement and Review Committee (IPRC) 22

Teaching and Learning 23

Special Education Plan – Table of Contents
 The Tiered Approach 23
Universal Design for Learning (UDL) 24
Differentiated Instruction (DI) 25
Culturally Relevant and Responsive Pedagogy (CRRP) 25
Culture of Shared Responsibility 30

Section D:
ROLES AND RESPONSIBILITIES 27
Ministry of Education Roles and Responsibilities 27
The Ministry of Education 27
The District School Board 28
The School Principal 29
The Teacher 30
The Special Education Teacher 30

Instructional Innovation and Equitable Outcomes 31

Instructional Innovation and Equitable Outcomes 31
Associate Director – Learning Transformation and Equity 31
System Superintendent of Special Education and Inclusion 31
Centrally Assigned Principals 32
Coordinators 35
Consultants 38
Itinerant Teachers 40
Special Education and Inclusion Resource Teachers 44
Paraprofessional Support Staff 45
The Parent/Guardian/Caregiver 47

Student Roles and Responsibilities 47

The Student 47

SEAC Roles and Responsibilities 48

Special Education Plan – Table of Contents

 Section E:
Special Education Advisory Committee 49
(SEAC)
The Role of the Special Education Advisory Committee (SEAC) 49
Meeting Times and Locations 50
SEAC Membership 50
Membership Selection Procedures 50
SEAC Input into the TDSB Special Education Plan 51
Parents & Caregivers as Partners Conference 51
SEAC Contact Information 51

Section F:
EDUCATIONAL AND OTHER 52
ASSESSMENTS
Assessments by Teachers 53
Kinds of Educational Assessment 53
Diagnostic Assessment Tools for Teachers 54
Canadian Cognitive Abilities Test (CCAT-7) 55
TDSB Approved List of Diagnostic Assessment Tools 56

Assessments by Professional Support Services 60

Child and Youth Services 61
Occupational Therapy and Physiotherapy (OT/PT) 62
Psychological Services 64
Social Work 66
Speech Language Pathology Services 62
Sharing of Professional Assessment Information and Privacy 69

Special Education Plan – Table of Contents

 Section G:
EARLY IDENTIFICATION 71
PROCEDURES AND INTERVENTION
STRATEGIES
Early and Ongoing Identification and Intervention 71
TDSB Developmental History Form 72
Transition Planning for School Entry 73
Special Education Program Recommendation Committee (SEPRC) 74

Entry Plan for Students with Special Education Needs 75

New students entering Kindergarten and SEPRC 75

Early Years Intervention Programs 77

Diagnostic Kindergarten Program (DK) 78
Eligibility for the Diagnostic Kindergarten Program 78
Deaf and Hard of Hearing (DHH) Co-enrollment and Preschool Programs 79
Eligibility for DHH Co-enrollment and Preschool Program 80

Section H:
IDENTIFICATION, PLACEMENT AND 81
REVIEW COMMITTEE (IPRC)
PROCESS AND APPEALS
Referral to an Identification, Placement and Review 82
Committee (IPRC)
IPRC Decisions about Exceptionality 83
IPRC Decisions about Placement 84
The IPRC Process 88

Special Education Program Recommendation Committee (SEPRC) 93

SEPRC Structure 93
SEPRC Steps 94

Special Education Plan – Table of Contents

 English Language Learners (ELL) and Special Education 97
French as a Second Language (FSL) Programs 97

Section I:
CATEGORIES AND DEFINITIONS OF 100
EXCEPTIONALITIES
Categories and Definitions of Exceptionalities 100
Behavioural 101
Communicational 101
Intellectual 102
Physical 103
Multiple 103

Section J:
SPECIAL EDUCATION 104
PLACEMENTS PROVIDED BY THE
BOARD
Resource Support 106
Regular Class Placement 106

Special Education Placements 106

Special Education Class with Partial Integration 107

Early Intervention Programs 108

Diagnostic Kindergarten Program (DK) 108

Placements by Exceptionality 108

Behavioural 109
Communicational: Autism 113
Communicational: Deaf and Hard of Hearing 118

Special Education Plan – Table of Contents

 Communicational: Learning Disability 123
Communicational: Speech Impairment 129
Communicational: Language Impairment 131
Intellectual: Developmental Disability 133
Intellectual: Giftedness 137
Intellectual: Mild Intellectual Disability 142
Physical Disability 147
Physical: Blind and Low Vision 151
Multiple Exceptionalities 154
Congregated School Sites 155
Regional Support Services 156
Assistive Technology (AT)/Special Equipment Amount (SEA) Services 156

Autism Services 157

Behaviour Prevention Intervention (BPI) Team 158

Board Certified Behaviour Analysts (BCBAs) 161

Blind and Low Vision (BLV) Services 162

Deaf and Hard of Hearing (DHH) Services 163

Change of Placement 165

Alternative Placements 165
Ways in Which SEAC Provides Advice on Range of Placements 165

Special Education Plan – Table of Contents

Section K:
INDIVIDUAL EDUCATION PLANS (IEPs) 166
Accommodations, Modifications and Alternative Expectations 166
Steps and Considerations for the Development of an IEP 169
Consultation in IEP Development 171
TDSB Guidelines for Individual Education Plans 172
Filing and Storage of the IEP (with Parent Consultation Form) 175
Preventing and Resolving Conflicts 176
The IEP Form 178

Section L:
SPECIALIZED HEALTH SUPPORT 184
SERVICES IN SCHOOL SETTINGS
Partnerships 185
Provision of Health Support Services in School Settings (PPM 81) 185

Section M:
EQUIPMENT 192
Special Equipment Amount (SEA) Funding 192

Section N:
ACCESSIBILITY OF SCHOOL 196
BUILDINGS
School Buildings 197
Designated Accessible Elementary and Secondary School Sites 198
Accessibility for Ontarians with Disabilities Act (AODA) Advisory
Committee 198
Accessibility Coordinator 199
Reports 199

Special Education Plan – Table of Contents

 Section O:
TRANSPORTATION 200

Transportation of Students with Special Education Needs 200

Transportation and IPRCs 200
Method of Transportation Service 201
Requirements and Responsibilities 202
Transportation for Students in Wheelchairs or with Severe Mobility
Limitations 206
Cancellation of Service Due to Inclement Weather 207
September Start-Up 207
Transportation Safety 209
Appeal Process 210

Section P:
PROVINCIAL AND DEMONSTRATION 211
SCHOOLS IN ONTARIO
Demonstration Schools 212
Provincial Schools 213
Provincial Schools for the Deaf 213
Provincial School for Visually Impaired, Blind and Deafblind Students 214

Transportation 215

Section Q:
COORDINATION OF SERVICES WITH 216
OTHER MINISTRIES OR AGENCIES
TDSB Early Intervention Initiatives 216
Entry Plan for Students with Special Education Needs 217
Special Education Program Recommendation Committee (SEPRC) 218

Special Education Plan – Table of Contents

 Toronto Autism Service Network – Entry to School Program 219
Connections: Supporting Seamless Transitions for Students with ASD 219
Transition from Toronto Preschool Speech and Language Services
(TPSLS) 219
Deaf and Hard of Hearing (DHH) Preschool Programs 220

Alternate Placements 220

The Toronto District Elementary School (TDES) and the
Toronto District Secondary School (TDSS) 221
Structure of TDSB ECPP 222
Programs Offered by Other Boards of Education 223

Section R:
STAFF DEVELOPMENT 224
Professional Learning Plan 224
Areas of Learning Focus 225
IEP and Programming 226
TDSB’s Budget Allocation Dedicated to Staff Development in Special
Education 228
Cost-Sharing Arrangements with Other Ministries or Agencies 228
Communication of the TDSB’s Special Education Plan and Professional
Development Opportunities 228

Section S:
SPECIAL EDUCATION STAFF 229
Elementary Panel 229

Secondary Panel 233

Section T:
Appendices 238
Appendix A: Guide to Special Education for
Parents/Guardians/Caregivers 238
Appendix B: English Language Learner School-Based Considerations
Prior to Referral for Psychological Assessment 238

Special Education Plan – Table of Contents

 Appendix C: English Language Learners and Special Education and
Inclusion Support in TDSB Elementary Schools: Q and A 238
Appendix D: Professional Support Services Referral Form 238
Appendix E: Release of Confidential Information 238
Appendix F: Examples of Accommodations 238
Appendix G: 2022-2023 Special Education Plan Checklist 238
Appendix H: Amendments to the TDSB Special Education Plan 238
Appendix I: TDSB 2022-2023 Special Education Plan Feedback Survey 238

Section U:
GLOSSARY OF TERMS AND ACRONYMS 239
Glossary of Terms 239
Special Education Acronyms 244

Special Education Plan – Table of Contents

Section A:
INTRODUCTION

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

“We believe that equity of opportunity and equity of access to our programs, services
and resources are critical to the achievement of successful outcomes for all those whom
we serve, and for those who serve our school system.

The Board is therefore committed to ensuring that fairness, equity, and inclusion are
essential principles of our school system and are integrated into all our policies,
programs, operations and practices.” ~ TDSB Multi-Year Strategic Plan

The Ontario Ministry of Education has set out expectations for improving the quality of
special education programs and services in Ontario and for ensuring greater accountability
in the area of special education. These standards support the government’s goal of
ensuring that students with special education needs across the province receive the best
quality education possible.

School boards are required to have a special education plan, in accordance with
Regulation 306 and the ministry policy document entitled Standards for School Boards’
Special Education Plans. Each board is required to maintain a special education plan, to
review/amend it annually to ensure it meets the current needs of its exceptional students,
and to submit the plan to the ministry for review. The purpose of the special education
plan is to provide the Ministry of Education and the public with information about special
education programs and services that are provided by the school board.

The TDSB’s Special Education Plan is compliant with the Canadian Charter of Rights and
Freedoms, the Ontario Human Rights Code, the Ontario Education Act, the Ontarians with
Disabilities Act, and other relevant legislation. The plan is organized in sections as
outlined in the Ontario Ministry of Education’s Standards for School Boards’ Special
Education Plans, with the beginning of each section indicating the purpose of that section.

The TDSB values feedback on the Special Education Plan. Please click on the feedback
link at the beginning of each section of the plan to offer comments and suggestions on
the TDSB’s Special Education Plan by March 31, 2024.

11 Special Education Plan – Introduction

Section B:
THE BOARD’S CONSULTATION
PROCESS

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide details of the board’s consultation process to the ministry and to the public

Ministry of Education Directive

The Ontario Ministry of Education has outlined that each school board’s Special Education
Plan must describe the consultation process used to review the plan, and must include the
following information:

● a statement of how, in accordance with Regulation 464/97 made under the

Education Act, the Board ensures that its Special Education Advisory Committee
(SEAC) is involved in the annual review of the Board's Special Education Plan

● a description of any majority or minority reports concerning the Board's approved

plan that have been received from members of the Board's SEAC, and the Board's
response to these reports

● a statement of how members of the community, particularly parents/guardians/

caregivers of children who are receiving special education programs and services,
are informed of the timelines and methods for providing input into the Board's
Special Education Plan

● a summary of feedback received as a result of consultation with members of the

community

● information on the results of any internal or external reviews of existing special

education programs services within the Board that have taken place in the previous
or current school year

● internal and external reviews of the Board's special education programs and
services that are planned for the following year

12 Special Education Plan – The Board’s Consultation Process

 The TDSB is committed to working collaboratively with all stakeholders, including
school board staff, students, parents/guardians/caregivers, the Special Education
Advisory Committee (SEAC), and community associations and agencies, to provide
input to the revision process each school year.

In response to the required items above:

1. SEAC has created a Special Education Plan subcommittee that both oversees the
annual review of the plan and communicates to members of the community and
parents/guardians/caregivers of children who are receiving special education
programs and services the timelines for providing input to the Special Education
Plan

● Parents/guardians/caregivers or community members who wish to give input

to the plan may do so in a number of ways:
o contact their school principal
o contact their School Advisory Council
o contact the TDSB SEAC
o use the feedback link provided in each section of the plan

● A summary of feedback is available in Appendix I

2. There are no new internal or external reviews that have taken place in the previous
or current school year to report on. The Board will continue to explore any
attitudinal or system barriers that marginalize students and that impact their
academic and well-being trajectory. The Board will engage in a review of its
Special Education Program Recommendation Committee (SEPRC) process during
the 2023-2024 school year.

3. There are no majority or minority reports that have been received.

13 Special Education Plan – The Board’s Consultation Process

Section C:
THE BOARD’S GENERAL MODEL FOR
SPECIAL EDUCATION

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide the ministry and the public with information on the board’s philosophy and
service- delivery model for the provision of special education programs and services

TDSB Vision for Learning

At the TDSB, we believe in equity, inclusion, anti-ableism, anti-racism and anti-oppression.

The TDSB is committed to creating an equitable school system where the achievement
and well-being of every student is fostered through culturally relevant learning experiences
in diverse and accepting environments where everyone is included, every voice is heard,
and every experience is valued.

In the TDSB, every school determines a learning focus for each of the following areas:
Indigenous Education, Well-being & Belonging, and Achievement. Schools engage in
learning to support student improvement in these focus areas, determine the evidence and
data to be collected, and monitor progress towards achievement of goals.

Learn more in A Vision for Learning in the TDSB.

14 Special Education Plan – The Board’s Model for Special Education

TDSB Mission
The TDSB’s Mission is to enable all students to reach high levels of achievement and to
acquire the knowledge, skills and values they need to become responsible, contributing
members of a democratic and sustainable society.

We value:

● Every student’s interests, strengths, passions, intersecting identities, lived

experiences and areas for growth

● A strong public education system

● A partnership of students, staff, parents/guardians/caregivers, and community

● Shared leadership that builds trust, supports effective practices, and enhances
high expectations

● The diversity of students, staff and community

● The commitment and competence of staff

● Equity, innovation, accountability, and accessibility

● Learning and working spaces that are inclusive, caring, safe, respectful, and
environmentally sustainable.

Multi-Year Strategic Plan (MYSP)

Student success drives everything we do in the TDSB. The TDSB’s Multi-Year Strategic
Plan (MYSP) sets direction and identifies system goals to support approximately 237,000
students in 584 schools.

The MYSP lays the groundwork for how we will transform student learning, create a culture of
belonging and well-being, provide access to learning opportunities, strategically and equitably
allocate resources, and build strong partnerships. Each student will receive equitable access
to programs and resources and increased opportunities that lead to successful learning
outcomes.

Measuring our success is critical to knowing we are making a difference for students.
Our expectation, and our goal, is that everyone improves.

15 Special Education Plan – The Board’s Model for Special Education

 Multi-Year Strategic Plan Goals
Transform Student Learning

We will have high expectations for all students and provide positive, supportive learning
environments. On a foundation of literacy and math, students will deal with issues such as
environmental sustainability, poverty and social justice to develop compassion, empathy
and problem-solving skills. Students will develop an understanding of technology and the
ability to build healthy relationships.
Create a Culture for Student and Staff Well-Being

We will build positive school and workplace cultures that support mental health and well-
being — free of bias and full of potential. Educators will be equipped with the tools
necessary to teach, assess, support and relate to students. We will create the conditions
for every student in every school to experience the support of a caring adult. All staff will
have access to professional learning opportunities that build healthy relationships and
develop leadership capacity.

Provide Equity of Access to Learning Opportunities for All Students

We will ensure that all schools offer a wide range of programming that reflects the voices,
choices, abilities, identities and experiences of students. We will continually review
policies, procedures and practices to ensure that they promote equity, inclusion and
human rights practices and enhance learning opportunities for all students.

Allocate Human and Financial Resources Strategically to Support Student Needs

We will allocate resources, renew schools, improve services and remove barriers and
biases to support student achievement and accommodate the different needs of
students, staff and the community.

Build Strong Relationships and Partnerships Within School Communities to

Support Student Learning and Well-Being

We will strengthen relationships and continue to build partnerships among students,

staff, families and communities that support student needs and improve learning and
well-being. We will continue to create an environment where every voice is welcomed
and has influence.

16 Special Education Plan – The Board’s Model for Special Education

 The TDSB Multi-Year Strategic Plan outlines three key goals for Special Education and
Inclusion:

1. We will welcome all students to an open and inclusive learning environment that
recognizes that most students can be served effectively within their community
school, and will also continue to provide intensive support programs for students
with more specialized learning needs.

2. We will continue to strengthen collaboration with parents/guardians/caregivers

and engage effectively in the decision-making process regarding their child’s
program, placement and well-being.

3. We will increase employment opportunities and outcomes for all students with
Low Incidence Exceptionalities (Intellectual Disabilities, Physical Disability, Low
Vision, Deaf and Hard of Hearing and Health/Medical).

Special Education Programs and Services

The Toronto District School Board’s (TDSB’s) Special Education Plan is developed with a
commitment to the provision of special education programs and services for students as
outlined in the Education Act and the Regulations associated with it, and in alignment with
the Multi-Year Strategic Plan (MYSP).

Inclusion
The TDSB is committed to creating inclusive learning environments for students with
intersecting identities, and to building capacity of staff to deepen their understanding of how
to serve students with special education needs. The TDSB holds high expectations for
students and supports their achievement and well-being by removing systemic barriers that
stand in the way of their success.

Equity of outcome is supported in the TDSB through the provision of a range of special
education supports and services for students. This range includes both in-school and
itinerant support, short term intervention services, and placements in regular classes as well
as self-contained classes.

Ontario Regulation 181/98 requires school boards to consider placing students with
exceptionalities into regular classes with appropriate special education services before
considering placement in special education classes. In the TDSB, we continue to be
responsive to the understanding that as students learn, they develop skills and so their
special education service and program needs change over time. Students being

17 Special Education Plan – The Board’s Model for Special Education

 welcomed, included and supported in well-resourced neighbourhood schools in age-
appropriate, regular classes are able to learn, contribute and participate in all aspects of
school life. This allows for valuable learning opportunities for groups which have been
historically excluded, such as students with disabilities and intersecting identities.

The following TDSB research reports highlight the benefits of adopting an inclusive education
model, particularly for students with special education needs: A Case for Inclusive Education
and Equity and Human Rights in Special Education: Critical Reflective Practice Guide.

Some students with unique strengths and needs (behaviour, communication, intellectual
and physical) may require more specialized or intensive programs and supports. TDSB
staff work with parents/guardians/caregivers to determine the most appropriate supports
and enabling environment for their children.

The TDSB will continue to work to ensure that each student is thriving in an accessible,
inclusive, and engaging program by:

● following appropriate identification, placement, and review procedures (IPRC)

with full and appropriate parent/guardian/caregiver involvement

● assigning teachers with appropriate educational qualifications

● if required, developing Individual Education Plans (IEPs) which focus on

improved student learning and ongoing review of expectations and services set
out in the IEP

● providing equitable practices in the development of all aspects of learning for the
exceptional student (i.e., academic, social, cultural, physical, intellectual,
behavioural and emotional)

● recognizing all transitional processes (i.e., preschool, elementary, secondary, post-

secondary, work, community, class-class, activity-activity)

● valuing student, parent/guardian/caregiver involvement and input

● planning and ongoing evaluation of special education services

● ongoing capacity building of staff in applying current teaching and learning

strategies and methodologies designed to respond to the identities, lived
experiences, strengths and areas of growth of students with special education
needs

18 Special Education Plan – The Board’s Model for Special Education

The Referral Process
Parents as Partners
Parents/guardians/caregivers know their children best. They know their children’s strengths,
abilities, needs, and areas for improvement. It is critical that parents provide information about
their children and participate in decisions that affect their children’s education.

Concerns About A Child

A parent/guardian/caregiver or their child’s teacher may identify that a child is having
difficulty learning. The teacher(s) may contact the parent/guardian/caregiver to discuss
their findings, a parent may reach out to the teacher(s) and principal with concerns they
may have about their child. A parent/guardian/caregiver may choose to involve a friend,
family member or advocate at any time, and with permission, school staff can communicate
with them as well.

Steps in the Referral Process

The steps in the referral process include:

● Development of an Individual Learning Plan (ILP);

● In-School Team (IST) meetings with school-based staff;

● School Support Team (SST) meetings with school-based-staff, Special Education and
Inclusion and/or Professional Support Services staff;
● Identification, Placement and Review Committee (IPRC).

19 Special Education Plan – The Board’s Model for Special Education

The Referral Process

Supporting Students Through an Individual Learning Plan (ILP)

An Individual Learning Plan (ILP) is the first step in supporting students who may not be
meeting their achievement goals. Developing an ILP involves parents/guardians/caregivers
and the student (as appropriate) as much as possible, to allow an opportunity for student
voice and agency and also parent partnership.

The ILP is a tool used by the teacher to detail, track and monitor on-going assessments,
instructional strategies, interventions, recommendations, and follow-up strategies to address
the needs of the student. The ILP allows the teacher to compile detailed and specific
information about the student’s current abilities, strengths, and areas for growth in relation to
their identity and lived experiences, based on the learning conditions provided by the teacher.
It is implemented and assessed for 6-8 weeks to determine next steps. The teacher(s)
continuously assesses student progress, adjusts the ILP as necessary, and evaluates and
reports progress to parents and appropriate staff.

If the planned interventions are successful, staff and the student will continue with those
interventions. If the student is still experiencing challenges, the steps below are followed.

20 Special Education Plan – The Board’s Model for Special Education

 Referral to the In-School Team (IST)
If focused interventions have been implemented but the student continues to experience
challenges, the teacher(s) would present the student to the In-School Support Team (IST)
where additional interventions or assistance required to support the teacher(s) and student
are explored.

IST meetings are a proactive problem-solving opportunity to support programming and

success for the academic, physical, social and emotional strengths and needs of the student.
The school team works together to support the student, the parent, and the teacher(s)
through planning and implementing supports and strategies, with regular monitoring of
progress.

Members of the In-School Team

The members of the IST consists of a core group of individuals, including:

● the student’s teacher(s);

● the principal or vice-principal;

● the school special education teacher (if available);

● a guidance teacher/counsellor (especially at the secondary level);

● the student success teacher (especially at the secondary level).

In-School Team Process

The teacher(s) will have gathered information and reviewed assessment material (e.g.,
diagnostic assessments, recent work samples, direct observation), and recorded strategies
implemented on the Individual Learning Profile (ILP) and share this information at the IST
meeting. The IST will review the ILP, on-going strategies, assessments and instructional
practice in the areas of strengths, needs, interventions, recommendations, outcomes and
follow-up to support the student.

After the IST meeting, the teacher will work with the student to ensure any additional
strategies suggested by the IST are implemented. The teacher will reach out to additional
staff for support as needed, including the Special Education and Inclusion Consultant for
support.

Most students’ needs can be addressed by the IST. However, if the strategies recommended
by the IST have been implemented with little success, the IST can refer the student to the
School Support Team (SST).

21 Special Education Plan – The Board’s Model for Special Education

 Referral to the School Support Team (SST)
Only if it has been determined after careful deliberation with the In-School Support Team, the
teacher and the principal that the strategies are all being implemented with limited success,
the student may be presented to the School Support Team (SST).

Members of the School Support Team

In addition to the school staff listed above, this team offers additional knowledge by including:

● psychologists;

● social workers;

● attendance counsellors;

● speech-language pathologists;

● occupational therapists;

● physiotherapists; and

● parents or caregivers and students over 16 years of age.

Parents are the most valuable partner in a child’s education. Although parental attendance at
the IST and SST meetings is not mandatory, parents are strongly encouraged to attend.
Parents who cannot attend will be informed about any plan of action recommended at the
meeting to address their child’s needs. Students over 16 years of age are also encouraged
to participate and must be consulted. Students 18 years of age or older must be invited to
attend the SST and give permission for their personal information to be shared with their
parents.

When a member of the TDSB’s Professional Support Services (PSS) such as a psychologist
or social worker attends the meeting, parental permission is required if the student is to be
discussed by name.

The SST may recommend PSS support, a return to the IST or a referral to the Identification,
Placement and Review Committee (IPRC).

Identification, Placement and Review Committee (IPRC)

If further assessment is completed and results indicate a need for identification, an IPRC
meeting is held to determine whether the student should be identified as exceptional and to
determine appropriate placement. For more information on IPRCs, please refer to Section H
- The Identification Placement and Review Committee (IPRC) Process and Appeals

22 Special Education Plan – The Board’s Model for Special Education

Teaching and Learning
The use of evidence-based teaching and learning strategies are essential to supporting
all learners, including those with special education needs. Within the Tiered Approach,
staff focus on Universal Design for Learning (UDL), Differentiated Instruction (DI), and
Culturally Relevant and Responsive Pedagogy (CRRP).

The Tiered Approach

A tiered approach to prevention and intervention supports inclusion. It is based on the

understanding that effective assessment, instruction, and appropriate intervention
strategies are essential to ensuring all students will succeed.

The tiered approach ensures appropriate and timely interventions that leverage the
student’s strengths and reduce, as much as possible, additional areas for growth. The
approach also facilitates early identification of students who may be at risk so that
prevention strategies can be implemented.

Tier 1 consists of evidence-based classroom instruction based on the Ontario curriculum.

The principles of Universal Design for Learning (UDL) and Differentiated Instruction (DI)
are used to ensure a variety of ways students participate in and demonstrate their
learning. Teachers choose effective, culturally safe and trauma-informed instructional
strategies for all students in a classroom setting. Assessment in this tier is classroom-
based and involves the teacher monitoring the progress of the class and flagging any
student with areas for growth.

Tier 2 provides more intentional instruction and short-term interventions for individual
students or for small groups of students, in addition to Tier 1 programming. Tier 2 requires
teachers to identify students who are progressing with difficulty when using Tier 1
instruction and to closely monitor the students through ongoing assessment.

Teachers will gather student information to be presented to the In-School Team (IST) to
discuss strategies to better meet the needs of the student.

Tier 3 uses intentional and focused interventions that provide increased support for
students to achieve learning goals. To ensure precise interventions, teams will engage
from a holistic perspective utilizing quantitative and qualitative data. Through
collaboration with school staff, parents/guardians/caregivers, the student, and any
additional agency resources, the team will develop a plan in support of the student’s
pathway.

The graphic that follows summarizes the Tiered Approach to prevention and intervention.

23 Special Education Plan – The Board’s Model for Special Education

 Universal Design for Learning (UDL)
The core concept of UDL is that of “necessary for some and good for all.” UDL comprises
instructional and assessment strategies, materials, and tools that respond to the needs of a
specific student or group of students.

UDL allows access to the curriculum for all students. In this model, teachers design learning
opportunities and create learning environments that are inclusive, flexible, and accessible for
all students, regardless of achievement level. The learning principles of UDL are Universality
and Equity, Appropriately Designed Spaces, Flexibility and Inclusion, Simplicity, Safety, and
Different Modes of Perception.

24 Special Education Plan – The Board’s Model for Special Education

 Differentiated Instruction (DI)
Unlike UDL, which applies broad-based principles for planning, Differentiated Instruction (DI)
focuses on specific strengths, interests, learning styles and needs of the individual student.
The instruction is adapted to meet high expectations of achievement and engagement in
learning since the planning considers the identity, lived experiences, strengths and areas for
growth of the student.

The areas of learning that are differentiated when planning instruction are:

● the content of learning (what students are going to learn, and when)

● the process of learning (the types of tasks and activities)

● the products of learning (the ways in which students demonstrate their learning)

● the environment of learning (the context and environment in which students

learn and demonstrate learning)

Culturally Relevant and Responsive Pedagogy (CRRP)

“Culturally Responsive and Relevant Pedagogy (CRRP) recognizes that all students learn in
ways that are connected to background, language, family structure, and social or cultural
identity. By knowing ‘who their students are’, educators can tailor programs and practices to
better meet the needs of their diverse student populations and ensure that every student has
the opportunity to succeed” (Ministry of Education, Human Rights, Equity, and Inclusive
Education).

Culturally responsive and relevant pedagogy involves recognizing that “culture”

encompasses various aspects of social and personal identity. It also means acknowledging
students’ multiple social and personal identities and the social issues that arise where
identities intersect.

Teachers consider the student’s intersecting identities and lived experiences in programming
for the student. Some considerations when incorporating CRRP are:

● How have you used a variety of resources, including community partners (as
applicable), to ensure the learning environment and pedagogical materials are
accessible to the student and that the life of the student is reflected in the daily
workings of the classroom?

● Is the classroom environment and are the resources reflective of the student’s
intersecting identities (i.e., classroom as the third teacher)?

25 Special Education Plan – The Board’s Model for Special Education

 ● In what ways have you presented resources, materials and books from both local and
global perspectives?

● How is the student actively engaged and how does the student have voice in their
learning?

Culture of Shared Responsibility

The majority of students' needs can be met in the regular classroom in their neighbourhood
school. Strategies such as the use of Universal Design for Learning (UDL), Differentiated
Instruction (DI), Culturally Relevant and Responsive Pedagogy (CRRP), appropriate
accommodations and a tiered approach to intervention can support students when working
toward their learning goals. School Improvement Coaches, Early Literacy Coaches,
Guidance Coaches, and Special Education and Inclusion staff collaborate with the school to
support professional learning for administrators, teachers and support staff so that educators
can meet students’ unique needs.

Parents/guardians/caregivers’ voices and perspectives inform our planning. As teachers are

directly responsible for educational program planning, we continue to create a culture of
shared responsibility that supports all students and leads to improved learning and well-
being that includes practices from the following documents:

• Growing Success (2010)

• Knowing and Responding to Learners-A Differentiated Instruction Educators Guide

(2016)

26 Special Education Plan – The Board’s Model for Special Education

Section D:
ROLES AND RESPONSIBILITIES

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide the public with information on roles and responsibilities in the area of special
education

The Ministry of Education:

• Creates and shares legislative and policy framework, through the Education Act,
associated Regulations and Policy/Program Memoranda (PPM)

• Establishes the funding for special education through the structure of the funding
model, which consists of Ministry Grants and requires school boards to report on
their expenditures for special education

• Sets province-wide standards for curriculum and reporting of achievement

• Requires school boards to establish Special Education Advisory Committees

(SEACs)

• Establishes Special Education Tribunals to hear disputes between

parents/guardians/caregivers and school boards regarding the identification and
placement of exceptional pupils

• Establishes a provincial Advisory Council on Special Education to advise the

Minister of Education on matters related to special education programs and
services

• Operates Provincial and Demonstration Schools for students who are deaf, blind,
or deafblind, or who have severe learning disabilities

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 The District School Board:
• Establishes school board policy and practices that comply with the Education
Act, regulations, and policy/program memoranda

• Monitors school compliance with the Education Act, regulations, and

policy/program memoranda

• Requires staff to comply with the Education Act, regulations, and policy/program
memoranda

• Provides appropriately qualified staff to provide programs and services for the
exceptional pupils of the Board

• Obtains the appropriate funding and reports on the expenditures for special
education

• Develops and maintains a special education plan that is amended annually

to meet the current needs of the exceptional pupils of the Board

• Values collaboration with families, community partners and stakeholders, and

welcomes input into the Special Education Plan, particularly from
parents/guardians/caregivers of children who are receiving Special Education
programs and services
○ The consultation process to receive feedback from stakeholders is
collected through SEAC’s Special Education Plan subcommittee
throughout the school year
○ Parents/guardians/caregivers or community members who wish to give
input to the plan may do so in a number of ways:
■ contact their school Principal
■ contact their School Advisory Council
■ contact the TDSB Special Education Advisory Committee
• Shares annually, in accordance with Regulation 464/97, its plan with SEAC
○ Members are invited to provide input from their respective associations
and agencies, and from community members. This is part of the Board’s
annual review of the plan

• Reviews the plan annually and submits amendments to the Minister of Education
• Provides statistical reports to the Ministry, as required, and as requested
• Prepares a guide for parents/guardians/caregivers to provide them with
information about special education programs, services, and procedures

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 • Establishes one or more Identification, Placement and Review Committees
(IPRCs) to identify exceptional pupils and determine appropriate
placements
• Establishes a Special Education Advisory Committee (SEAC)

• Provides professional development to staff on special education and inclusion

The School Principal:

• Carries out duties as outlined in the Education Act, regulations, policy/program
memoranda, and Board policies

• Communicates Ministry of Education and school board expectations to staff

• Consults with parents/guardians/caregivers and with school board staff to
determine the most appropriate program for exceptional students

• Provides leadership in fostering equity and inclusion, using an anti-oppressive

stance, in the development and implementation of special education programs,
assessments and referrals

• Ensures the development, implementation, and review of students’ Individual

Learning Plan (ILP) and Individual Education Plan (IEP)

• Ensures that appropriately qualified staff are assigned to teach special education
classes

• Communicates Board policies and procedures about special education and

inclusion to staff, students, and parents/guardians/caregivers

• Ensures that the identification and placement of exceptional students, through an

IPRC, is done according to the procedures outlined in the Education Act,
regulations, and Board policies

• Ensures that a transition plan is developed for all students who have an IEP,
whether or not they have been identified as exceptional by an Identification,
Placement, and Review Committee (IPRC) and including those identified as
exceptional solely on the basis of giftedness. The transition plan is developed as
part of the IEP

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 • Ensures that parents/guardians/caregivers are consulted in the development of
their child’s IEP and that they are provided with a copy of the IEP

• Ensures the delivery of the program as set out in the IEP

• Ensures that appropriate assessments are requested, if necessary, and that
parent/guardian/caregiver consent is obtained

The Teacher:
• Carries out duties as outlined in the Education Act, regulations, and
policy/program memoranda

• Follows Board policies and procedures regarding special education

• Maintains up-to-date knowledge of Special Education and Inclusion practices

• Works with Special Education and Inclusion staff and

parents/guardians/caregivers to develop the IEP for an exceptional
student

• Provides the program for the exceptional student in the regular class, as outlined
in the IEP, that is reflective of the student’s identity, lived experiences, strengths
and areas for improvement, using an anti-oppressive stance and culturally
relevant and responsive pedagogy

• Communicates the student’s progress to parents/guardians/caregivers, and

works with other Board staff to review and update the student’s IEP

The Special Education Teacher:

• Fulfils the responsibilities listed above for the teacher
• Holds qualifications, in accordance with Regulation 298, to teach special
education

• Monitors the student’s progress with reference to the IEP and modifies the
program as necessary

• Assists in providing educational assessments for students with IEPs

o This also applies to Itinerant Special Education Teachers

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 INSTRUCTIONAL INNOVATION AND EQUITABLE OUTCOMES
Special Education and Inclusion is part of the Learning Transformation and Equity team.
Creating successful learning outcomes for all students is a shared responsibility among
all teams within the TDSB, schools, parents/guardians/caregivers and community
partners.

Associate Director – Instructional Innovation and Equitable Outcomes

Roles and responsibilities include, but are not limited to:

• Supporting the TDSB school improvement process which focuses on the
identities, lived experiences, interests, strengths, and abilities of each
student

• Supporting staff to provide what all students need by helping leaders create the
conditions for improvements in achievement, well-being and equity in each
school

• Ensuring that all students with special education needs are served within the
most enabling learning environment

• Challenging all aspects of streaming in the TDSB

System Superintendent of Special Education and Inclusion

Roles and responsibilities include, but are not limited to:
• Supporting the system in fostering equity and inclusion, using an anti-oppressive
stance in the implementation of the Special Education Plan

• Providing leadership to, and working collaboratively with, Special Education and
Inclusion Centrally Assigned Principals and staff to build capacity of school staff
and maintain consistency across the system

• Actively supporting SEAC members in carrying out their role as a statutory

committee that advises the Board on matters related to special education

• Building system capacity by working collaboratively with providers of professional

learning across TDSB Departments to ensure the consistent use of professional
learning strategies throughout the system

• Providing central coordination of special projects/initiatives (e.g., research

projects)

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 Centrally Assigned Principals

Special Education and Inclusion Centrally Assigned Principals (2) –

Blind/Low Vision, Deaf/Hard of Hearing, Autism and Assistive Technology
and SEA Claims

Roles and responsibilities include, but are not limited to:

• Supporting the system in fostering equity and inclusion, using an anti-oppressive
stance, in the implementation of the Special Education Plan

• Overseeing all areas of Blind/Low Vision, Deaf/Hard of Hearing, Assistive

Technology and SEA and SIP Claims, and Autism

• Collaborating, developing, implementing and communicating delivery standards for

all special education and inclusion programs and services including integral use of
technology that is informed by current research-based pedagogy

• Developing, implementing and providing effective professional learning, aligned

to the Multi-Year Strategic Plan and as outlined in the Special Education Plan,
guided by the TDSB System Standards for Professional Learning in response to
the needs of TDSB staff, and students with special education needs

• Responding to critical issues and concerns related to special education

• Working in collaboration with the Special Education Advisory Committee (SEAC)

Special Education and Inclusion Centrally Assigned Principal (one per

Learning Centre)

Roles and responsibilities include, but are not limited to:

• Providing leadership in fostering equity and inclusion, using an anti-oppressive
stance, in the development and implementation of programs and services
through the effective implementation of the Special Education Plan

• Developing, implementing and providing effective professional learning aligned to

the Multi-Year Strategic Plan and as outlined in the Special Education Plan,
guided by the TDSB System Standards for Professional Learning in response to
the needs of TDSB staff and their students with special education needs

• Collaborating, on an on-going basis, with Learning Centre (LC) Executive

Superintendents, Learning Network (LN) Superintendents and their respective
LC Administrators to ensure that services and programs are responsive to the
identities, lived experiences and needs of students, schools, families and

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 communities
• Providing leadership for Special Education and Inclusion Coordinators,
Consultants and other central Special Education and Inclusion staff

• Responding to critical issues and concerns related to special education and

inclusion

• Supporting school-based staff in meetings with parents/guardians/caregivers

and community partners to further an understanding of special education
services

• Working in collaboration with the Special Education Advisory Committee (SEAC)

Education and Community Partnership Program (ECPP) Centrally Assigned

Principal

Roles and responsibilities include, but are not limited to:

• Providing leadership in fostering equity and inclusion, using an anti-
oppressive stance, in the development and implementation of programs and
services through the effective implementation of the Special Education Plan

• Developing, implementing and providing effective professional learning,

aligned to the Multi-Year Strategic Plan and as outlined in the Special
Education Plan, guided by the TDSB System Standards for Professional
Learning in response to the needs of TDSB ECPP staff, and students with
special education needs

• Coordinating the development and implementation of programs and services

using data-informed decision making

• Collaborating with and coordinating between several Ministries and the

TDSB in fulfilling the expectations of ECPP and ensuring that a
Memorandum of Understanding is signed between TDSB and the Agency for
each academic year

• Ensuring effective transition processes for students entering or exiting ECPP by

aligning with TDSB system goals for student success in collaboration with TDSB
staff

• Collaborating with Elementary and Secondary Employee Services in order to

staff ECPP, ensuring equitable hiring practices

• Collaborating with agency partners and Continuing Education Employee

Services to determine the needs for summer school programming and
overseeing staffing and implementation

• Liaising with the Ontario Administrators’ Association for ECPP in order to

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 improve staff/administrator effectiveness through research into best practices
• Assisting senior staff in providing reports to the Board, Ministry of Education and
Special Education Advisory Committee (SEAC)

Education and Community Partnership Program (ECPP) Vice Principals:

Elementary and Secondary

Roles and responsibilities include, but are not limited to:

• Working in collaboration with the Centrally Assigned Principal to provide
curriculum leadership using an anti-oppressive stance, and building teacher
capacity across the developmental continuum, including managing and
supervising all aspects of the grade reporting process for all students and
facilitating the use of current assessment and evaluation practices through deep
implementation of the Ministry’s Growing Success document

• Working effectively with families who have need of agency intervention and
assuming a leadership role in the Central Intake Process

• Collaborating with multiple agencies serving elementary and secondary aged

students to develop programming that meets their academic, social and
emotional needs

• Providing leadership in bi-monthly Partnership Meetings with all agency partners

• Coordinating staff professional learning in the areas of Indigenous Education,

achievement, equity and well-being, and serving as a member of the ECPP
Leadership Team, Ontario Administrators’ Association for ECPP and the
Administrative Team

• Taking a lead role in the transitions of students from treatment back to the
mainstream school setting, with a focus on inclusion and working towards the
least restrictive environment

• Understanding and supporting the Memorandum of Agreement between the

TDSB and the specific agency, realizing that this is under the mandate of the
Ministry of Education for students who are in ECPP

• Providing leadership with each associated Ministry (Ministry of Education,

Ministry of Children, Community and Social Services, Ministry of Health), in
consultation with the principal

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 Coordinators

Central Coordinator of Autism Services

Roles and responsibilities include, but are not limited to:
• Providing leadership in fostering equity and inclusion, using an anti-oppressive
stance, in the development and implementation of programs and services
• Coordinating services within the Autism Team
• Providing expertise in programming for students with autism spectrum disorder
(ASD) needs, based on current research and promising practices

• Coordinating services within the Connections for Students initiative for students
with ASD transitioning from Intensive Behaviour Intervention (IBI) into TDSB
classrooms

• Coordinating the review, development, and implementation of current and

identified special education processes and practices, with a focus on needs-
based support (i.e., SEA claims, SIP claims, etc.)

Central Coordinator of Assistive Technology, Special Equipment Amount

(SEA) and Special Incidence Portion (SIP) Claims

Roles and responsibilities include, but are not limited to:

• Providing leadership in fostering equity and inclusion, using an anti-oppressive
stance, in the development and implementation of programs and services

• Liaising with Consultants, Coordinators, Centrally Assigned Principals and

Professional Support Services (PSS) to ensure the effective implementation of
SEA and SIP claims

• Coordinating the review, development, and implementation of current and

identified special education processes and practices, with a focus on needs-
based support (i.e., SEA claims, SIP claims, etc.)

• Working together with the SEA/SIP Consultant, Assistive Technology Teachers

and Technicians as a member of a team

• Liaising with appropriate Ministry of Education personnel around Special

Education business and procedural practices (e.g., SEA claims, SIP claims,
standards, regulations, etc.)

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 Central Coordinators of Deaf/Hard of Hearing and Blind/Low Vision

Roles and responsibilities include, but are not limited to:

• Providing leadership in fostering equity and inclusion, using an anti-oppressive
stance, in the development and implementation of programs and services

• Coordinating the development and implementation of programs and services for

Deaf and Hard of Hearing, Blind/Low Vision, and deafblind students

• Ensuring that the Ministry of Education program and service standards are
developed and adhered to, and that Board-wide consistency and coordination
are maintained in the delivery of Special Education and Inclusion programs and
services for students who are Deaf and Hard of Hearing and/or students who are
Blind/Low Vision

• Acting as a resource and support to TDSB administrators, central and regional

staff, school staff, parents/guardians/caregivers and the community with respect
to the needs of students who are Blind/Low Vision, Deaf and Hard of Hearing,
and deafblind

• Liaising with Professional Support Services with respect to assessment needs

and ongoing support services

• Providing program-related leadership and expertise to staff

• Liaising with other educational authorities, provincial schools, and community
agencies in response to program and service delivery needs

• Conducting assessments with referred students, and consulting with Special

Education and Inclusion staff, principals, teachers, and parents/guardians/
caregivers regarding possible placements

• Coordinating supports for identified students in conjunction with other School

Services staff within the Learning Centre and centrally

• Developing and implementing professional development programs for staff

working in the programs

• Coordinating relevant Special Equipment Amount (SEA)claims

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 Special Education and Inclusion Coordinators

Roles and responsibilities include, but are not limited to:

• Providing leadership in fostering equity and inclusion, using an anti-oppressive
stance, in the development and implementation of programs and services

• Providing system leadership within each Learning Centre for the coordination of
central IPRC meetings for students with exceptionalities

• Collaborating with other Special Education and Inclusion System Coordinators to

support the appropriate placement for students

• Providing leadership to schools as assigned in matters related to the coordination

of special education and inclusion programs and services, student placement
decisions through the IPRC process, and the implementation of Shared Solutions

• Developing, implementing and providing effective professional learning for TDSB

staff in response to the learning requirements of students with special education
needs
• Supporting projects involving assistive technology; this can include planning the
use of technology in the school, providing support to students and
teachers/support staff to incorporate technology into teaching and learning in
collaboration with the Assistive Technology/SEA team

• Liaising with Special Education and Inclusion Consultants, System Coordinators

and with other Board departments to ensure positive, inclusive outcomes for
students

• Providing leadership and direct instruction, modelling, mentoring, coaching and

job embedded learning to teachers to support exemplary practices in assessment
and instructional strategies, Differentiated Instruction and Universal Design, and
decision making based upon research and current best practices to allow
students to receive education in the most enabling environment possible

• Liaising with other educational authorities and community services in response to

program and service delivery needs

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 Consultants

Special Education and Inclusion Consultants

Roles and responsibilities include, but are not limited to:

• Supporting schools in assisting parents/guardians/caregivers who are navigating
special education processes

• Providing leadership in fostering equity and inclusion, using an anti-oppressive

stance, in the development and implementation of programs and services

• Supporting principals in the coordination, facilitation, and leadership of

Identification, Placement, and Review Committee (IPRC) meetings at the school
level

• Participating in annual local IPRC Reviews

• Providing support to schools to support parents/guardians/caregivers

• Providing leadership to schools as assigned in matters related to the coordination

of special education programs and services, and the implementation of Shared
Solutions

• Supporting and facilitating resource allocation processes focused on student

identities, lived experiences, strengths, areas for growth and program needs
• Providing leadership and direct instruction, modelling, mentoring, coaching and
job embedded learning to teachers to support exemplary practices in assessment
and instructional strategies, Differentiated Instruction and Universal Design, and
decision making based upon research and current best practices to allow
students to receive education in the most enabling environment possible

• Providing support in projects involving assistive technology, including SEA-

funded equipment

• Supporting and collaborating with principals, special education and regular class
teachers and parents/guardians/caregivers in the development and monitoring of
Individual Education Plans (IEPs), including transition plans, which reflect
exemplary programming and assessment, to meet student needs

• Contributing to SST meetings to determine appropriate responses,

recommendations and strategies for students with special education needs,
based on individual student identities, lived experiences, strengths and areas for
growth

38 Special
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 • Supporting the principal and SSTs in the SEA, Special Incidence Portion (SIP),
IPRC and Special Education Program Recommendation Committee (SEPRC)
processes

Special Education and Inclusion Consultants for the ASD Team

Roles and responsibilities include, but are not limited to:
• Providing leadership in fostering equity and inclusion, using an anti-
oppressive stance, in the development and implementation of programs and
services
• Supporting and collaborating with both special education and regular class
teachers in the development and monitoring of Individual Education Plans
(IEPs) and Transition Plans to meet the needs of students with ASD
• Acting as a resource to principals, school staff, school support teams, special
education staff, and parents/guardians/caregivers
• Collaborating with Toronto Autism Services and other Intensive Behaviour
Intervention (IBI) or Applied Behaviour Analysis (ABA) service providers in
transition of students
• Providing direct service including modelling strategies with students,
demonstrating how to use resources and/or implementing suggestions offered
to school-based staff

Special Education and Inclusion Consultant for Assistive Technology

(SEA/SIP)

Roles and responsibilities include, but are not limited to:

• Acting as a resource and providing training as necessary to principals,
staff, school support teams, special education staff, instructional leaders,
teachers and parents/guardians/caregivers about the SEA and SIP
processes

• Auditing and completing SEA and SIP application packages to meet Ministry
standards and participating in Ministry audits

• Educating students and staff about software programs and modelling how to use
said programs to access the curriculum and meet the goals set out by the IEP

39 Special
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 • Overseeing the professional development support for teachers, support staff,
students and parents/guardians/caregivers regarding assistive technology
programs via online resources and workshops throughout the year

Itinerant Teachers

Special Education and Inclusion Itinerant Teachers for Behaviour:

Elementary/Secondary

Roles and responsibilities include, but are not limited to:

• Providing leadership in fostering equity and inclusion, using an anti-
oppressive stance, in the development and implementation of programs
and services

• Collaborating with and supporting teachers, in both regular and special

education classes, in the development and implementation of a range of
programming interventions, strategies and resources that address the
individual identities, lived experiences, strengths and needs of students
with behavioural challenges

• Supporting and collaborating with teachers in the development,

implementation, and monitoring of Individual Education Plans, Behaviour
Support Plans, Safety Plans, ABC Chart Data, functional behaviour
approaches and procedures related to PR 699: Managing Injury
Behaviours

• Communicating, as necessary, with teachers, support staff and

parents/guardians/caregivers with respect to student behaviour support
plans

• Providing expertise in programming and assessment for students with

behavioural challenges through mentoring, modelling, and the provision of
professional learning opportunities

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 Special Education and Inclusion Blind/Low Vision (BLV) Itinerant Teachers

Roles and responsibilities include, but are not limited to:

• Providing leadership in fostering equity and inclusion, using an anti-
oppressive stance, in the development and implementation of programs
and services

• Providing direct modelling, job-embedded professional learning and coaching to

teachers and students in using BLV assistive technology on an ongoing basis

• Assisting and supporting classroom teachers in accommodating their

programs/instructional materials for students who are visually impaired

• Assessing and teaching students to utilize and further develop their visual
efficiency skills and to increase their tactile and auditory efficiency skills

• Providing information/goals to schools and collaborating with classroom staff to

develop IEPs related to BLV Alternative Curriculum areas and write
corresponding BLV Alternative Report Cards

• Teaching students with a visual impairment how to use assistive technology

• Selecting from and implementing a variety of Expanded Core Curriculum
programming interventions, strategies and resources (e.g., Unified English
Braille, Music Braille Code, tactile diagram reading, abacus skills,
assistive technology skills, orientation and mobility skills)

• Working in partnership with the classroom teacher and support staff to enhance
the development of the student’s independence, communication skills and
understanding of a school environment and its expectations

• Liaising with outside agencies such as the CNIB, BALANCE, and ADP

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 Special Education and Inclusion Deaf/Hard of Hearing (DHH) Itinerant
Teachers

Roles and responsibilities include, but are not limited to:

• Providing programming and instruction for TDSB students who are Deaf
or Hard of Hearing (DHH), using an anti-oppressive stance

• Assisting and contributing to the development and implementation of an

Individual Education Plan (IEP) for students who are DHH
• In consultation with other related professionals (e.g., Audiologist, Speech
Language Pathologist, Psychologist), preparing assessment reports to facilitate
the determination of appropriate services and supports for students who are DHH
• Using the DHH Alternative Curriculum and Report Card Addendum effectively for
students with an exceptionality of DHH

• Remaining current in technology supporting students who are DHH, including

hearing aids, cochlear implants, FM systems and other related technologies

• Providing programming and instruction for TDSB students who are DHH

• Designing and assisting in the implementation of an IEP for students in the

program focusing on their identities, lived experiences, strength and areas for
growth
• Preparing assessment reports to facilitate the determination of appropriate
services and supports for students who are DHH

• Using the Alternative Curriculum and Alternative Report Card effectively for
students with an exceptionality of DHH

• Remaining current in Hearing Assistive and Remote Microphone Technologies

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 Special Education and Inclusion Itinerant Teachers for Assistive
Technology (SEA)

Roles and responsibilities include, but are not limited to:

• Providing direct modelling, job-embedded professional learning and
coaching to teachers and students in using assistive technology on an
ongoing basis

• Supporting teachers/staff in using assistive technology with students so

that they are able to access the curriculum and meet the goals set out by
the IEP

• Assisting school staff in the development of SEA claims

• Providing and implementing effective professional learning and training
regarding system initiatives and assistive technology to school staff and
administration

Special Education and Inclusion Itinerant Resource Teachers for

Secondary Alternative Programs

Roles and responsibilities include, but are not limited to:

• Providing support for instruction based on students’ learning styles,
identities, lived experiences, strengths and areas of growth in a variety of
settings which will include Secondary Alternative School sites
• Assisting school staff in determining appropriate responses and strategies
to support students with special education needs
• Working collaboratively with school staff to effectively support the classroom
program for students with special education needs, focusing on their identities,
lived experiences, strengths and areas for growth
• Supporting and collaborating with both special education and regular
class teachers, as well as students and parents/guardians/caregivers in
the development and monitoring of IEPs and transition plans to meet the
exceptional needs of secondary students

• Building capacity among in-school staff who are implementing strategies

for students with special education needs

• Assisting staff in the implementation of the principles of ABA as outlined in

PPM 140

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 Special Education and Inclusion Resource Teachers

Elementary Resource Teachers

TDSB continues to move toward inclusionary practices. The Resource Teacher

collaborates with the student’s regular classroom teacher to address the needs of the
student based on their identities, lived experiences and strengths. The Resource
Teacher engages in co-planning and co-teaching specific parts of the curriculum and
coordinates teaching responsibilities, schedules the student’s day, assigns homework,
and monitors the student’s progress.

Elementary Methods and Resource Teachers (MARTs)

This is a voluntary role for a Special Education and Inclusion teacher within each
elementary school, designed to provide support to students and staff. Ongoing
professional learning opportunities prepare the Special Education and Inclusion teacher
to build capacity with staff by offering Special Education and Inclusion programming
expertise and resources in the school.

Secondary Curriculum Leader/Assistant Curriculum Leader with

Responsibility for Special Education and Inclusion

In secondary schools, the Curriculum Leader (CL) or Assistant Curriculum Leader (ACL)
with responsibility for Special Education and Inclusion provides support, as it relates to
Special Education and Inclusion, to students and staff.

Elementary and Secondary Resource Program Teacher

In both elementary and secondary schools, the Resource Program provides students
with support from a Special Education and Inclusion teacher.

Teacher in Special Education Class - Full Time

Teachers in full time Special Education classes work with students who require a more
intensive level of support than is available through a regular class placement.

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 Paraprofessional Support Staff

Board Certified Behaviour Analysts (BCBAs) - Autism Services

Roles and responsibilities include, but are not limited to:

• Working as members of a multidisciplinary team in support of other
members of Autism Services, bringing expertise in the area of Applied
Behaviour Analysis (ABA) instructional methods

• Working directly in the classroom to model appropriate ABA instructional

methods for teachers and support staff

• Acting as a resource to principals, school staff, school support teams,

Special Education and Inclusion staff, instructional leaders and
parents/guardians/caregivers

• Participating in and delivering professional development activities

• Supporting students with ASD Diagnosis and other students with complex
and significant behavioural challenges
• ABA Facilitators support students with the most complex Tier 3 needs
• Services are accessed through the referral process as part of the SST
• Providing comprehensive behavioural consultations and/or assessments
regarding strategies and interventions to support students with complex
and significant behavioural challenges

• Building teacher capacity to improve their practice to support students with

behavioural needs

• Modelling appropriate ABA instructional methods for teachers and support

staff in the classroom

• Providing time-limited parents/guardians/caregivers training on the student

specific strategies recommended to support both the classroom teaching
team and home setting, as appropriate

45 Special
SpecialEducation Plan––Roles
EducationPlan Learning Transformation andEquity
and Responsibilities
 • Providing support to principals, school staff, school support teams, Special
Education and Inclusion staff, instructional leaders and parents/guardians/
caregivers

• Developing and leading professional development sessions to build the

capacity of teaching and supporting staff in the areas of ABA strategies,
functional behaviour assessment, and the effective use of resources and
best practices, as well as staying current with relevant research and
evidence-based practices

DeafBlind Intervenors

Deafblind Intervenors work with students who have been assessed by the W. Ross
Macdonald School for the Blind, Deafblind Resource Department as presenting as
“educationally deafblind.” They have been specially trained to intervene between
students who have a dual sensory hearing and vision loss and their
environments/classrooms. Following the TDSB tiered approach, Deafblind
Intervenors may work with more than one student who is deafblind.

Educational Assistants (EAs)

Educational Assistants (EAs) work under the direction of the principal and/or teacher.
They provide assistance in the presentation of a meaningful program by involvement in
classroom and playground activities, on excursions, and other areas as directed by the
principal and/or teacher. Depending on their qualification categories, they support
students with a variety of emotional, behavioural, physical, personal care, medical and
academic needs to access the curriculum.

Sign Language Facilitators

Sign Language Facilitators communicate through American Sign Language (ASL) to

help make the curriculum accessible to students who use sign language as their primary
method of communication.

Special Needs Assistants (SNAs)

Special Needs Assistants (SNAs) are assigned to schools to assist regular or Special
Education and Inclusion classroom teachers who have students with special education
needs who are “high risk” (safety or medical needs) and who present a constant,
immediate and extreme risk to themselves and/or others.

46 Special
SpecialEducation Plan––Roles
EducationPlan Learning Transformation andEquity
and Responsibilities
 SEA Assistive Technologist, Trainers and Technical Facilitators
Provide direct support and training in the use of specialized equipment to students with
SEA (Special Equipment Amount) claims and to the staff who support them. They also
set up equipment, load software and apps, connect peripherals and trouble-shoot
difficulties with software and hardware.

The Parent/Guardian/Caregiver:
• Becomes familiar with and informed about Board policies and procedures in areas
that affect the child
• Parents/guardians/caregivers new to any Special Education process who
require assistance to navigate the system or to address questions specific to
Special Education may request that the principal make a connection
between the school Special Education and Inclusion consultant and the
parents/guardians/caregivers

• Participates in IPRCs, parent/guardian/caregiver/staff conferences, and other

relevant school activities

• Actively participates in the development of the IEP

• Becomes acquainted with the school staff working with the student as
parents/guardians/caregivers voice is critical in setting up the student for
success

• Supports the student at home

• Works with the school principal, teachers and other school staff to solve problems
• Is responsible for the student’s attendance at school

Student Roles and Responsibilities

The Student:
• Adheres to requirements as outlined in the Education Act, regulations, and
policy/program memoranda

• Adheres to Board policies and procedures

• Participates in IPRCs, parent/guardian/caregiver/teacher conferences and other
activities, as appropriate

• Participates in the development of the IEP, where appropriate, to ensure student

voice and student agency

47 Special
SpecialEducation Plan––Roles
EducationPlan Learning Transformation andEquity
and Responsibilities
SEAC Roles and Responsibilities
For information on the roles and responsibilities of the TDSB’s SEAC, please see
Section E: Special Education Advisory Committee (SEAC).

48 Special
SpecialEducation Plan––Roles
EducationPlan Learning Transformation andEquity
and Responsibilities
Section E:
SPECIAL EDUCATION ADVISORY
COMMITTEE (SEAC)

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide details of the operation of the Board’s SEAC to the Ministry of Education and to
give members of the public the information to which they are entitled

The Role of the Special Education Advisory Committee (SEAC)

Regulation 464/97 of the Education Act establishes the SEAC as a statutory committee
that advises the Board on matters relating to special education and sets out its structure
and mandate. TDSB SEAC adopted Part IV of the TDSB Bylaws (2016) for its operating
procedures.

Under Regulation 464/97, SEAC:

● May make recommendations to the Board respecting matters affecting the

establishment, development, and delivery of special education programs and
services for exceptional students within the Board

● Is provided with opportunities to participate in the annual review of the

Board’s Special Education Plan

● Participates in the Board’s annual budget process as it relates to special education

● Reviews the financial statements of the Board as they relate to special education

The members of SEAC represent students with special education needs who attend
schools in the Toronto District School Board. During monthly SEAC meetings,
members provide input into the Board’s annual program and budget planning
processes as they pertain to special education.

49 Special Education Plan – Special Education Advisory Committee (SEAC)

 Meeting Times and Locations
All meetings for the 2023-2024 school year will be hybrid (in person and virtual). Meeting
times and zoom links can be found on the SEAC website.

SEAC Membership
The committee currently consists of 12 representatives from local associations, 8
community representatives from four Learning Centres of the TDSB and 3 trustees.
Alternate representatives attend meetings regularly and participate in discussions, but do
not vote unless substituting for an official representative.

Most SEAC members are parents/guardians/caregivers of TDSB students with special

education needs. In December 2022, a new Chair and Vice-Chair were elected for a one-
year term. The complete SEAC membership can be found here.

Membership Selection Procedures

Eligibility requirements for representatives on SEAC are outlined in Regulation 464/97 of
the Education Act. SEAC appointments are for a 4-year term and are renewed at the time
of municipal elections. Instructions for applying are posted here.

All SEAC representatives must:

● Be qualified to vote for members of the TDSB Board of Trustees (a Canadian

citizen over the age of 18 and resident in the jurisdiction)

● Not be employed by the TDSB

Regulation 464/97 permits a Board to appoint community representatives to SEAC. In

2010, trustees increased this membership component from three to eight with an equal
number of alternates. Candidates for community representative self-nominate. New
nominations are considered in the Fall and Spring of each year. When making community
representative appointments, the Board gives additional consideration to:

● Diversity

● Geographical representation from across the TDSB

● Parents/guardians/caregivers with children receiving special education

programming in the Toronto District School Board

50 Special Education Plan – Special Education Advisory Committee (SEAC)

 SEAC Input into the TDSB Special Education Plan
SEAC’s input is a critical part in developing the Special Education Plan. A SEAC Special
Education Plan subcommittee meets regularly and also seeks feedback from the public.
Discussion during SEAC meetings and information gathered from SEAC subcommittees
provide opportunities for in-depth review of Special Education and Inclusion service
delivery.

Parents & Caregivers as Partners Conference

The TDSB Parents & Caregivers as Partners Conference is organized by parents for
parents. SEAC members work collaboratively with other TDSB Community Advisory
Committees (CACs) to plan and deliver this annual conference.

In the past, partners have included advisory committees for Mental Health and Well Being;
First Nation, Métis and Inuit Communities; Inner City; French as a Second Language;
Equity; and parents/guardians/caregivers and central staff from Special Education and
Inclusion and Professional Support Services. Through this annual conference, SEAC
addresses goals such as inclusion for children with special education needs and builds on
the opportunity to empower parents/guardians/ caregivers to become informed, proactive
and effective advocates for their children.

SEAC Contact Information

All information pertaining to SEAC can be accessed through the links below:

SEAC Website
TDSB SEAC Homepage

SEAC Liaison
Name: Lianne Dixon
Email: lianne.dixon@tdsb.on.ca

Mailing Address:
Toronto District School Board
Special Education
5050 Yonge Street, 2nd Floor
Toronto, ON
M2N 5N8

51 Special Education Plan – Special Education Advisory Committee (SEAC)

Section F:
EDUCATIONAL AND OTHER
ASSESSMENTS

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide details of the board’s assessment policies and procedures to the ministry and to make
parents aware of the types of assessment tools used by the school board, the ways in which
assessments are obtained by IPRCs, and the ways in which assessments are used

Ensuring assessment practices and learning conditions are rooted in critical

consciousness ensures that no groups of students are marginalized or discriminated
against (hooks 2003).The primary purpose of student assessment and evaluation is to
improve learning. Assessment has the greatest potential to improve student learning when
it is an integral part of all classroom activities and when it is used to identify students’
strengths and needs to determine the next steps for learning. The Ontario Ministry of
Education policy documents Growing Success: Assessment Evaluation and Reporting in
Ontario Schools (2010) and Growing Success – The Kindergarten Addendum provide
guidance to schools on policies and procedures for assessment, evaluation, and reporting
for Kindergarten and Grades 1 to 12. The policies outlined in Growing Success, described
below, reflect the current state of continuously evolving knowledge about learning.

When a teacher observes a student who has some areas for growth at school (e.g.,
academic, social/emotional, behavioural), the teacher will seek support through the
principal and the Special Education and Inclusion Consultant. Collaboratively, they will
ensure that instructional intervention strategies focus on the student’s identity, lived
experiences, strengths and areas for growth. Strategies need to include the following:

• Evidence of Culturally Relevant and Responsive Pedagogy, Cultural Safety and

Trauma-Informed practices and assessment that reflects the student’s identity and
lived experiences

52 Special Education Plan – Educational and Other Assessments

 • Evidence of Tier 1 and Tier 2 Strategies, Universal Design for Learning and
Differentiated Instruction

• Evidence of Student Information and an Individual Learning Plan (ILP) that record
and track any strategies implemented

• Evidence of implemented strategies recommended by the Special Education and

Inclusion Consultant

Most student needs can be met in the regular classroom with Tier 1 and Tier 2
interventions that consider the student’s identity, lived experiences, strengths
and areas for growth. If this is not possible, after careful consideration of the
above and communication with parents/guardians/caregivers, the teacher may
refer the student to IST and/or SST.

Assessments by Teachers
Assessment findings provide information relevant for classroom programming, Individual
Education Plans, the Provincial Report Card and Identification Placement and Review
Committees. Teachers collect assessment information in a variety of ways: formal and
informal observations, discussions/conversations/questioning during the learning process,
student-teacher conferences, homework, group work, demonstrations/performances,
projects, portfolios, developmental checklists/continua, peer and self-assessments/
reflections, essays and tests. Assessment is planned at the same time as instruction, to
determine what needs to be taught, guide next steps and help both teachers and students
monitor and evaluate progress towards achieving learning goals.

Kinds of Educational Assessment

Teachers carry out educational assessment as part of their on-going work with all students
and for students with special education needs, throughout the development,
implementation and review of Individual Education Plans (IEP). Teachers use terms such
as diagnostic, formative and summative to describe the kinds of educational assessment
that can be used for different purposes: assessment FOR learning, assessment OF
learning, and assessment AS learning.

Assessment FOR learning is the process of collecting information to decide where

learners are in their learning, where they need to go and how best to get there. It is integral
to the IEP process and can be diagnostic and/or formative in its use:

• Diagnostic assessment occurs before instruction begins so teachers can

determine students’ readiness to learn new knowledge/skills and identify their
instructional needs. Teachers use the information to determine what students
already know and can do with respect to the knowledge and skills outlined in the

53 Special Education Plan – Educational and Other Assessments

 curriculum expectations. Teachers then work with students to set appropriate
learning goals and plan differentiated and personalized instruction/assessment.

• Formative assessment is frequent and ongoing, carried out while students are
gaining knowledge and practising skills. Teachers use the information to monitor
students’ progress towards achieving expectations, to provide students with
descriptive feedback and coaching for improvement, to plan next steps and to
differentiate instruction and assessment in response to student needs.

Assessment OF learning is the process by which teachers record and report on student
learning. This assessment is summative, occurring at or near the end of a period of
learning. The information gathered is used by teachers to evaluate and communicate
achievement at a given point in time, on the basis of pre-set criteria. It may also be used to
plan further instruction.

For most students in Grades 1 to 12, this kind of assessment looks at achievement of the
provincial curriculum expectations against Ministry established rubrics.

• For students with special education needs and for English language learners who
require accommodations but do not need to have grade expectations modified,
evaluation of achievement is based on the Ministry grade/course expectations and
achievement levels.

• When students require modified or alternative expectations, evaluation of

achievement is based on the expectations outlined in their IEPs. For this reason, it
is important that IEP goals be expressed as specific and measurable outcomes.

Assessment AS learning is the process by which teachers help students learn how to
be their own best assessors, to become independent learners. This assessment is
formative, requiring teacher support, modelling and guidance and structured
opportunities for students to assess themselves. Students learn how to monitor their
own progress, recognize when they need help, advocate for themselves, adjust their
approaches to learning and set new goals. These are increasingly important skills for
students with special education needs as they progress through the grades.

Diagnostic Assessment Tools for Teachers

The Ministry of Education released Policy Program Memorandum No. 155 Diagnostic
Assessment in Support of Student Learning to outline how diagnostic assessment tools
may be used in support of student achievement. It specifies the shared and individual
responsibilities of teachers, principals, and school board staff and their collective
accountability for student achievement. PPM 155 guidelines are focused on the effective
use of diagnostic assessment tools to inform teaching and learning practices in the
classroom. The guidelines direct that teachers must use diagnostic assessment during the
school year, selecting tools from the board’s approved list and that they are to use their

54 Special Education Plan – Educational and Other Assessments

 professional judgment when selecting and using diagnostic assessment tools.

PPM 155 guidelines do not apply to:

• Individual educational and/or professional assessments conducted to determine the
special education programs and/or services required by students with special
education needs
• Large Scale Assessments like EQAO (Grade 3, 6, 9 and OSSLT), Program for
International Student Assessment (PISA), Trends in International Mathematics and
Science Study (TIMSS), Progress in International Reading Literacy Study (PIRL),
Pan-Canadian Assessment Program (PCAP) and other Ministry mandated
assessments.

Canadian Cognitive Abilities Test (CCAT-7)

The purpose of the Canadian Cognitive Abilities Test (CCAT-7) for Grade 3 students is to
provide comprehensive information to classroom teachers about the learning strengths
and areas for improvement for all students. Teachers will use the data to plan
differentiated assessment and instruction for students.

The results from the CCAT-7 may be considered by the School Support Team (SST) to
determine if further assessment is warranted. Depending on the findings, the SST may
recommend referral of a student for an individual intellectual assessment.

Central staff may also use test results to establish a basis for the evaluation of existing
programs and assist in planning appropriate curriculum and instructional programs at the
system level. Individual test results will be treated confidentially and any data used for
purposes of reporting to the public will be done generically without disclosure of identifying
information.

Information about the CCAT-7 administration process is posted on the TDSB website.

55 Special Education Plan – Educational and Other Assessments

The tables below are not in compliance with TDSB AODA standards. Please advise
SpecialEd@tdsb.on.ca if you require the information in an AODA-compliant format.

TDSB Approved List of Diagnostic Assessment Tools

Assessment/Tool Grades/Division Purpose Recommended Timelines
Observation Survey Early Years Provides a comprehensive overview of a On-going
student’s level of literacy development;
measures students’ skills and understanding
of reading and writing
Running Records Primary Document students’ reading behaviours to On-going for all students; more
and Reading determine a student’s instructional reading frequently for those students
level; to create dynamic guided reading who are experiencing difficulty
Conference
groups; to allow for documentation of with text (i.e., at least once
progress over time every 2 weeks)
DRA Primary K – 3 Provides information about individual Senior kindergarten: Spring –
Junior 4 – 6 student’s skills in reading (decoding, only for those students
Intermediate 7 – 8 fluency, and comprehension); assists in demonstrating an
making instructional decisions when understanding of the concepts
grouping students for modelled, shared, of print
guided and independent reading Grades 1 – 8: minimally twice a
year, especially for students
who are at level 2 and below in
reading and writing
CASI Junior 4 – 6 Assists teachers in determining students’ Grades 4 – 8: Fall and Spring
Intermediate 7 – 8 strengths and learning needs individually, as Reading assessment may be
small groups or whole class profile; provides administered in the middle of
information on students’ attitudes to reading, the year with students who
reading preferences and interests; assists in require closer monitoring in
making instructional decisions when reading
grouping students for modelled, shared,
guided and independent reading
Literacy Success Kit Secondary 9 – 10 Intended for Grade 9 or Grade 10 English Grades 9 – 10: 4 to 6 weeks
courses or any subject; assists teachers in into the course in a semestered
determining students’ strengths or learning school, or 10 to 12 weeks in a
needs individually, as small groups or whole non-semestered school
class profile
Le Sondage French Immersion Provides a comprehensive overview of a K to Grade 1: Fall, as
d’observations K – Grade 1 student’s level of literacy development; appropriate
measures students’ skills and understanding
of reading and writing
Alpha Jeunes French Immersion Provides information about individual K and Grade 1: students who
Grades 1 – 3 student’s skills in reading through miscue demonstrate readiness, as
analysis of oral reading and assessing a appropriate
retell of the text in French; Assists in making Grade 1: Spring only
instructional decisions when grouping
Grades 2 to 3: Fall and Spring
students for modelled, shared, guided and
independent reading
Trousse French Immersion Assists teachers in determining students’ Grade 4: Fall and Spring
Diagnostique de Grades 4 – 8 strengths and learning needs with respect to Grades 5 to 8: once a year in
reading comprehension and critical thinking French and CASI once a year in
Lecture
skills and to determine appropriate teaching English
strategies for reading; Assists in making Middle of the year for students

56 Special Education Plan – Educational and Other Assessments

 instructional decisions when grouping requiring monitoring in French,
students for modelled, shared, guided and English or both
independent reading
Assessment/Tool Grades/Division Purpose Recommended Timelines
Burns-Roe Reading ELD - LEAP Determines students’ levels of literacy in Twice per year – beginning and
Inventory reading vocabulary, comprehension and near year-end
decoding skills; information taken into
account at the yearly LEAP review
(April/May)
ERGO ESL – Elementary and Initial assessment of oral, reading and The tool is used once as initial
Secondary writing skills; elementary assessment assessment
enables teachers to provide the appropriate
program, resources and modifications
and/or adaptations to an ELL’s program;
secondary version is aligned with ESL
courses of study for secondary school
program placement
STEPS to English ESL For assessing and monitoring English K to 12 initial diagnostic and at
Language language learners’ language acquisition and reporting intervals
Proficiency literacy development across the Ontario
curriculum (oral, reading, writing)

TDSB Approved Diagnostic Assessment Tools for K-12 Mathematics (Tier 1)

Diagnostic Tool Description
Core Mathematics Resources Trillium-listed core mathematics resources include materials to assess
Grades K-12 students’ prerequisite skills, concepts and vocabulary.

Core resources contain:

● Diagnostic assessments for every chapter or unit (e.g. Getting Ready
sections).
● Additional practice resources

French: Core mathematics resources are available

Knowledgehook Knowledgehook is an instructional guidance system that leverages formative

Grades: 1-10 assessment in a game-based environment to provide insights into student
mathematical learning and intervention materials to support.

Knowledgehook contains:
● “Warm-Ups,” diagnostic assessments that cover expectations from the
previous grade and provide teachers with information to determine the
readiness of students for particular concepts
● Differentiated activities to assess students’ understanding using visual
prompts and virtual manipulatives
● Teacher supports, including a background document to build teachers’
math content knowledge for teaching, a misconception chart to support
addressing specific errors, and intervention questions to consolidate
new learning.

French: Grades 3-10 activities and materials are available

Knowledgehook is a district-provided tool. Click here to access

Knowledgehook

57 Special Education Plan – Educational and Other Assessments

Math Pre-Assessment Math Pre-Assessment provides short, whole-class diagnostic assessments to
(Nelson) determine the procedural knowledge and conceptual understanding of students
ahead of specific grade-level learning units.

Grades: 1-8
Math Pre-Assessment contains:
● Developmental trajectories that provide a picture of math development
● Diagnostic assessments that help to identify where a student is on the
developmental trajectory
Analysis charts to score pre-assessments and next steps for instruction,
remediation and intervention

Mathology Mathology is an instructional program that provides ongoing assessment

(Pearson) opportunities within games, books, and other learning activities, driven by the
big ideas in mathematics.

Grades: K-6 Mathology contains:

● Diagnostic activities that begin with an initial lesson or readiness tasks,
based on the previous year’s expectations, to support with instructional
decisions
● Mathology “Little Books,” activity kits, and math mats to support
mathematics learning in different modes

French: Mathologie currently supports K-Grade 3 students

MathUP Classroom (Rubicon) MathUP Classroom is a comprehensive, online, K–8 instructional tool that
helps build teachers’ knowledge and understanding of mathematics.

Grades: K-8 MathUP Classroom contains:

● Diagnostic assessments using open and closed tasks for each topic
● Activities, online games, lessons, and ongoing assessments for
learning

French: K-Grade 6 materials are currently available

What To Look For: Understanding and What to Look For: Understanding and Developing Student Thinking in Early
Developing Student Thinking in Early Numeracy is a professional learning resource with a developmental continuum
for early numeracy and sample tasks that can be used to gauge students’
Numeracy
numeracy skills.
(Pearson)
What to Look For contains:
Grades: K-3 ● Research-based developmental continua for addition and subtraction
in early numeracy
● Descriptions of strategies, along with access to videos of
students displaying those strategies
Games to push student thinking forward

TDSB-Approved Intervention Tools for K-12 Mathematics (Tiers 2 and 3)

Intervention Tool Description
Gap Closing The Gap Closing package is designed to help teachers of Grades 4-12 provide
(Ontario Ministry of Education) precisely targeted remediation for students whom they identify as being
significantly behind in mathematics. The goal is to close gaps in number sense
so that students can be successful in learning grade-appropriate mathematics.
Grades: 4-12

58 Special Education Plan – Educational and Other Assessments

 Gap Closing contains:
● a diagnostic assessment that is designed to uncover the typical
problems students have with that topic
● a set of intervention materials that includes a single-task open question
and a multiple-question Think Sheet approach that teachers can select
from based on the student’s learning preferences and readiness

French: Grades 4-6 number sense is available.

Click here to access Gap Closing resources

Knowledgehook Knowledgehook is an instructional guidance system that leverages formative

assessment in a game-based environment to provide insights into student
learning and intervention materials to support the development of students’
Grades: 1-10 conceptual understanding.

Knowledgehook contains:
● “Warm-Ups,” diagnostic assessments that cover expectations from the
previous grade and provide teachers with information to determine the
readiness of students for particular concepts
● Differentiated activities to assess students’ understanding using visual
prompts and virtual manipulatives
● Teacher supports, including a background document to build teachers’
math content knowledge for teaching, a misconception chart to support
addressing specific errors, and intervention questions to consolidate
new learning.

French: Grades 3-10 activities and materials are available.

Knowledgehook is a district-provided tool. Click here to access

Knowledgehook

Leaps and Bounds Toward Mathematics Leaps and Bounds Toward Mathematics Understanding is developed to help
Understanding teachers support students who require additional intervention to become more
successful in mathematics.
(Nelson)
Leaps and Bounds contains:
Grades: 1-8 ● Diagnostic assessment tools for each topic with answer keys that
identifies gaps based on student responses
● Background information for each topic that identifies common
errors and addresses why students might be struggling with a
particular topic
● Multiple supporting activities to help students with developing
conceptual understanding

French: À pas de géant vers une meilleure compréhension des maths is

available.

59 Special Education Plan – Educational and Other Assessments

Assessments by Professional Support
Services (PSS)
Special Education and Inclusion staff work in collaboration with Professional Support
Services (PSS) staff. A recommendation for an individual assessment by PSS staff
comes through the School Support Team (SST). The SST also considers requests for
assessments from parents/guardians/caregivers, qualifying students (of age and with
the cognitive capacity to understand), or outside agencies.

School-based community services are offered to students, either in-person or remotely:

• School-Based Rehab Services (Speech Therapy and OT/PT) services provided by

the respective Community Treatment Centre (i.e., Children’s Treatment Network or
Grandview Kids)

• Nursing services for medically fragile students provided through Home and
Community Care Support Services (HCCSS)

School-based community services staff follow the safety procedures and protocols of
TDSB and require a safe, private space in schools to provide services.
A recommendation for individual assessment requires the agreement of
parents/guardians/caregivers or qualifying students. PSS staff will contact
parents/guardians/caregivers or qualifying student to seek informed consent before
beginning the assessment. This ensures shared understanding of the reasons for the
assessment, the nature of the assessment, the risks, benefits and possible outcomes of
the assessment, as well as how information from the assessment will be managed and
shared. Issues of where and how the record will be stored and the limits to confidentiality
are outlined in the informed consent process which can be found in Appendix E: Release
of Confidential Information, along with the permission form.

Throughout the PSS assessment process, parents/guardians/caregivers or qualifying

students are involved and at the conclusion are offered verbal and written feedback about
the assessment findings. The services of a cultural or communication facilitator will be
offered where necessary. Written reports are provided to parents/guardians/caregivers or
qualifying students at, or close to the time of, verbal feedback.

60 Special Education Plan – Educational and Other Assessments

 Child and Youth Services
Child and Youth Workers (CYWs) and Child and Youth Counsellors (CYCs) are members
of PSS working in the school/program community. They collaborate with teachers, special
education staff and other school community members to identify strengths and needs and
offer professional supports for students and families. They participate in In-School Team
(IST) and School Support Team (SST) meetings by contributing specialized knowledge.
Services are provided through a referral process or through the Identification Placement
and Review Committee (IPRC) decision to a classroom with CYW support. The referral
process varies from position to position. However, a signed referral and the informed
consent of the parents/guardians/caregivers or of a student who is 12 years of age or older
is always required.

CYWs and CYCs provide specialized supports to students. Their work is culturally
responsive, strength-based and collaborative. Services may include counselling and
interventions on matters of mental health and well-being, crisis de-escalation, social and
life skill development, behavioural support, and school avoidance. An assessment
informed by developmental, culturally relevant, ecological, and strength-based
perspectives is completed to identify areas for programming. CYWs and CYCs build
therapeutic relationships and set clear goals to ensure all students find their own path to
success.

Team members are supervised by a principal for operational/day-to-day matters and their
managers on professional matters. All Child and Youth Services staff are expected to
adhere to the code of ethics of the Ontario Association of Child and Youth Care and the
TDSB Child and Youth Services Standards of Practice. The required qualification for
CYWs is a Child and Youth Care Diploma, while CYCs are required to have a Degree in
Child and Youth Care or Social Work.

Child and Youth Services may include:

• Discussions with students to establish relationships, identify strengths and areas

of growth and encourage student voice

• A review of the student’s school records [with parent/guardian/caregiver or student

consent (if older than 12 years)]

• Classroom observations

• Discussion with family to obtain relevant history and information about current
strengths and areas of growth at home

• Collaboration with school personnel and other professional support services

colleagues

61 Special Education Plan – Educational and Other Assessments

 • Contact with external agencies and service providers

• Assessment of strengths and areas of growth

• Provision of social and life skill building programming

• Use of daily life events to develop skills, understanding, and goals through genuine
co-created relationships

• Group and individual short-term counselling

• Behaviour management support

Management of Records

Records of identified strengths and needs, goals, interventions, programming and supports
are maintained in a confidential file of Child and Youth Services as per the TDSB Child and
Youth Services Standards of Practice. Rather than an assessment report, Child and Youth
Services staff develop student goals, proactive strategies, and programming to meet
student needs and enhance student success based on assessment outcomes.

CYCs complete a summary report at the conclusion of support. This is maintained in the
confidential Child and Youth Services file and in the Ontario Student Record (OSR), with
consent. CYWs on the Behaviour Prevention and Intervention Team also complete
reports. These reports are maintained in the Special Education File, the confidential
Child and Youth Services file and the OSR, with consent.

Occupational Therapy and Physiotherapy (OT/PT)

Occupational Therapists/Physiotherapists (OT/PT) collaborate with regular and special

education teachers to provide consultative therapeutic programming support and
accommodation strategies for students with physical and/or developmental disabilities,
and/or for students with safety/accessibility difficulties that impede access to programming
and curriculum. They also conduct assessments and provide timely tiered supports for
students’ adaptive skills, social and play skills, executive function skills, behavioural
function, pre-vocational and community living skills, and of their gross motor, fine motor
and sensory motor development skills. They can provide physical-management, sensory-
motor, and programming recommendations, and assist schools with referrals to Home
and Community Care Support Services (HCCSS), as needed.

62 Special Education Plan – Educational and Other Assessments

 Referrals for OT/PT Assessments

OT/PT assessments are accessed through the School Support Team (SST), where OT/PT
staff may attend. OT/PT consultation with the attending Special Education and Inclusion
Consultant may also occur after the SST meeting.

The referral process requires the informed consent of the parents/guardians/caregivers

or student 18 years of age or older. This ensures shared understanding of the reasons
for the assessment, the nature of the assessment, the risks, benefits and possible
outcomes of the assessment, as well as how information from the assessment will be
managed and shared. Issues of where and how the record will be stored and the limits to
confidentiality are outlined in the informed consent process which can be found in
Appendix E: Release of Confidential Information, along with the permission form.

Assessments are conducted under the Regulated Health Professions Act by Occupational
Therapists and Physiotherapists registered in the College of Occupational Therapists of
Ontario and College of Physiotherapists of Ontario, respectively.

OT/PT assessments may include, but are not limited to:

• A review of the student’s school records
• Classroom observations
• An interview with parents/guardians/caregivers to obtain developmental and
relevant family and medical history

• An interview with school personnel, the student, and support service colleagues
• Contact with hospitals, rehabilitation centres, and community agencies

• Provision of specific school-based recommendations pertaining to gross/fine motor

function, mobility (school/community), sensory motor/behaviour, visual motor
integration and perception skills, social and play skills, executive function skills,
and pre-vocational and community living skills

• Assessment and recommendations to promote safety and independence of

activities of daily living skills (e.g., feeding, dressing, personal care), where
applicable

• Assessment for equipment needs such as Special Equipment Amount (SEA)

and/or support in accessing the Assistive Devices’ Program (ADP)

63 Special Education Plan – Educational and Other Assessments

 Management of OT/PT Assessment Results

The results of OT/PT assessments are communicated with parents/guardians/caregivers

through an interview and/or a written report. Written reports are provided to the
parents/guardians/caregivers or student 18 years of age or older and who has the
cognitive ability to understand, at or close to the time of verbal feedback. Reports include
recommendations for physical management (e.g., mobility, seating and positioning for
function), activities of daily living skills, motor skills, executive function skills, behavioural
function, social and play skills, pre- vocational and community living skills, physical and
mental health and wellness, and sensory integration. As outlined during the informed
consent process, the results may be discussed with relevant teachers and professional
support staff for educational planning and programming purposes.

Records from OT/PT assessments are kept in confidential files, which are maintained in
accordance with the regulations and provisions of the Professional Colleges and the
Regulated Health Professions Act. Locations of copies of the report are discussed with
parents/guardians/caregivers. The consent of parents/guardians/caregivers is required for
referral to community services for which the student may be eligible (e.g., Children’s
Treatment Centres, School Based Rehabilitation Services) or for a student’s OT/PT report
to be released to an outside agency.

Community Resources

For any in-school nursing support, the school team is to refer to the Home and Community
Care Support Services – School Health Support Services (formerly known as the LHIN).

For any in-home supports required, families may self-refer to the Home and Community
Care Support Services – Family Managed Home Care. Students with significant medical
needs may also access Holland Bloorview Kids’ Rehabilitation Hospital for clinical services
within the community; a referral must be generated by a family physician or dentist to
access the medical or dental services at this site.

The Home and Community Care Support Services also offers mental health and
addictions’ nursing support; however, the referrals are to be generated by school staff.

Psychological Services

Psychological Services staff includes Psychologists, Psychological Associates and

Psychoeducational Consultants, who consult with teachers and School Support Teams
(SST) about effective classroom programming to address socio-emotional, behavioural
and/or learning needs. With the required permission, they conduct a comprehensive
individual Psychological assessment of students’ learning, social-emotional, and

64 Special Education Plan – Educational and Other Assessments

 behavioural development to diagnose disorders, identify students’ learning strengths and
areas of growth, and recommend effective intervention strategies. They also have a role
on Identification Placement and Review Committees (IPRCs) in identifying
exceptionalities and recommending program placement.

Referrals for Psychological Assessments

The purpose of a psychological assessment is to better understand the learning, socio-

emotional and/or behavioural strengths and areas of growth of a student, in order to help
in the delivery of the most appropriate programming.

Psychological assessments are accessed through the School Support Team (SST)
(which includes a Psychological Services professional) using a referral process that
requires the informed consent of the parents/guardians/caregivers of a student under the
age of 18, or of a student who is 18 years or older and has the appropriate level of
cognitive ability to understand what they are consenting to. The informed consent
process ensures a shared understanding of the reasons for the assessment, the nature
of the assessment, the risks, benefits and possible outcomes of the assessment, as well
as how information from the assessment will be managed and shared. The informed
consent process can be found in Appendix E: Release of Confidential Information, along
with the permission form.

The staff conducting the assessment is either a member of the College of Psychologists of
Ontario or works under the direct supervision of a member of the College of Psychologists.
Psychological Services staff are governed by the Psychology Act, the Regulated Health
Professions Act, the Health Care Consent Act, the Municipal Freedom of Information and
Protection of Privacy Act (MFIPPA), and the Education Act when working in a school
board.

A psychological assessment may include the following:

• A review of the student’s school records

• Interviews with the parents/guardians/caregivers and student to obtain
developmental, family, and medical history

• Interviews with school personnel and the student

• Classroom observation
• An assessment (standardized and informal measures) of the student’s cognitive
abilities, academic skills and social-emotional functioning to assess learning
strengths and areas of growth

65 Special Education Plan – Educational and Other Assessments

 Wait time for a psychological assessment varies. Once a referral has been initiated, the
average wait time is typically less than one year. The SST determines the priority in which
students will be seen relative to the nature and complexity of student needs and all referral
requests from the school.

Management of Psychological Assessment Results

As outlined during the informed consent process, the results and recommendations of a
psychological assessment are discussed with the parents/guardians/caregivers or
qualifying student and with staff of the TDSB who are directly involved with the student. A
cultural or communication facilitator will be offered and arranged, if necessary. A copy of
any written report is provided to the parents/guardians/caregivers or qualifying student, at
or close to the time of verbal feedback. A copy is also given to the school, to be placed in
the student’s Ontario Student Record (OSR).

The original written report, assessment measures, notes, and other information obtained
during the assessment are maintained in the confidential files of Psychological Services in
accordance with the Psychology Act and the Regulated Health Professions Act. An
electronic copy of the report is uploaded to a confidential records management system
within the TDSB.

Psychological Services will not release any information to persons or facilities outside of
the TDSB without written consent, except as may be required by law.

Social Work

School Social Workers are closely affiliated with schools to provide a variety of support to
students, families and school staff. School Social Workers participate on School Support
Teams (SST), contributing specialized knowledge, culturally responsive and relevant
practices and resources, mental health and wellness strategies as well as healthy home
life and student achievement practices. School Social Workers also conduct assessments
to identify social, emotional and behavioural factors that can impact a student’s ability to
make the most productive use of the learning environment.

Referrals for Social Work Assessments

A referral to Social Work can be initiated through the SST, which includes a social worker
through referrals from principals, staff, parents/guardians/caregivers, or through self-
referral by students themselves or at any time on an as-needs basis. This includes
requests for culturally specific social workers. Social Work assessments require the
informed consent of the parents/guardians/caregivers or of a student who is 12 years of
age or older.

66 Special Education Plan – Educational and Other Assessments

 The informed consent process ensures a shared understanding of the reasons for the
assessment, the nature of the assessment, the risks, benefits and possible outcomes of
the assessment, the types of service that may be provided to the student, as well as how
information from the assessment will be managed and shared. The informed consent
process can be found in Appendix E: Release of Confidential Information, along with the
permission form.

School Social Workers possess a Master of Social Work degree, with a minimum of three
years’ experience working with children and youth. All Ontario Social Workers are
regulated by the Ontario College of Social Workers and Social Service Workers and
subscribe to a set of professional ethics and standards of practice. A Social Work
assessment may include:

• Interviews with the student

• An interview with the parents/guardians/caregivers to obtain relevant family and
social history

• Interviews with Support Services colleagues and school personnel

• A review of school records
• With consent, contacts with community agencies
• Classroom observations

There is typically no wait time for social work since service is initiated as soon as possible
upon receipt of a request for service. A referral form is completed, and informed consent is
obtained from the parents/guardians/caregivers or from students 12 years of age or older.

Management of Social Work Assessment Results

As outlined during the informed consent process, recommendations and reports are
discussed with the parents/guardians/caregivers and/or students (dependent on the nature
of the referral, the age of the student or where professionally determined as appropriate by
the social worker). With permission, relevant information is shared with school personnel
and, where applicable, professional staff from community agencies.

Standards of Practice of the Ontario College of Social Workers and Social Service
Workers regulating Social Work records are adhered to. Registered Social Workers ensure
that records are current, accurate, contain relevant information about students, and are
managed in a manner that protects the student’s privacy. Social Work records are stored
in confidential Social Work files in secure locations at the regional Education Offices.

67 Special Education Plan – Educational and Other Assessments

 Speech Language Pathology Services
Speech-Language Pathologists participate on School Support Teams (SST),
contributing specialized knowledge and resources to aid deeper understanding of the
connections between communication, learning, literacy, and social development. They
also conduct assessments and collaborate with regular and special education teachers
to design language, literacy, and social communication programming. Services are
prioritized to support younger students from Kindergarten through Grade 3 who have
oral language delays and disorders that may affect literacy, academic, and social
development.

Referrals for Speech and Language Assessments

Speech-Language Pathology assessments evaluate students’ communication skills in the

areas of oral language (e.g., comprehension, expression, vocabulary, phonological
awareness), speech (e.g., articulation, stuttering, voice/resonance), augmentative and
alternative communication (AAC) and related difficulties in literacy development and
functional social communication, distinguishing second-language issues (e.g., ELL, ELD)
from language disorders.

A Speech-Language Pathology assessment is initiated through the School Support Team

(SST) (which includes the speech-language pathologist) using a referral process that
requires the informed consent of the parents/guardians/caregivers, or of the student 18
years of age or older.

The informed consent process ensures a shared understanding of the reasons for the
assessment, the nature of the assessment, the risks, benefits and possible outcomes of
the assessment, the types of service that may be provided to the student, as well as how
information from the assessment will be managed and shared. The informed consent
process can be found in Appendix E: Release of Confidential Information, along with
the permission form.

Assessments are conducted by speech-language pathologists, registered in Ontario under

the Regulated Health Professions Act, and may include the following:

• A review of the student’s school records

• Interviews with parents/guardians/caregivers to obtain developmental, family, and
medical history

• Interviews with school personnel and the student

• Classroom observation
• An assessment (standardized and informal measures) of the student’s receptive
and expressive language skills, articulation, fluency, voice skills and reading and
writing skills to assess learning strengths and areas of growth

68 Special Education Plan – Educational and Other Assessments

 Average wait times for an assessment vary anywhere from a few months to a year,
although the majority of students are seen within six months. Assessments are provided
for students according to prioritized needs. The SST determines the priority in which
students will be seen relative to the nature and complexity of student need and all
referral requests received.

Management of Speech Language Assessment Results

Speech-Language Pathology reports are stored in confidential speech-language pathology
files in the Education Offices, according to the Records Regulation of the College of
Audiologists and Speech-Language Pathologists of Ontario (CASLPO). The results of
speech and language assessments are communicated with parents/guardians/caregivers
through an interview. A copy of any written report is provided to
parents/guardians/caregivers or qualifying students 18 years of age or older and having
the cognitive ability to understand, at or close to the time of verbal feedback.

As outlined during the informed consent process, the results of the speech and language
assessment are discussed with relevant teachers and professional support staff for
educational planning and programming purposes. A copy of the report is kept in the
Ontario Student Record (OSR). The consent of parents/guardians/caregivers is required
for referral to community services for which the student may be eligible, or to release a
student’s speech and language report to an outside agency.

Sharing of Professional Assessment Information and Privacy

The Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) requires
that Professional Support Services (PSS) staff receive explicit written or verbal consent
from parents/guardians/caregivers or the student (when of age and with the cognitive
capacity to understand), to share information that they collect with school staff (e.g.,
educational assistants, teachers, principals). This permission is discussed during the
informed consent process.

The sharing of assessment findings or information with persons outside of the TDSB will
only occur with the expressed written permission of the parents/guardians/ caregivers, or
qualifying student, except as required by law (as per the Personal Health Information
Protection Act). Further information about the privacy rights of parents/
guardians/caregivers is detailed in a PHIPA Privacy Statement, posted on the Board’s
public website under Professional Support Services.

The TDSB Policy PR 677 Recorded Information Management requires that PSS
files are retained for a minimum of ten years after graduation age (which in most
cases is either 18 or 21). This requirement is in accordance with professional guidelines.

Students who are referred for an assessment are often seen within the school year in
which the request is made. Referrals not seen by the conclusion of the school year will be
prioritized on a wait list for assessment in the following school year. A variety of factors,

69 Special Education Plan – Educational and Other Assessments

 such as length of time on the waitlist, nature of the referral question, age of the student
and urgency for assessment results, will be used to prioritize referrals on a wait list.

70 Special Education Plan – Educational and Other Assessments

Section G:
EARLY IDENTIFICATION PROCEDURES
AND INTERVENTION STRATEGIES

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suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide details of the board’s consultation process to the ministry and to the public

All children enter school capable, competent and ready to learn. Full day Kindergarten
supports a strong two-year foundation for future learning. The TDSB is committed to
creating Early Years learning environments where children feel a sense of joy, belonging
and engagement, in spaces where they feel safe, are motivated to learn and are eager to
be part of the school experience. The experiences and developments in the early years
are broad and are situated in relationships and social competencies which are key
aspects of programming in Kindergarten - Grade 2. As educators differentiate instruction
in the early years, students should be able to access learning and experiences that are
optimal for their own individual growth. In very few cases, Intensive Support Programs
(ISPs) are available for students of the Kindergarten age who have complex needs.

Early and Ongoing Identification and

Intervention
Early and ongoing identification and intervention are recognized by the TDSB as
contributing to the well-being of all children and to better outcomes for students. The
standard of practice includes early identification of learning needs, use of appropriate
teaching strategies, ongoing assessment and open communication with
parents/guardians/caregivers and students. Following their registration in the TDSB, most
children will attend the regular classroom in the neighbourhood school, where ongoing
assessment and monitoring is a continuous process. Strategies to identify each student’s
level of development, learning abilities and areas for improvement are expected to be
implemented in all classrooms. Through ongoing assessment, teachers are expected to
identify areas of growth in a timely way and design educational programs to
accommodate those needs while facilitating each student’s growth and development.

71 Special Education Plan – Early Identification Procedures and Intervention Strategies

 As stated in Ministry of Education Policy/Program Memorandum No. 11:
These procedures are a part of the continuous assessment and program
planning process which should be initiated when a child is first enrolled in
school and no later than the beginning of the program of studies
immediately following Kindergarten and should continue throughout a
child’s school life.

TDSB procedures for early and ongoing identification:

• Comply with Ministry of Education PPM No.11 and the requirements of the TDSB
Special Education Plan

• Ensure that schools are able to identify each student’s level of development,
learning abilities, and needs upon entering the TDSB

• Support successful transitions to school

• Enable teachers to use the information to plan appropriate instruction for all
students

• Provide the starting point for ongoing identification and tracking of students at risk

• Provide relevant data related to student development and needs, which can be
used to track students over time

• Provide schools with information to identify trends and patterns in the school
community

The TDSB believes it is critical that early and ongoing identification and intervention
strategies for students at risk be a priority in all grades, not just the primary grades,
enabling the development and implementation of appropriate Individual Education Plans
(IEPs) and Transition Plans when needed.

TDSB Developmental History Form

Operational Procedure PR 512 explains use of the TDSB New Student Registration:
Developmental History Form in early identification, providing a system-wide process for
gathering important information from parents/guardians/caregivers. The form is completed
by parents/guardians/caregivers or can be completed with the assistance of school staff.

The school principal ensures there is a scheduled time for parents to meet with the child’s
teacher to discuss the kinds of information addressed in the Developmental History Form.
Translators/communication facilitators are also arranged by the principal when needed.

72 Special Education Plan – Early Identification Procedures and Intervention Strategies

 Parents/guardians/caregivers are asked to share with the school their knowledge about
their child’s pre-school development, family background and health history. The
information collected is used by teachers to support program planning when students first
enter school (up to and including Grade 2). The Developmental History Form is filed in the
child’s OSR and the principal/vice-principal and child’s teacher(s) have access to the
information in the form. The principal is expected to ensure that school staff review the
information and use it to support the learning needs of students.

When completing the form or meeting with the teacher, parents/guardians/caregivers may
indicate that their child has special education needs and they are encouraged to share any
pertinent documents or assessments from doctors and other professionals. This requires
an Informed Consent for the Release of Confidential Information Form signed by
parents/guardians/caregivers.

Transition Planning for School Entry

At any grade level, some students with special education needs may require transition
planning prior to school entry or before attending a new school. Transition planning
generally involves the principal or a designate, the teacher, special education staff and the
parents/guardians/caregivers. It may require involvement of the School Support Team
(SST) to determine the kinds of supports a student will need on entering school. If
appropriate, other Board professional staff and agency personnel may be consulted.

Transition planning occurs for a child who is:

• Receiving service through Preschool Initiative programs

• Receiving specialized support in a preschool childcare, nursery school, hospital

program, at home, or through private consultants

• Returning from a specialized placement, such as a diagnostic setting

• Exiting an Intensive Behaviour Intervention Program (IBI) to enter full time school
(Connections Initiative)

A Transition Plan may recommend the development of an Individual Education Plan (IEP).
It may recommend referral to the School Support Team (SST) to consider the student’s
needs. The SST has access to TDSB Professional Support Services staff to assist the
teacher in successfully programming for a student with special education needs and for
determining appropriate next steps.

73 Special Education Plan – Early Identification Procedures and Intervention Strategies

 A child who requires a school-entry Transition Plan will be monitored through a school
team process involving the In-School Team (IST) and/or School Support Team (SST). A
child may also be referred to the IST or SST based on information in the Developmental
History Form. The school teams may:

• Recommend strategies for in-class and/or home support

• Develop a plan for in-school support
• With parental permission, request additional information (e.g., assessments)
from professional support services to clarify the child’s strengths and areas of
growth (SST only)

• Initiate the process for an Identification, Placement and Review Committee (IPRC)
meeting (SST only)

For a small number of eligible students who are registered but not yet attending a TDSB
school and present with extremely complex and/or medical needs, the SST may request
a Special Education Program Recommendation Committee (SEPRC) meeting. If
parents/guardians/caregivers are in agreement, a SEPRC recommendation can
facilitate placement in a full-time special education class designed to address more
complex needs.

Special Education Program Recommendation Committee (SEPRC)

A SEPRC is not a legal, provincially mandated process; it is unique to the TDSB. Only
through a parent or legal guardian can a SEPRC be requested, and only if the student
profile meets the criteria stated below will the SEPRC process be followed.

The Toronto District School Board is committed to providing equity of access to learning
with a timely admittance to school for students new to the Board and who fall within the
TDSB Low Incidence category of developmental disabilities, physical disabilities
including blind/low vision and deaf /hard of hearing. Students new to the TDSB with
extremely complex medical needs may be considered for immediate placement in an
Intensive Support Program (ISP). Usually, these are students who have been receiving
intensive, full-time special education class support in other school systems including out
of province, or specialized preschool/daycare prior to their arrival in the TDSB. This
includes students who have complex medical needs which may include a combination
of intellectual communication and/or behavioural needs, including persistent challenges
in daily living. This also includes students in need of care, treatment or rehabilitation
through Education and Community Partnership Programs (ECPP).

The student learning profile for a SEPRC suggests that the student requires access to
specialized equipment and specialized support whereby the home school will not be
able to adequately address the student’s complex medical and/or Low Incidence needs
even for a short period of time. The SEPRC process will assist in fast tracking the
student into the appropriate class and/or school.

If the student profile does not meet the criteria, the student will be welcomed by and
registered at their homeschool.

74 Special Education Plan – Early Identification Procedures and Intervention Strategies

Entry Plan for Students with Special
Education Needs
New students entering Kindergarten and SEPRC

All new students entering Kindergarten are encouraged to register at their homeschool.
However, in addition to SEPRC requests from the parent or legal guardian, and
ensuring the student profile is within the criteria stated above, only if the new JK/SK
student is enrolled in a specialized preschool/daycare or The Hospital for Sick Children
or Holland Bloorview Hospital-Support Kids Rehabilitation or if the student is receiving
intensive support that specifically addresses complex medical needs in another school
system including out of province, will the SEPRC process be initiated. Students in this
group should register 9-12 months in advance. This also includes students in need of
care, treatment or rehabilitation through Education and Community Partnership
Programs (ECPP).

When students are new to Canada and are not affiliated with the supports listed above,
the school will collect all medical documentation from the family and work with the
Special Education and Inclusion Consultant to support as appropriate.

For new Kindergarten students who are not within the Low Incidence category or who
do not have complex medical needs, the home school will welcome and register the
student. The student will learn alongside their peers and access all learning
opportunities. The student will be monitored and supported by the classroom teacher
with on-going assessment and evaluation, and an Individual Learning Plan (ILP) or
an Individual Education Plan (IEP) as per the Referral process, if required.

Students with exceptionalities who do not meet the SEPRC criteria

For all new students whose families are requesting a SEPRC because their child has an
exceptionality, schools will communicate the criteria for SEPRCs. Only if the student
meets the SEPRC criteria stated above will a SEPRC be initiated. Students who do not
meet the criteria stated above will be welcomed, and registered at their homeschool.

New students (K-12) with an exceptionality outside of the SEPRC criteria (e.g.,
Behavioural, Autism, Gifted, Mild Intellectual Disability) will be registered through the
regular process at their home school and will be supported by the classroom teacher
through on-going assessment and evaluation. Teachers will identify areas of the
student’s strength and growth and design an educational program incorporating
Universal Design, and Differentiated Instruction and Culturally Relevant and
Responsive Pedagogy to monitor a student’s progress and development through an
Individual Learning Plan (ILP). Based on on-going assessment and evaluation and in
collaboration with the principal, an IEP may be considered through the Referral
Process.

75 Special Education Plan – Early Identification Procedures and Intervention Strategies

 An IPRC will take place only if the family is seeking an Intensive Support Program
(ISP).

Student profile is within the SEPRC criteria, but homeschool is preferred

When the student’s learning profile meets the criteria for a SEPRC as stated above, and
the parent or legal guardian chooses to register at the home school and does not
request a SEPRC, then the home school will welcome and register the child. The
principal will collect supporting documentation of the child’s complex medical needs.
The principal will contact the Special Education and Inclusion Consultant to ensure
appropriate support is provided for classroom staff.

In collaboration with the Early Years Advisory Committee and the Child Care
Committee, selected preschool programs and agencies serving students in the Low
Incidence category including complex medical needs receive correspondence and
presentations annually in January regarding the entry process for students new to
TDSB. Principals are informed of this process. The selected preschool programs and
agencies forward names of potential students to the Special Education Coordinators
who then bring names forward to schools for a SEPRC.

Children who have attained the age of three years and who have a significant hearing
loss, may qualify for a special education class placement in TDSB’s Deaf and Hard of
Hearing preschool programs.

The chart below refers to the Entry Plan and Timelines for students who fall within the TDSB Low
Incidence category of developmental disabilities, physical disabilities including blind/low vision and
deaf /hard of hearing, including students with complex medical needs.

Entry Plan for Students with Special Person Responsible Timeline

Education Needs
Presentations are made annually to outside Special Education January
agencies regarding the entry process for Staff
students new to TDSB. Professional
Support Services
TDSB will send a letter regarding pre- Special Education January
registration to selected preschool Staff
programs serving students
with special needs.
A letter will also be distributed through Early Years January
the Early Years Advisory Committee and Advisory
the Child Care Committee. Principals will Committee
be informed. Child Care
Committee
Preschool programs/agencies forward Preschools Upon receipt of TDSB
names of potential students to Special /Agencies letter
Education Coordinators.

76 Special Education Plan – Early Identification Procedures and Intervention Strategies

Special Education Coordinators will notify Special Education Upon receipt of
TDSB schools of pending pre Staff information
registrations.
Please note the following:
Children who have attained the age of three Coordinator – Deaf Ongoing
years and who have a significant hearing and Hard of Hearing
loss may qualify for a special education
class placement in our Deaf and Hard of
Hearing preschool programs.

Children who have an Autism Spectrum Coordinator Ongoing

Disorder may receive additional – Autism Services
transitional support (e.g.,
Connections for Students).

Early Years Intervention Programs

Following through on its commitment to meet the needs of all students, the TDSB
implements a needs-based delivery model within a full continuum of special education
programs and services. Interventions are tiered, offering differing degrees and kinds of
assistance to help students be more successful.

Full understanding of a student’s learning profile is necessary to determine appropriate

programming and services to address learning needs. For all students, including
students in Kindergarten, teachers collect information through classroom observation
and assessment, a review of support strategies, and consultation with
parents/guardians/caregivers and special education staff. With parental permission,
information from professional assessments and/or community-based resource people is
also reviewed. Teachers use this information to plan the best way to help students
learn.

Interventions and their success are monitored by the classroom teacher, with
consultative assistance available to every school. Teachers can consult their In-School
Team (IST) for teaching and classroom management strategies to meet the needs of
their students. For more complex or persistent issues, they can consult their School
Support Team (SST) to access specialized consultation, action-planning, targeted
intervention and staff coaching to meet a wide variety of student needs. Teachers are
required to keep parents/guardians/caregivers informed about difficulties experienced
by their child and the kinds of supportive interventions put in place.

77 Special Education Plan – Early Identification Procedures and Intervention Strategies

 There are three Early Years Intervention programs that are specific to student learning
profiles. They include:

• Diagnostic Kindergarten Program (DK)

• JK/SK Deaf and Hard of Hearing (DHH) Co-enrollment Program
• Deaf and Hard of Hearing (DHH) Preschool Program

Diagnostic Kindergarten (DK) Program

The Diagnostic Kindergarten (DK) Program is designed to provide careful planning
and teaching of specifically targeted skills and alternative curriculum.

Students referred to Diagnostic Kindergarten are within the TDSB Low Incidence
category of developmental disabilities and physical disabilities. This includes students
who have complex medical and/or cognitive needs which may include a
combination of intellectual, communication, and behavioural needs, including
persistent challenges in daily living.

Diagnostic Kindergarten programs have one teacher, an educational assistant and a

noon hour assistant. A partnership between Professional Support Services (PSS) and
outside agencies is a valued component in the provision of support to staff and
parents/guardians/caregivers. The DK class size is 8; however, enrolment may be
impacted by students who are in partial attendance due to their participation in non-
TDSB programs [e.g., Intensive Behavioural Intervention (IBI), medical treatment] or
who are integrated for parts of the day in the regular kindergarten program.

Following placement in a DK program and prior to Grade 1, students are referred to

an Identification, Placement and Review Committee (IPRC) to determine if the
student is an exceptional learner and to recommend the required supports for the
upcoming school year.

Eligibility for the Diagnostic Kindergarten (DK) Program

Kindergarten-aged students are offered placement in Diagnostic Kindergarten (DK)

programs following either a decision by an Identification, Placement, and Review
Committee (IPRC) or, for students not yet attending a TDSB school, the
recommendation of a Special Education Program Recommendation Committee
(SEPRC). Only if the JK/SK student is within the TDSB Low Incidence category of
developmental disabilities and physical disabilities, including students who have
complex medical and/or cognitive needs which may include a combination of
intellectual, communication, and behavioural, including persistent challenges in daily
living, are they eligible for the DK program.

78 Special Education Plan – Early Identification Procedures and Intervention Strategies

 For DK placement consideration, an IPRC or SEPRC referral is completed and
submitted by the school following the established TDSB processes and the following
documentation must be provided:

• Developmental History Form

• At least two of the following:

• Medical assessment/diagnosis
• A developmental assessment
• A psychological assessment
• A comprehensive speech/language assessment
• A current observational summary, which includes information around
academic skills, activities of daily living, fine and gross motor skills and
other relevant information

For students not yet attending school, a preschool/daycare report may also be included.

For students already attending school, the following are also required (as appropriate):

• Individual Learning Profile form indicating recommendation to go to IPRC

• Kindergarten Communication of Learning, if there has been a reporting period

• Individual Education Plan (IEP) if the student has been in school long enough for
its development

Locations of Diagnostic Kindergarten Programs

Deaf and Hard of Hearing (DHH) Co-enrollment and Preschool

Programs

The TDSB recognizes the importance of early intervention and can support students
who require Deaf and Hard of Hearing support from the age of 3, through placement in
a preschool class. Upon entry to school, students with Deaf and Hard of Hearing have
access to the support of a Specialist Teacher of the Deaf and Hard of Hearing. These
itinerant teachers have specialized qualifications approved by the Ministry of Education
that enable them to recommend the necessary accommodations and/or programming
modifications to meet the educational needs of students who are Deaf and Hard of
Hearing. Based on student need, these teachers work closely with the TDSB
Educational Audiologist to determine the appropriate FM technology that works with the
student’s Hearing Assistive Technology (HAT). When warranted, itinerant teachers
facilitate access to the curriculum through direct instruction from Kindergarten to
completion of secondary school.

79 Special Education Plan – Early Identification Procedures and Intervention Strategies

 The DHH Preschool is a half day morning or afternoon program capped at a class size
of 8 students. The co-enrollment JK/SK program is a full day program similar to
Kindergarten, capped at a class size of 8 students.

Eligibility for DHH Co-enrollment and Preschool Program

Where more intensive support is required, placement in a Special Education Class may
be the decision of the IPRC, based on the student’s learning profile and severity of
hearing loss. Typically, students who are eligible for Special Education Class placement
with intensive program support for Deaf/Hard of Hearing students:

• Are identified with a Deaf and Hard of Hearing exceptionality due to a significant
hearing loss, through a TDSB IPRC

• Are assessed as having expressive and receptive language delays due to a

significant hearing loss, requiring modification and/or accommodations, instruction
by a specialist teacher of the Deaf and Hard of Hearing and a smaller student
teacher ratio

80 Special Education Plan – Early Identification Procedures and Intervention Strategies

Section H:
THE IDENTIFICATION, PLACEMENT, AND
REVIEW COMMITTEE (IPRC) PROCESS AND
APPEALS

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide details of the board’s IPRC process to the ministry and to the public

Most students are successful with assessment and instruction in the regular classroom.
Some students require support beyond those ordinarily received through usual
instructional and assessment practices. Students who have behavioural,
communication, intellectual, physical or multiple exceptionalities may require access to
additional instructional programs and/or services available through Special Education
and Inclusion.

Ontario Regulation 181/98 of the Education Act provides information about the
Identification, Placement, and Review Committee (IPRC). It sets out the procedures
involved in identifying a pupil as exceptional, deciding the pupil’s placement and
appealing such decisions when the parents/guardians/caregivers do not agree with the
IPRC.

The general function of an IPRC is to identify the specific nature of the student’s
learning strengths and needs and, based on the evidence presented and discussions
held at the meeting, to:

• Decide whether or not the student should be identified as exceptional

• Identify the areas of the student’s exceptionality, according to the

categories and definitions of exceptionalities provided by the Ministry of
Education and the TDSB criteria set out in this plan

81 Special Education Plan – IPRC Process and Appeals

 • Decide an appropriate placement for the student, giving first consideration
to placement in a regular class with appropriate special education
programs and services and taking parental preferences into account

• Discuss recommendations for programs and/or services

• Review the identification and placement at least once each school year

Parents/guardians/caregivers and students aged 16 or older, will receive an invitation

and have the right to attend the IPRC meeting either in-person or virtually. In making its
decisions, the IPRC will consider a package of information prepared by the student’s
school, as well as information contributed by anyone else attending the meeting.
Parents/guardians/caregivers receive a copy of the IPRC package in advance, as well
as a copy of the Parent's Guide to Special Education, which answers frequently asked
questions about the IPRC process.

In determining a student’s exceptionality and placement, the IPRC considers the

following:

• The student’s documented cognitive profile, learning strengths and areas

for growth, and/or medical diagnoses

• The categories of exceptionality defined by the Ministry of Education and

the TDSB criteria set out in this plan

• The placement settings (Regular Class with Indirect Support, Regular

Class with Resource Assistance Elementary, Regular Class with
Withdrawal Support, Special Education Class with Partial Integration or
Special Education Class Full Time) and degrees of support required by the
student

• Placement preference of parents/guardians/caregivers

Referral to an Identification, Placement

and Review Committee (IPRC)
A student’s assessment findings may suggest to the SST that a referral to the
Identification, Placement and Review Committee (IPRC) would be appropriate for
possible identification as an exceptional pupil. A recommendation to consider a student
for an IPRC requires careful analysis of the effectiveness of instructional interventions
that have been tried with the student and thorough understanding of the student’s
identity, lived experiences, learning strengths and needs. IPRC requests are made by
the school principal on recommendation of the SST or following a written request by the
parent/guardian/caregiver.

82 Special Education Plan – IPRC Process and Appeals

 The role of the IPRC is to review assessment and evaluation material about a student.
The IPRC will decide if a student is exceptional and if so, the committee members will
specify the type of exceptionality and decide an appropriate placement for the student:
Regular Class or Special Education Class. Placement in the Regular Class could
involve a special education teacher working with the student for less than half the
school day. Placement in a Special Education Class would involve a special education
teacher working with the student for more than half the school day.

An annual IPRC review is held for all students identified as exceptional. This is an
important process that allows for review of students’ progress, especially students in
Intensive Support Programs (ISPs). It is the intention that a student in an ISP is there for
a short duration and will return to the regular classroom with special education support
as needed. Students’ progress, strengths and needs are discussed at an IPRC review.
As with an original IPRC, the committee will decide if a student is exceptional and if so,
the committee specifies the type of exceptionality and determines an appropriate
placement for the student: Regular Class or Special Education Class. IPRC meetings
are available to parents/guardians/caregivers either in-person or remotely using an
AODA platform.

IPRC Decisions about Exceptionality

At the IPRC meeting, the specific nature of the student’s learning strengths and needs
are identified. Based on evidence presented and discussions held at the meeting, the
IPRC will decide whether or not the student is an exceptional pupil, according to the
categories and definitions of exceptionalities provided by the Ministry of Education.

The categories are:

Communicational

• Autism

• Learning Disability

• Language Impairment

• Speech Impairment

• Deaf/Hard of Hearing

Intellectual

• Developmental Disability

• Giftedness

• Mild Intellectual Disability

83 Special Education Plan – IPRC Process and Appeals

 Behavioural

• Behaviour

Multiple

• Multiple Exceptionalities

The TDSB believes students are better served by listing each of their exceptionalities
on the Statement of Decision completed at the IPRC.

Physical

• Blind/Low Vision

• Physical Disability

For detailed information about the Ministry definitions of exceptionalities and placement criteria
used in the TDSB, please refer to Section J: Special Education Placements Provided by
the Board.

IPRC Decisions about Placement

Under Regulation 181/98, when a student is identified as exceptional, the IPRC will
also decide placement for the student, using TDSB criteria and taking into account
parent preference. Ontario Regulation 181/98 requires school boards to consider
placing exceptional students into regular classes before considering placement in
special education classes.

Regular Class Placement

Most students identified as exceptional learners can be appropriately supported in a

regular classroom setting through the development of an Individual Education Plan
(IEP), school-based special education teacher support and when required, Professional
Support Services (PSS) available to schools on a referral basis.

Regular Class is an IPRC placement decision for students with special education
needs who receive more than 50% of their instructional time in a regular classroom
from a regular class teacher. The IPRC can choose from three Regular Class support
settings: Indirect Support, Resource Assistance - Elementary, or Withdrawal
Assistance.

• Regular Class with Indirect Support The student will attend a regular class for
the entire school day and receive direct instruction from a regular classroom
teacher, who receives specialized consultative services from a special education
teacher.

84 Special Education Plan – IPRC Process and Appeals

 • Regular Class with Resource Assistance (Elementary) The student will
attend a regular class and receive direct, specialized instruction, individually or
in a small group from a special education teacher within the regular classroom.

Regular Class with Withdrawal Assistance The student will attend a regular class and
receive instruction outside the regular classroom for part of the school day from a special
education teacher(s).

For elementary school students, Regular Class placement is at the neighbourhood

school with support delivered through resource assistance. Indirect Support and
Resource Assistance or Withdrawal Assistance is provided by a Special Education and
Inclusion teacher on staff. The model of Resource Assistance is responsive to each
student’s needs.

In secondary schools, there are two regular class placement settings available:

1. Regular Class with Indirect Support - provided by the regular subject teachers
liaising with the school’s Special Education Curriculum Leader (CL) or
Assistant Curriculum Leader (ACL) about student needs. Teachers are
expected to support students through strategies outlined in their IEP.

2. Regular Class with Withdrawal Assistance - provided through either non-

credit support and/or credit special education course options for students
with IEPs. These include:
a) Secondary Resource Program (RSE-non credit)
b) Secondary Learning Strategies (GLE- credit)
• Students with IEPs may earn up to four GLE credits during their
high school years.

School-based support is provided by a special education teacher on staff. Support can

also include course modifications that permit credit accumulation and access to
compulsory and/or optional credit courses designed to provide further learning
opportunities.

Special Education Class Placement

According to the Ministry of Education, before the IPRC considers placing the student
in a special education class, it must consider whether placement in a regular class
with appropriate special education services will:

• meet the student’s needs

• be consistent with the parent’s preferences

The OHRC Policy on Accessible Education for Students with Disabilities confirms the
need for special education setting options: Before considering placing a student in a
self-contained or specialized classroom, education providers must first consider
inclusion in the regular classroom.

85 Special Education Plan – IPRC Process and Appeals

 In most cases, with appropriate supports, a student will be accommodated in the
regular classroom. However, every student is unique. To provide appropriate
accommodation to all students with special education needs, education providers
must, with the assistance of parental input, assess each student’s particular strengths
and needs, and consider these against a full range of placements, programs and
services. Ultimately, appropriate accommodation will be decided on an individual
basis.

Special Education Class is the IPRC placement decision for those students with
special education needs for whom 50% or more of instructional time is delivered by a
special education teacher in a special education classroom, where the pupil-teacher
ratio conforms to Regulation 298 (R.R.O.1990, Section 31). There are two settings
for Special Education Class placement – Partial Integration or Full Time.

Special Education Class with Partial Integration The student will attend a special
education class and will be integrated within a regular class for part of the student’s
instructional program (for a minimum of one instructional period daily). This placement
can be delivered through a special education Intensive Support Program (ISP) with daily
opportunities for integration.

In TDSB secondary schools, an IPRC decision for Special Education Class with Partial
Integration recommends placement in a special education program at an integrated
secondary school site with both regular and special education programs. In addition to
the Secondary Resource Program (RSE) and Secondary Learning Strategies (GLE)
courses, support may also include course modifications that permit credit accumulation
and access to compulsory and/or optional credit courses designed to provide further
learning opportunities. The Principal of the secondary school shall decide whether the
credit will be granted based on the degree of modifications required by the student to
access the course concepts, skills and knowledge. The student and
parents/guardians/caregivers will be consulted during this process and the school
principal makes the final decision regarding the credit.

Special Education Class Full Time The student will attend a special education class
for the entire school day.

For TDSB elementary/secondary school students, these Intensive ISPs are

characterized by smaller class sizes (with prescribed pupil-teacher ratios) and
appropriate support staff personnel. They serve instructional groupings of learners
who have large skill and knowledge gaps and similar kinds of specialized,
exceptionality- related resource and/or service needs. They offer programming and
instruction targeted to the individual and shared needs of the students in the class,
and the specialized resources/services designed to address those needs. The location
for a full-time special education class may be other than the student’s home school.

In most cases, student need for Special Education Class placement is expected to be
for a limited duration and reviewed annually. Successful reintegration into the regular
program is the ultimate goal. Throughout a full-time placement, efforts are made to

86 Special Education Plan – IPRC Process and Appeals

 increasingly integrate the student in regular school programs and activities.

Special Education Class placements are typically located in designated neighbourhood

schools. The number and location of the classes are determined by the profiles and
numbers of students requiring them across the TDSB. In some cases, IPRC placement
in a Special Education Class Full Time may be in a congregated school setting. These
programs support communities of learners whose complex educational needs require
alternative curriculum and specialized services, facilities and resources. The goal is to
maximize student independence and communication skills.

External Options for Full Time Support

For students with very complex learning needs that require highly specialized instructional
expertise, the IPRC may suggest that the student be referred to a provincial committee for
admission to one of the Provincial Schools. These include Provincial Schools for Blind,
Deaf or Deafblind students and Provincial Demonstration Schools for students with severe
learning disabilities. Referrals to Provincial and Provincial Demonstration Schools are
coordinated by the TDSB in conjunction with parents/guardians/caregivers. In some very
complex cases that meet specified admission criteria, parents/guardians/ caregivers may
choose to investigate other options to meet their child’s needs. Special Education and
Inclusion - Education and Community Partnership Program (ECPP) can provide different
kinds of care or treatment appropriate to a student’s needs.
Parents/guardians/caregivers can initiate direct applications for admission to ECPP
agencies. ECPP also has a central intake process that can be initiated through the
home school. School board staff may be able to assist in gathering the required
documentation for central intake or for direct parental contact with agencies.

IPRC Recommendations about Special Education Services or Programs

The committee may make additional recommendations regarding special education

programs and special education services. These recommendations may include referral
to a School Support Team (SST) for consideration of additional assessment information,
resources and strategies to support the educational programming of the student.

Learning Network and Original IPRCs

Each of the four regional Learning Centres in the TDSB are organized into clusters of
schools called Learning Networks. Within each Learning Network, a team is established
to meet as the IPRC for the schools within the Networks in that Learning Centre.

These IPRCs meet when students are being considered for the first time (an Original
IPRC) or for an IPRC Review. When a change in exceptionality, a move between
schools, or a substantial increase or change in support may be needed for a student,
then an IPRC is required.

Principals are invited by Special Education and Inclusion to be the Chair of a Learning
Network IPRC. Principal Chairs are expected to have a deep understanding of Anti-

87 Special Education Plan – IPRC Process and Appeals

 Abelism, Anti-Oppression, Anti-Black Racism, Anti-Indigenous Racism, Human
Rights, Equity, Inclusion and Special Education. At times, a Supervisory Officer may
join the IPRC as an additional member or as Chair designate. Meetings take place
either in-person or virtually in one of the Learning Network schools.

The Learning Network IPRC is made up of the following members:

• Principal (Chair) not associated with the student or the student’s school

• Special Education and Inclusion Coordinator (associated with the Learning

Network)

• Psychological Services Professional (generally not associated with the student)

The IPRC Process

Only students enrolled in and already attending a TDSB school are eligible for an IPRC.
Principals work with families to ensure they feel supported through this process.
Principals also acknowledge and validate parents/guardians/caregivers voice, identity,
culture and any parental concerns prior to attending the IPRC.

Parents/guardians/caregivers should fully understand all documentation, placement

options and pathways that the IPRC may lead to. For more information regarding
secondary pathways and requirements for the Ontario Secondary School Diploma
(OSSD), the Ontario Secondary School Certificate (OSSC) and the Certificate of
Accomplishment, please refer to the Ontario Schools Kindergarten to Grade 12 Policy
and Program Requirements.

IPRC Referral Steps

Parents/guardians/caregivers or the principal may request an IPRC:

• The principal makes a request on the recommendation of the School Support

Team. Parental requests must be made in writing to the principal

• The principal completes the IPRC Referral and submits all the required
documentation to the appropriate Special Education and Inclusion representative,
using the web-based SAP CRM application

• Where new documentation becomes available after the initial submission, the
principal ensures that it is shared with the IPRC and parents/guardians/caregivers

• Within 15 days of a written request by parents/guardians/caregivers for an IPRC,

the principal must provide parents/guardians/caregivers with a copy of the
Parent's Guide to Special Education and a written statement of approximately
when the committee will meet

88 Special Education Plan – IPRC Process and Appeals

 • At least ten days before an IPRC meeting, parents/guardians/caregivers must
receive a written invitation, with notice of the time and place of the meeting and a
copy of all documentation to be considered at the IPRC
• Principals must inquire in advance of the meeting whether the
parents/guardians/caregivers have any additional documentation for
consideration by the IPRC. The principal must then forward this documentation to
the IPRC, to be received at least five days prior to the meeting

Documents Required for an IPRC

The following documentation is generally required for an IPRC:

• An educational assessment (as per Regulation 181/98, s. 15 [1])

• The most recent Provincial Report Card/Kindergarten Communication of Learning

(and where the most recent Report Card is the Progress Report Card, the
previous Provincial Report Card must also be included)

• An Individual Education Plan (IEP)

• A psychological assessment (with respect to most exceptionalities) and/or

other relevant professional assessments (e.g., medical diagnosis, audiology
report)
• A completed Individual Learning Plan (ILP) from the most recent School Support
Team (SST) meeting reflective of culturally relevant and responsive strategies,
and containing a recommendation to proceed to IPRC

• Other relevant information gathered by the SST

• Student work samples that reflect that the teacher’s pedagogy is responsive to
the child’s identity and lived experiences and is culturally relevant (part of the
school presentation)

• Any documents which parents/guardians/caregivers may deem relevant to an

IPRC

• A record of consultation with parents/guardians/caregivers

Central IPRC

Central IPRCs (original or review) are arranged when identification issues of greater
complexity or involving unusual circumstances arise. The Chair of a Central IPRC is a
Centrally Assigned Principal for Special Education and Inclusion. Meetings take place
either in-person or virtually at a local school.

The Central IPRC is made up of the following members, all of whom are attached to
the Learning Centre:

• Centrally Assigned Principal of Special Education and Inclusion (Chair)

89 Special Education Plan – IPRC Process and Appeals

 • Special Education and Inclusion Coordinator (associated with the Learning
Centre)
• Manager of Psychological Services (associated with the Learning Centre)

School-Based IPRC (for the Annual Review)

Annual Review IPRC meetings must be planned for all identified students. Level 1
Review IPRCs are held at the student’s current school when the current placement is
on-going and there are no expected changes in exceptionality, moves between
schools, or substantial increases in support required. The Chair of the Review IPRC
is the School Principal or Vice Principal designate.

The School-Based Review IPRC is made up of the following members:

School Principal (Chair) or Vice-Principal (designated Chair) and any two of the
following:
• Special Education and Inclusion Consultant (associated with the school)

• School Special Education Teacher

• School Classroom Teacher

Process for Annual Review IPRCs

Annual Review IPRCs are planned yearly for all students who have been identified by
an IPRC as exceptional. Level 1 and Level 2 Reviews are held at the student’s own
school. Level 3 IPRC Reviews are generally at a Learning Network school other than
the student’s own school. Typically, Central Reviews are held at a Learning Centre
Board site.

Parents/guardians/caregivers are encouraged and entitled to attend the annual review

for their child. Although parents/guardians/caregivers can give written notice to the
school principal to waive the annual review, this opportunity to engage the school in
discussion in establishing goals and support for the upcoming year is essential for
programming.

• Parents/guardians/caregivers may request a Review IPRC be held any time after

a student has been in a special education program for three months

• The most recent Provincial Report Card/Kindergarten Communication of Learning

and other current educational or professional assessments are considered at the
Annual Review. It is expected that the student’s progress, strengths and needs
will be discussed within the context of the IEP, where parental permission has
been provided

• As indicated in the Ministry of Education document, Learning for All, educational

assessments may include a range of tools, including classroom observation,

90 Special Education Plan – IPRC Process and Appeals

 classroom assessments, commonly used school board assessments and teacher-
created assessments

Attendance at the IPRC

• Parents/guardians/caregivers and students 16 years of age or older are invited and

entitled to attend and participate. Every effort is made to accommodate the
schedules of all attendees. Meetings can be held either face to face or virtually
using an AODA platform

• The school principal arranges for an interpreter to assist the parents/guardians/

caregivers where appropriate

• A referring school administrator and the teacher(s) and support staff who know
the student best and who can speak about the student’s strengths, needs,
programming, interventions and assessments must attend

• Resource staff may attend where clarification of information is required. Typically,

the TDSB Professional Support Services (PSS) staff who have authored a report
do not attend the IPRC

• An advocate for the parents/guardians/caregivers may provide support or speak

on their behalf

Presentations to an IPRC

• The IPRC Chair ensures introductions of all in attendance are made, sets the
tone of a welcoming and supportive environment, and invites parents/guardians/
caregivers and any other attendees to participate in the discussions about the
student

• Parents/guardians/caregivers introduce themselves as they are critical to this

process and their voices and concerns are valued as they know their child best

• The student’s school administrator provides context for the IPRC through a general
overview of the student’s educational history, honouring the child’s identity, lived
experiences and strengths

• The school staff provides a detailed summary of the student’s current strengths
and needs, academic performance and presenting issues. Culturally relevant and
responsive teaching strategies and interventions that have been implemented
are shared, indicating their degree of success, along with current assessment
data. Edited and unedited work samples must be available to provide a sense of
the student’s potential and ongoing classroom performance, and the student’s
OSR should be available

91 Special Education Plan – IPRC Process and Appeals

 Functions of the IPRC

The IPRC will:

• Describe and provide a statement of the student’s strengths and needs

• Following the discussion at the IPRC, after all the information has been presented
and considered, make its decision

• Determine whether a student is exceptional and specify the area(s) of

exceptionality

• Decide an appropriate placement for the student - Regular Class or Special

Education Class

• Decide the support setting for the student based on the placement:
o Regular Class – with indirect support, resource assistance or withdrawal
assistance
o Special Education Class – with partial integration or full time
• Discuss and make written recommendations regarding any additional special
education programs and services needed

• Where the committee has decided that the student should be placed in a special
education class, state the reason for that decision

• Provide, in writing, a Statement of Decision and any program/services

recommendations made

Deferral of IPRC Decisions

On rare occasions, the IPRC may defer its decision(s). A deferral is possible if the
IPRC needs more time to review information, receive new information or consider its
decision. This sometimes happens when there is new information introduced or
professional reports pending (i.e., medical, psychological, speech/language,
occupational therapy or physiotherapy, etc.) which have implications for IPRC
decision-making.

Resolving Identification or Placement Conflict/Issues

In situations where there is disagreement, effective communication is essential to

clarify information and resolve conflict/issues. The goal is to have the best interests of
the student foremost in all discussions. The Ministry of Education document Shared
Solutions is an excellent resource for all parties to reference should disputes arise.
TDSB also has a Parent Concern Protocol that outlines steps to be taken in
addressing concerns with the school staff and administration. The Parent Concern
Protocol establishes procedures for addressing parent/guardian/caregiver concerns
related to education. A concern can be a school-related problem or issue affecting a

92 Special Education Plan – IPRC Process and Appeals

 child, families or the community.

As part of the IPRC process, the following types of communication take place:

• Principals ensure that parents/guardian/caregivers receive a copy of the

Parent's Guide to Special Education

• Parents/guardians/caregivers consult with the school principal and/or special

education staff to clarify decisions of the IPRC

• The Centrally Assigned Principal of Special Education and Inclusion for the
appropriate Learning Centre provides information to all parties to assist with
procedures and protocols

Where parents/guardians/caregivers would like reconsideration of a decision made by

an IPRC, they may ask to have the IPRC reconvened to present new information or
clarify the IPRC findings. Should a resolution not be achieved, the parents/
guardians/caregivers may proceed with a formal appeal.

IPRC Appeal Process

The appeal process is fully detailed in Regulation 181/98 (VI, s. 26). As part of the IPRC
process, principals ensure that parents/ guardians/caregivers receive a copy of the
Parent's Guide to Special Education which outlines the entire IPRC process, including
how to appeal decisions.
In the TDSB, 3,760 IPRC referrals were initiated during the 2022-2023 school year;
there was 1 appeal this year; 893 Central IPRC Reviews that were completed and
8,843 annual IPRC Reviews that took place as many parents/guardians/caregivers had
requested in writing to waive the annual IPRC Review.

Special Education Program

Recommendation Committee (SEPRC)
A SEPRC is not a legal, provincially-mandated process; it is unique to the TDSB. Only
through a parent or legal guardian can a SEPRC be requested, and only if the student
profile meets the criteria stated below will the SEPRC process be followed.

The Toronto District School Board is committed to providing equity of access to

learning with a timely admittance to school for students new to the Board and who fall
within the TDSB Low Incidence category of developmental disabilities, physical
disabilities including blind/low vision and deaf /hard of hearing. Students new to the
TDSB with extremely complex medical needs may be considered for immediate
placement in an Intensive Support Program (ISP). Usually, these are students who
have been receiving intensive, full-time special education class support in other school
systems including out of province, or specialized preschool/daycare prior to their
arrival in the TDSB. This includes students who have complex medical needs which
may include a combination of intellectual communication and/or behavioral needs,

93 Special Education Plan – IPRC Process and Appeals

 including persistent challenges in daily living. This also includes students in need of
care, treatment or rehabilitation through Education and Community Partnership
Programs (ECPP).

The student learning profile for a SEPRC suggests student needs require access to
specialized equipment and specialized support whereby the home school will not be
able to adequately address the student’s complex medical and/or Low Incidence needs
even for a short period. The Special Education Program Recommendation Committee
process will assist in fast tracking the student into the appropriate class and/or school.

If the student profile does not meet the criteria, the student will be welcomed and
registered at their homeschool.

For more information regarding new students entering kindergarten and SEPRC see Section G -
Early Identification Procedures and Intervention Strategies

Students with Exceptionalities Who Do Not Meet SEPRC Criteria

For all new students whose families are requesting a SEPRC because their child has
an exceptionality, schools will communicate the criteria for SEPRCs. Only if the
student meets the SEPRC criteria stated above will a SEPRC be initiated. Students
who do not meet the criteria stated above, will be welcomed, and registered at their
homeschool.

New students (K-12) with an exceptionality outside of the SEPRC criteria (e.g.,
Behavioural, Autism, Gifted, Mild Intellectual Disability) will be registered through the
regular process at their home school and will be supported by the classroom teacher
through on-going assessment and evaluation. Teachers will identify student’s areas of
strength and growth and design an educational program incorporating universal
design and differentiated instruction to monitor student’s progress and development
through an Individual Learning Plan (ILP). Based on on-going assessment and
evaluation and in collaboration with the Administrator, an Individual Education Plan
(IEP) may be considered through the Referral Process. An IPRC will take place only if
the family is seeking an Intensive Support Program (ISP). The Referral process
typically takes a full semester.

Student profile is within the SEPRC criteria, but homeschool is preferred

When the student’s learning profile meets the criteria for a SEPRC as stated above,
and the parent or legal guardian choose to register at the home school and does not
request a SEPRC, then the home school will welcome and register the child. The
Administrator will collect supporting documentation of the child’s complex medical
needs. The Administrator will contact the Special Education and Inclusion Consultant
to ensure appropriate support is provided for the classroom teacher.

When parents/guardians/caregivers decline participation in a SEPRC, they do not

forgo their right to request an IPRC once their child is attending school. When
parents/guardians/caregivers agree to participate in a SEPRC, they can still decline a
recommended placement and have their child attend the neighbourhood school.
SEPRC meetings can be held either in-person or virtually.
94 Special Education Plan – IPRC Process and Appeals
 SEPRC Structure
Each of the four Learning Centres in the TDSB is organized into clusters of schools
called Learning Networks. Within each Learning Network, teams are established to
meet as the SEPRC for schools within the Network. Principals who have a deep
understanding of special education and inclusion, and anti-oppression and equity, are
invited by the Special Education and Inclusion Department to be the Chair of a Learning
Network SEPRC. The committees are made up of the following members:

• Principal (Chair) who is not associated with the student or the student’s school

• Special Education and Inclusion Coordinator

• Psychological Services Representative or Psychological Manager

SEPRC Steps
Parents/guardians/caregivers pre-register the student in the home school by address
and share any educational, behavioural, medical/health (hearing, vision, physical,
neurological), psychological, speech/language, occupational/physiotherapy
assessments or other relevant documentation that addresses the medically complex
special education needs of their child with the principal.

• The principal will explore the opportunity for a SEPRC meeting with the Special
Education and Inclusion Consultant if the parents/guardians/caregivers support
the possibility of special education class placement immediately upon enrollment
and would like a SEPRC meeting to be considered. Parents/guardians/caregivers
may decline a SEPRC, in which case their child will attend the homeschool.

• The principal may request access to central resources for the purpose of carrying
out an observation, gathering additional information about the child’s needs, or
clarifying existing documentation.

• Once the referral package is approved by the Special Education and Inclusion
Consultant and Coordinator, an invitation letter to a SEPRC meeting is prepared
and sent to the parents/guardians/caregivers, and a copy is sent electronically to
the home school principal.

• Parents/guardians/caregivers return the response form to staff at their home

school or confirm their attendance by telephone to staff at the home school, who
then notifies the appropriate Special Education and Inclusion Coordinator.

• Parents/guardians/caregivers receive a copy of all documentation to be

considered at the SEPRC with the letter of invitation and a copy of the
Parent's Guide to Special Education

95 Special Education Plan – IPRC Process and Appeals

 Documents Required for a SEPRC

The documentation presented to the SEPRC mirrors that required for students who
are presented to an Identification, Placement and Review Committee (IPRC) seeking
a similar placement, and may include:

• An educational assessment from their specialized preschool/daycare or other

school
• The most recent Provincial Report Card (and where the most recent Report Card
is the Progress Report Card, the previous Provincial Report Card is also included)

• An Individual Education Plan (IEP)

• A psychological assessment

• Other relevant professional assessments (e.g., speech- language, OT/PT,

medical)

• A Developmental History Form (for Junior Kindergarten to Grade 2 aged

students)

• A current professional observation/assessment

• Student work samples that reflect that the teacher’s pedagogy is responsive to
the child’s identity and lived experiences and is culturally relevant (part of the
school presentation)

• Any documents which the parents/guardians/caregivers may deem relevant to a

SEPRC

Attendance at and Presentations to a SEPRC

Since students presented to a SEPRC are not yet TDSB students, parents/guardians/
caregivers must be in attendance for the SEPRC meeting to proceed:

• The principal from the referring school arranges for an interpreter to assist the
parents/guardians/caregivers where appropriate

• An administrator from the referring school must attend to provide a general

overview of the student’s history and to understand the full context of the SEPRC
discussion and recommendation to guide follow-up action at the school

• Parents/guardians/caregivers are encouraged to invite any resource staff

currently involved with the student to attend the SEPRC meeting

• The SEPRC Chair invites parents/guardians/caregivers and any other attendees

to participate in discussions about the student, to determine current strengths,
needs, academic performance and presenting issues. Work samples, if available,
are reviewed to provide a sense of the student’s potential and performance in the

96 Special Education Plan – IPRC Process and Appeals

 current setting

• Principals work with families to ensure they feel supported through this process

• Principals acknowledge and validate parents/guardians/caregivers voice,

identity, lived experiences, culture and any parental concerns prior to attending
the SEPRC
• Parents/guardians/caregivers should fully understand all documentation, and
placement options and pathways that the SEPRC may lead to for their child

Functions of the SEPRC

When parents/guardians/caregivers are in agreement, a SEPRC is arranged to

determine eligibility for a special education class placement of a pre-registered but
not yet attending student in the TDSB, and to make a recommendation about such
placement.
The SEPRC will:

• Determine whether the support available in a special education class would be

appropriate for a student when starting to attend a TDSB school

• For programming purposes only to note whether the student meets the
requirements for an exceptionality based on TDSB criteria (an IPRC decision is
required to formally identify a student as exceptional)

• Provide a written statement of recommendations outlining the student’s

strengths and needs and any program/services recommendations of the
SEPRC

Required Follow-Up to the SEPRC

Where special education class placement has been recommended and accepted by
parents/guardians/caregivers, the student will be offered a placement and a visit will be
arranged at the offered location. Referral for a follow-up Identification, Placement and
Review Committee (IPRC) meeting must be made at the school where the special
education class (ISP) is located. The IPRC should be convened after the student has
been in the ISP for a period of approximately 6 to 9 months and where possible before
the end of the school year based on the timelines of the student’s entry into the TDSB.
An exception to the 6-to-9-month provision involves students in the Diagnostic
Kindergarten Program. Students in Junior Kindergarten will have their program
recommendation re-evaluated in the spring at a School Support Team meeting, to
determine if the recommended full-time support should continue for senior
kindergarten, and will have an IPRC during their final Kindergarten year in preparation
for the primary division.

97 Special Education Plan – IPRC Process and Appeals

 SEPRC Appeal Process

There is no formal appeal process for SEPRC recommendations. The students under
consideration are not yet attending school under the jurisdiction of the TDSB. The
SEPRC function does not provide a decision about exceptionality and can only make
a recommendation about conditional placement in a special education class,
requiring a follow-up IPRC (whose decisions can be appealed).

When the parents/guardians/caregivers decide not to accept a SEPRC recommended

placement, or when special education class placement is not recommended by the
SEPRC, the student attends the neighbourhood school and is provided support
through the school’s special education resources. The nature of support will be
determined through the school’s IST (In-School Team) or SST (School Support Team)
process.
Parents/guardians/caregivers continue to have the right to request (in writing to the
principal) that the student be considered for special education class placement by an
IPRC.

English Language Learners (ELL)

with Special Education Needs
English Language Learners (ELL) with Special Education Needs
TDSB has a protocol for identifying English Language Learners (ELL) who may also
have special education needs. If information from the student’s home country, from
an initial assessment, or from early teacher observation indicates that the student
may have special education needs, the student will be referred to the appropriate
school team.

When special education needs have been identified, students are eligible for ELL or
English Literacy Development (ELD) services and Special Education and Inclusion
services simultaneously.

The TDSB has a process consisting of three phases which details considerations that
may help determine if a psychological assessment should be recommended for ELLs
whose progress is of concern. This process is found in the TDSB document entitled
English Language Learners: School-Based Considerations Prior to Referral for
Psychological Assessment.

Additional information can be found here: English Language Learners and Special
Education Support in TDSB Elementary Schools Q and A document.

98 Special Education Plan – IPRC Process and Appeals

French as a Second Language (FSL)
Programs and Special Education and
Inclusion
Students with special education needs can benefit and thrive in French as a Second
Language (FSL) programs. Teachers in FSL programs use assessment strategies to
identify strengths and learning needs, provide Differentiated Instruction (DI), and
implement a tiered approach of strategies through the Universal Design for Learning
(UDL) to ensure students are set up for success. Teachers in FSL programs develop
an Individual Education Plan (IEP) for a student with special education needs in FSL,
if it is deemed necessary.

The Ministry of Education’s policy document entitled Including Students with Special
Education Needs in French As A Second Language Programs (2015) states that,
“the foundational belief that all students can learn applies to students across all
subjects and program areas” (page 3).

TDSB's French as a Second Language Department has adapted the following

documents from Ontario's Modern Language Council to help teachers program for
students with special education needs:

Including Students with Special Education Needs in French As A Second Language

Programs
Fact Sheet – Special Education & Inclusion in FSL Programs

Inclusion in Core French Programs

Core French is a mandatory part of elementary and secondary school programs. For
most students, there will be no exemption from Core French. Please refer to the
Operational Procedure PR597 for more information.

99 Special Education Plan – IPRC Process and Appeals

Section I:
CATEGORIES AND DEFINITIONS OF
EXCEPTIONALITIES

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suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To make information on the categories and definitions of exceptionalities available
to the public, including parents and community associations

The Education Act identifies five categories of exceptionalities for exceptional

students: behavioural, communication, intellectual, physical, and multiple. These
categories are designed to address the wide range of conditions that may affect a
student's ability to learn, and are meant to be inclusive of all medical conditions,
whether diagnosed or not, that can lead to particular types of learning difficulties.

The categories are a useful tool for the identification of students with special
education needs. However, a student may present learning needs in many ways in a
school setting and may be identified as exceptional within one or more of the
categories. The determining factor for the provision of special education programs or
services is not any specific diagnosed or undiagnosed medical condition, but rather
the needs of the individual student based on an individual assessment of strengths
and needs.

The definitions accepted by the Ministry of Education for the five categories of
exceptionalities and their subcategories are provided below.

The ways in which the TDSB's IPRC applies these definitions in making decisions on
identification and placement can be found in the Section J: Special Education
Placements Provided by the Board.

100 Special Education Plan – Categories and Definitions of Exceptionalities

Categories and Definitions of
Exceptionalities
Behavioural
Behavioural Exceptionality: A learning disorder characterized by specific behaviour
problems over such a period of time, and to such a marked degree, and of such a
nature, as to adversely affect educational performance and that may be
accompanied by one or more of the following:
1. an inability to build or to maintain interpersonal relationships
2. excessive fears or anxieties
3. a tendency to compulsive reaction
4. an inability to learn that cannot be traced to intellectual, sensory, or other
health factors, or any combination thereof

Communicational
Autism: A severe learning disorder that is characterized by:
1. disturbances in rate of educational development; ability to relate to the
environment; mobility; perception, speech, and language
2. lack of the representational symbolic behaviour that precedes language

Deaf and Hard of Hearing: An impairment characterized by deficits in language and

speech development because of a diminished or non-existent auditory response to
sound

Language Impairment: A learning disorder characterized by an impairment in

comprehension and/or the use of verbal communication or the written or other
symbol system of communication, which may be associated with neurological,
psychological, physical, or sensory factors, and which may:
1. involve one or more of the form, content, and function of language in
communication; and
2. include one or more of: language delay; dysfluency; voice and articulation
development, which may or may not be organically or functionally based

Speech Impairment: A disorder in language formulation that may be associated with

neurological, psychological, physical, or sensory factors; that involves perceptual
motor aspects of transmitting oral messages; and that may be characterized by
impairment in articulation, rhythm, and stress

101 Special Education Plan – Categories and Definitions of Exceptionalities

 Learning Disability: One of a number of neurodevelopmental disorders that
persistently and significantly has an impact on the ability to learn and use academic
and other skills and that:
1. affects the ability to perceive or process verbal or non-verbal information in an
effective and accurate manner in students who have assessed intellectual
abilities that are at least in the average range
2. results in (a) academic underachievement that is inconsistent with the
intellectual abilities of the student (which are at least in the average range),
and/or (b) academic achievement that can be maintained by the student only
with extremely high levels of effort and/or with additional support

3. results in difficulties in the development and use of skills in one or more of the
following areas: reading, writing, mathematics, and work habits and learning
skills

4. may typically be associated with difficulties in one or more cognitive

processes, such as phonological processing; memory and attention;
processing speed; perceptual-motor processing; visual-spatial processing;
executive functions (e.g., self-regulation of behaviour and emotions, planning,
organizing of thoughts and activities, prioritizing, decision making)

5. may be associated with difficulties in social interaction (e.g., difficulty in

understanding social norms or the point of view of others); with various other
conditions or disorders, diagnosed or undiagnosed; or with other
exceptionalities

6. is not the result of a lack of acuity in hearing and/or vision that has not been
corrected; intellectual disabilities; socio-economic factors; cultural differences;
lack of proficiency in the language of instruction; lack of motivation or effort;
gaps in school attendance or inadequate opportunity to benefit from instruction

Intellectual
Giftedness: An unusually advanced degree of general intellectual ability that
requires differentiated learning experiences of a depth and breadth beyond those
normally provided in the regular school program to satisfy the level of educational
potential indicated

Mild Intellectual Disability: A learning disorder characterized by:

1. an ability to profit educationally within a regular class with the aid of

considerable curriculum modification and support services

2. an inability to profit educationally within a regular class because of slow

intellectual development

3. a potential for academic learning, independent social adjustment, and

economic self-support

102 Special Education Plan – Categories and Definitions of Exceptionalities

 Developmental Disability: A severe learning disorder characterized by:
1. an inability to profit from a special education program for students with mild
intellectual disabilities because of slow intellectual development

2. an ability to profit from a special education program that is designed to

accommodate slow intellectual development

3. a limited potential for academic learning, independent social adjustment, and

economic self-support

Physical

Physical Disability: A condition of such severe physical limitation or deficiency as to

require special assistance in learning situations to provide the opportunity for
educational achievement equivalent to that of students without exceptionalities who
are of the same age or development level

Blind and Low Vision: A condition of partial or total impairment of sight or vision
that even with correction affects educational performance adversely

Multiple

Multiple Exceptionalities: A combination of learning or other disorders,

impairments, or physical disabilities that is of such a nature as to require, for
educational achievement, the services of one or more teachers holding qualifications
in special education and the provision of support services appropriate for such
disorders, impairments, or disabilities

103 Special Education Plan – Categories and Definitions of Exceptionalities

Section J:
SPECIAL EDUCATION PLACEMENTS
PROVIDED BY THE BOARD

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suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide the ministry and the public with details of the range of placements provided by
the board, and to inform the public that placement of a student in a regular class is the first
option considered by an IPRC

The TDSB is committed to ensuring that all students receive the most appropriate
placement to reach their full potential. For students with special education needs, we
are committed to:

● providing programs and services wherever possible in-home schools; and

● providing a range of placements.

According to the Ministry of Education, before the IPRC considers placing the student
in a special education class, it must consider whether placement in a regular class with
appropriate special education services will:

● meet the student’s needs; and

● be consistent with the parent’s preferences.

The OHRC Policy on Accessible Education for Students with Disabilities confirms the
need for special education setting options. Before considering placing a student in a
self-contained or specialized classroom, education providers must first consider
inclusion in the regular classroom.

In most cases, with appropriate supports in place, a student will be accommodated in

the regular classroom. However, every student is unique. To provide appropriate
accommodation to all students with special education needs, education providers
must, with parental input, assess each student’s particular strengths and needs, and
consider these against a full range of placements, programs and services.
Parents/guardians/caregivers are critical partners in decision-making regarding their
children's education. TDSB staff welcomes input from parents at any time and at

104 Special Education Plan – Special Education Placements Provided

 the IPRC meeting or SEPRC meeting, and at annual IPRC review meetings.
Appropriate accommodation will be decided on an individual basis. Ultimately, parents
decide whether they accept or decline an offer of placement.

The following chart outlines the referral process for Special Education supports in the
TDSB. For more information regarding IPRCs, please see Section H - The Identification
Placement and Review Committee (IPRC) Process and Appeals

105 Special Education Plan – Special Education Placements Provided

Special Education Placements
Regular Class

Most students identified as exceptional learners can be appropriately supported in a

regular classroom setting through the development of an Individual Education Plan
(IEP). Placement of a student in a regular class is the first option considered by the
Identification, Placement and Review Committee (IPRC).

Regular Class with Withdrawal Assistance The student is placed in a regular class
and receives instruction outside the regular classroom for less than 50% of the school
day from a special education teacher.

Regular Class with Resource Assistance The student attends regular class and
receives direct, specialized instruction, individually or in a small group, from a special
education teacher within the regular classroom.
* Elementary schools

Regular Class with Indirect Support The student attends a regular class for the
entire school day and receives direct instruction from a regular classroom teacher,
who receives specialized consultative services from a special education teacher.

Special Education Class

The IPRC may decide that the appropriate placement for the student is in a special
education class. The IPRC must provide reasons for the placement if deciding for a
placement in a special education class (partial integration or full time).

Special Education class is the IPRC placement decision for those students with special
education needs for whom 50% or more of instructional time is delivered by a special
education teacher in a special education classroom, where the student- teacher ratio
conforms to Regulation 298 (R.R.O.1990, s. 31).

106 Special Education Plan – Special Education Placements Provided

 Special Education Class with Partial Integration
The student attends a special education class and is integrated in a regular class for
part of the student’s instructional program (a minimum of one instructional period
daily).

In TDSB secondary schools, an IPRC decision for Special Education Class with Partial
Integration recommends placement in a special education program at an integrated
site with both regular and special education programs.

Special Education Class Full Time

Some students attend a special education class for the entire school day. These
classes are referred to as Intensive Support Programs (ISPs) and may be in integrated
sites or congregated sites. The location for a full time special education class may be
other than the student’s home school. Programs in congregated sites support
communities of learners whose complex educational needs require alternative
curriculum and specialized services, facilities and resources.

These special education classes are characterized by smaller class sizes with
prescribed student-teacher ratios and appropriate support staff. They offer
programming and instruction targeted to the individual and shared needs of the
students in the class and the specialized resources/services designed to address
those needs.

In most cases, student need for Special Education class placement is expected to be
of limited duration, to be reviewed annually with an eye to successful reintegration into
the regular program as soon as is feasible.

Special Education Class placements are usually located in designated neighbourhood

schools. The number and location of the classes are determined by the needs and
numbers of students requiring them across the system.

107 Special Education Plan – Special Education Placements Provided

Early Intervention Programs
All children enter school capable, competent, and ready to learn. Full day Kindergarten
supports a strong two-year foundation for future learning. TDSB is committed to
creating Early Years learning environments where children feel a sense of belonging
and engagement, in spaces where they feel safe, are motivated to learn and are eager
to be part of the school experience. The experiences and developments in the early
years are broad and are situated in relationships and social competencies which are
key aspects of programming in Kindergarten - Grade 2. As educators differentiate
instruction in the early years, students should be able to access learning and
experiences that are optimal for their own individual growth.

In a few cases, Intensive Support Programs (ISPs) are available for students of
Kindergarten age, who have complex needs. There are three Early Years Intervention
programs that are specific to student learning profiles:
● Diagnostic Kindergarten Program (DK);
● JK/SK Deaf and Hard of Hearing Co-enrollment Program; and
● DHH Preschool Program.
For more information, please see Section G - Early Identification Procedures and
Intervention Strategies

Locations of Diagnostic Kindergarten (DK) Programs

Placements by Exceptionality
The Toronto District School Board (TDSB) is committed to inclusion. Each school will
welcome all students, providing an open and inclusive learning environment that
recognizes that most students can be served effectively within their neighbourhood
school. TDSB will continue to provide Intensive Support Programs (ISPs) for students
with more specialized learning needs.

Access to this level of support is by the decision of an Identification Placement and

Review Committee (IPRC) or by the recommendation of a Special Education Program
Recommendation Committee (SEPRC), in consultation with the student’s
parents/guardians/caregivers. A committee first considers if a student’s needs can be
met in the regular class with appropriate support.

108 Special Education Plan – Special Education Placements Provided

 Behavioural: Behaviour
Ministry of Education Definition
A learning disorder characterized by specific behaviour problems over such period of
time, and to such a marked degree, and of such a nature, as to adversely affect
educational performance, and that may be accompanied by one or more of the
following:
1. excessive fears or anxieties
2. an inability to build or to maintain interpersonal relationships
3. a tendency to compulsive reaction
4. an inability to learn that cannot be traced to intellectual, sensory, or health
factors, or any combination thereof

IPRC Determination of Exceptionality: Behaviour

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
• An Individual Education Plan (IEP) with alternative programming for teaching
intrapersonal and interpersonal skills
• Evidence of how behavioural data analysis has been used to modify
programming for the student for in most cases a minimum of one reporting
period
• Student work samples that are culturally relevant and responsive to the
student’s identity and lived experiences
• Anecdotal comments that describe staff interventions in any of the following
areas:
oFocusing and/or maintaining attention to activities or tasks
o Regulating anxiety
oSelf-advocacy

b. Educational Assessments
• An outline of learning strengths and areas for improvement
• A behavioural assessment including use of a behaviour analysis tool and a
summary of the Antecedent Behaviour Consequence (ABC) Chart data and
other data to show the frequency, intensity and duration of the targeted
behaviours
• The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, then the previous Provincial Report Card)
• A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPRC
• Assessment of the student’s adaptive functioning (conceptual, social, practical)
such as student work samples; Antecedent Behaviour Consequence (ABC)
Chart, Individual Learning Plan (ILP); Functional Behaviour Assessment (FBA)

109 Special Education Plan – Special Education Placements Provided

 c. Professional Assessment
• A Psychological assessment to identify possible underlying factors with
implications for programming (e.g., cognitive functioning), considering the
child’s ability to be reliably and formally assessed
• Presenting learning and socio-emotional areas of need that are not explained
by other factors
• Externalizing/internalizing behavioural manifestations that are impacting
student’s ability to cope academically, socially, emotionally, and
environmentally
• Professional reports as available

d. Input from Parents/Guardians/Caregivers

• In addition to information shared at the IPRC meeting, any documents that
parents/guardians/caregivers may deem relevant

Placement Decision of Regular Class

Students who have an Exceptionality of Behaviour may be offered placement through

the IPRC decision to attend the regular class with support in the student’s homeschool.
The student will have an opportunity to learn with same-age peers and be provided
intentional learning support through the IEP.

Placement: Regular Class

Withdrawal - The student attends a regular class and
receives instruction outside the regular classroom for
less than 50% of the school day from a special
education teacher.

Resource - The student attends a regular class and

receives direct, specialized instruction, individually or
in a small group from a special education teacher
within the regular classroom
*Elementary

Indirect Support - The student attends a regular

class for the entire school day and receives direct
instruction from a regular classroom teacher, who
receives specialized consultations

Location: Homeschool

Grades: 1 – 12
Class Size: Ministry of Education regulations for class size
Staffing: Follows regular class student and teacher ratio

110 Special Education Plan – Special Education Placements Provided

 Placement Decision of Special Education Class

Students who have an Exceptionality of Behaviour may be offered through the IPRC
decision to attend a Behaviour Intensive Support Program (elementary only) that may
not be housed in their home school. The student will have an opportunity to learn in a
smaller class size setting with students who share similar areas for improvement.
The ISP is designed to address the full range of a student’s academic, emotional, and
social development, while maintaining a focus on student achievement. Increasing
opportunities for successful integration of students within regular programs is expected
and a return to a regular classroom is the goal.

In making its determination for placement in a Behaviour ISP, the IPRC will consider
the following:
• The student has been identified with a behaviour exceptionality at an IPRC
• The student demonstrates evidence of significant challenges in
interpersonal, social and/or emotional development
• The student may require support from staff to develop effective
interpersonal strategies, self-advocacy skills and strategies to cope with
underlying trauma through such strategies as Restorative Practice
• The student demonstrates a lack of success in a regular classroom setting
despite sustained efforts to implement the academic and behavioural
interventions outlined in the IEP
• The student has accessed all appropriate local in-school support which may
include accessing the Special Education Resource Teacher, the Board
Certified Behaviour Analyst, the Special Education and Inclusion
Consultant, the Behaviour Prevention Intervention (BPI) Team - formerly
Behaviour Prevention Intervention (BPI), the Social Worker assigned to the
school or the Urban Indigenous Education Centre Social Worker,
Restorative Practice, etc.

Placement: Intensive Support Program (ISP)

Location: Across the System Learning Centres in
local, designated neighbourhood schools
Grades: 1–8
Class Size: 8 students per class

Staffing: 1.0 Teacher and 1.0 Child and Youth Worker (CYW)

Intensive Support Programs (ISPs) in Secondary Schools

There are no Intensive Support Programs (ISPs) in the secondary panel for the
Behaviour Exceptionality.

111 Special Education Plan – Special Education Placements Provided

 Regular subject teachers liaise with the school Curriculum Leader (CL)/Assistant
Curriculum Leader for Special Education and are expected to support students
through strategies outlined in the Individual Education Plan (IEP). Special Education
support is provided through the Secondary Resource Program in two ways:
• Resource (RSE) – non-credit course
• Secondary Learning Strategies (GLE) courses – up to four credits during
the high school years

Regardless of the form of program intervention, the goals for students identified with
Behaviour Exceptionality are to:
• Increase skills in effective interpersonal relationships
• Acquire new skills (e.g., problem-solving, conflict resolution, self-advocacy)
• Transfer skills to other settings
• Increase opportunities for successful integration

Locations of Behaviour Intensive Support Programs (ISPs)

112 Special Education Plan – Special Education Placements Provided

 Communicational: Autism
Ministry of Education Definition
A severe learning disorder that is characterized by:
1. disturbances in:
• the rate of educational development
• ability to relate to the environment
• mobility
• perception, speech, and language
2. lack of the representational symbolic behaviour that precedes language

IPRC Determination of Exceptionality: Autism

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
• An Individual Education Plan (IEP)
• Student work samples that are culturally relevant and responsive to the
student’s identity and lived experiences, and anecdotal comments that
describe staff interventions in any of the following areas:
○ Environmental accommodations related to sensory needs
○ Transitions
○ Self-advocacy

b. Educational Assessments
• An outline of learning strengths and areas for improvement that
demonstrates difficulty with academics and verbal and non-verbal
communication and alternative programming requirements
• A summary of the Antecedent Behaviour Consequence (ABC) Chart data
and other data to show the frequency, intensity and duration of targeted
behaviours, where appropriate
• The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, the previous Provincial Report Card)
• A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPR

c. Professional Assessments
• Diagnosis of Autism Spectrum Disorder (ASD) or Autism, PDD-NOS or
Asperger (considered by DSM5 as ASD) by a regulated, qualified
practitioner
• Psychological assessment to include cognitive scores, where deemed
appropriate by psychology staff, considering the child’s ability to be reliably
and formally assessed. If not appropriate to conduct a formal psychological
assessment prior to identification, then observational data collected will be
considered
• Students can be identified with an Autism exceptionality in the absence of a
cognitive assessment

113 Special Education Plan – Special Education Placements Provided

 • Language assessment (where deemed appropriate)

d. Input from Parents/Guardians/Caregivers

• In addition to information shared at the IPRC meeting, any documents that
parents/guardians/caregivers may deem relevant

Procedure, Policy and Memorandum 140

Autism Spectrum Disorders (ASD) are complex neurological disorders that have a
lifelong effect on the development of various abilities and skills. ASD is characterized
by impairments in both communication and social interaction, as well as unusual
patterns of behaviours, interests and activities. The term “spectrum” is used to
recognize a range of disorders that include a continuum of developmental severity
(formerly Asperger’s Disorder, PDD-NOS, Autistic Disorder). The symptoms of ASD
can range from mild to severe impairments in several areas of development (Effective
Educational Practices for Students with Autism Spectrum Disorders, A Resource
Guide, 2007).

All programming for students with a diagnosis of Autism Spectrum Disorder (ASD)
follows the Ministry of Education’s Procedure, Policy and Memorandum (PPM) 140
which states that students with ASD are entitled to receive programming and strategies
which incorporate the principles of Applied Behavioural Analysis (ABA) (ABA) when
necessary.

Applied Behavioural Analysis (ABA) states that a student’s program must include:
• individualization
• data collection
• reinforcement of targeted skills
• generalization of skills to new environment

Placement Decision of Regular Class - Elementary

Students with an Exceptionality of Autism may be offered a placement through the
IPRC decision to attend the regular class in their homeschool.

The student will have opportunity to learn with peers and be provided intentional
learning support through the IEP.

Placement Decision of Regular Class - Secondary

Students in the secondary panel are supported through the Special Education
Resource program in two ways:
1. GLE - Learning Strategies: a credit course taught by a special education
teacher that is available for students with an IEP and may be taken each year
of high school for a maximum of four credits

114 Special Education Plan – Special Education Placements Provided

 2. RSE: a non-credit course to support students in the resource room
Regular subject teachers liaise with the school Curriculum Leader (CL)/Assistant
Curriculum Leader (ACL) for Special Education and support students through
strategies outlined in the Individual Education Plan (IEP).

The goals for students identified with an exceptionality of Autism are to:
• Increase skills in effective interpersonal relationships
• Acquire new skills (e.g., problem-solving, conflict resolution, self-
advocacy)
• Transfer skills to other settings

Placement: Regular Class

Withdrawal - The student attends a regular class and
receives instruction outside the regular classroom for
less than 50% of the school day from a special
education teacher.

Resource - The student attends a regular class and

receives direct, specialized instruction, individually or
in a small group from a special education teacher
within the regular classroom.
*Elementary
Indirect Support - The student attends a regular
class for the entire school day and receives direct
instruction from a regular classroom teacher, who
receives specialized consultative services from a
special education teacher.

Location: Homeschool

Grades: Kindergarten – 12

Class Size: Ministry of Education regulations for class size

Staffing: Follows regular class student and teacher ratio

Placement Decision of Special Education Class

Students who have an exceptionality of Autism may be offered to attend an Autism

Intensive Support Program (ISP) that may not be housed in their homeschool.

The ISP is designed to address the full range of a student’s academic, emotional, and
social development, while maintaining a focus on student achievement. Increasing
opportunities for successful integration of students with regular programs is expected
and a return to a regular classroom is the goal.
115 Special Education Plan – Special Education Placements Provided
 Students who are eligible for Special Education Class placement in an Autism
program:
• Are identified with the Autism Exceptionality by an IPRC
• Have psychological assessment results indicating at least average thinking and
reasoning skills
• Show evidence that the student can access the curriculum similarly to most
children their age. This information may be obtained from a psychological
assessment or, if this is not available or if testing is not deemed appropriate given
the complexity of assessment at a young age or at that time, staff observation or
assessment is required
• Demonstrate evidence of alternative programming needs such as social,
communication, and behavioural skills, as shown through professional and/or
teacher assessments and recorded on the student’s IEP
• Demonstrate the need for more intensive interventions than are available in a
regular classroom setting despite indicators of average or above average
intellectual development

For students with more than one exceptionality, the offer of placement is based on the
student’s primary exceptionality. For example, if a student has Developmental
Disability Exceptionality as their primary exceptionality and Autism Exceptionality as a
secondary exceptionality, the offer of placement will be for the Developmental
Disability program.

Intensive Support Programs (ISPs) in Elementary Schools

The elementary Special Education Class placement for Autism is characterized by
support and instruction targeted to the specific individual needs of the students.
Increasing opportunities for successful integration of students within regular programs
is an important goal of the ISP. The number and location of programs available is
determined by the needs of the students requiring intensive support.

Intensive Support Programs (ISPs) in Secondary Schools

An IPRC decision of Special Education Class with Partial Integration will recommend
a student's placement in an Autism program at an integrated school site with both
special education and regular programs. Students who attend a secondary Autism ISP
receive instruction within their ISP from qualified subject teachers for four compulsory
credits in Grades 9 and 10 (English, Math, Science and Geography/History) and two
compulsory credits in Grades 11 and 12 (English and Math).

The remaining elective and compulsory subjects in all grades in the Autism ISP will be
delivered within the regular classroom based on a student’s option selection and their
graduation pathway. The special education teacher provides program support to the
regular subject teachers. In the ISP, the student to staff ratio is 6:1. When students

116 Special Education Plan – Special Education Placements Provided

 are integrated in a regular class, the student to teacher ratio is based on the Ministry
of Education class staffing ratios. During periods of integration, subject teachers
support students through strategies outlined in the IEP.

Placement: Intensive Support Program (ISP)

Location: Across the System Learning Centres in local

neighbourhood schools

Grades: 1 – 12

Class Size: 6 students per class

Staffing: 1.0 Teacher and 1.0 Child and Youth Worker (CYW)
in elementary schools.
Secondary schools are staffed by the number of sections
required based on the number of students.

Locations of Autism Intensive Support Programs (ISPs)

117 Special Education Plan – Special Education Placements Provided

 Communicational: Deaf and Hard of Hearing
Ministry of Education Definition

An impairment characterized by deficits in language and speech development

because of a diminished or non-existent auditory response to sound

IPRC Determination of Exceptionality: Deaf and Hard of Hearing

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
• An Individual Education Plan (IEP)
• Student work samples that are culturally relevant and responsive to the
student’s identity, lived experiences or other relevant evidence collected in
collaboration with school personnel, agencies, classroom teacher,
parents/guardians/caregivers and student

b. Educational Assessments
• An outline of learning strengths and areas for improvement that includes
both academic and functional factors from school personnel and TDSB Deaf
and Hard of Hearing program staff
• The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, the previous Provincial Report Card),
where applicable
• A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPRC

c. Professional Assessment
• An audiologist’s assessment indicating permanent bilateral hearing levels
falling within the moderate to profound range
• A speech and language assessment [when deemed appropriate by the
School Support Team (SST)]

d. Input from Parents/Guardians/Caregivers

• In addition to information shared at the IPRC meeting, any documents that
parents/guardians/caregivers may deem relevant

The TDSB recognizes the importance of early intervention and can support students
who are Deaf and Hard of Hearing from the age of 3 through to completion of high
school.

118 Special Education Plan – Special Education Placements Provided

 Upon entry to school, students who are Deaf and Hard of Hearing have access to the
support of a Specialist Teacher of the Deaf and Hard of Hearing. There are varying
tiers of support available under the umbrella of the Itinerant Team. Many students who
are Deaf and Hard of Hearing can be served in regular class placements with support.

Placement Decision of Regular Class

Students who have an exceptionality of Deaf and Hard of Hearing may be offered
placement through the IPRC decision to attend a regular class in the student's
homeschool. The student will have an opportunity to learn with same-age peers and
be provided intentional learning support through the IEP.

Itinerant Specialist Teachers of Students who are Deaf or Hard of Hearing support
students who have been identified with atypical hearing levels in Regular Class
placements through a tiered approach to intervention according to need and in
collaboration with classroom teachers and school teams.

Tier 1 Support - Students generally receive 2-3 visits per year from an Itinerant
Specialist Teacher who works with the classroom and subject teachers to plan the
accommodations required to increase accessibility to the classroom curriculum.
Students’ accommodations are outlined within an IEP or Individual Learning Plan
(ILP).

Tier 2 Support - Students who require more individualized accommodations, including

the use of Remote Microphone (RM) technology, receive 1-2 visits per month from an
Itinerant Specialist Teacher. This includes the monitoring of SEA funded or loaner RM
equipment, collaborating with the classroom or subject teacher to monitor needs as
they relate to hearing challenges and to promote self-advocacy skills in the educational
setting. Students’ accommodations are outlined within their IEP.

Tier 3 Support - Students who require more intensive support may be identified
through the IPRC process as an exceptional learner - Deaf/Hard of Hearing.
Students receive withdrawal support from an Itinerant Specialist Teacher to work on
the development of specific skills resulting from a significant hearing loss; specifically
in the areas of Audition, Speech/Articulation, Language Development, Self-Advocacy
and Curriculum Support. This program is reflected in the student’s IEP as an
Alternative Curriculum. Progress in the areas of the alternative curriculum is reported
in the Deaf/Hard of Hearing Alternative Report Card Addendum to the Provincial
Report Card.

Itinerant staff supports students with permanent bilateral and unilateral hearing loss,
students with ongoing conductive and/or fluctuating hearing losses, as well as
students with Auditory Neuropathy Spectrum Disorder (ANSD). Itinerant teachers, with
the support of the TDSB Audiologist, facilitate trials with Remote Microphone systems
for students who have been identified as having an auditory processing disorder by a
clinical audiologist and help to monitor SEA funded RM equipment.

119 Special Education Plan – Special Education Placements Provided

 Placement: Regular Class
Withdrawal - The student attends a regular class and
receives instruction outside the regular classroom for
less than 50% of the school day from a special
education teacher.

Resource - The student attends a regular class and

receives direct, specialized instruction, individually or
in a small group from a special education teacher
within the regular classroom.
*Elementary

Indirect Support - The student attends a regular

class for the entire school day and receives direct
instruction from a regular classroom teacher, who
receives specialized consultative services from a
special education teacher.

Location: Homeschool

Grades: Kindergarten - 12

Class Size: Ministry of Education regulations for class size

Staffing: Follows regular class student and teacher ratio

Placement Decision of Special Education Class

Students who have an exceptionality of Deaf and Hard of Hearing may be offered to
attend a Deaf and Hard of Hearing Intensive Support Program (ISP) that may not be
housed in their homeschool.

The ISP class is designed to address the full range of a student’s academic, emotional,
and social development, while maintaining a focus on student achievement. Increasing
opportunities for successful integration of students with regular programs is expected
and a return to a regular classroom is the goal.

Students who are eligible for a Special Education Class placement with Intensive
Program Support (ISP) for Deaf/Hard of Hearing are:
• Identified with a Deaf and Hard of Hearing exceptionality due to a significant
hearing loss, through a TDSB IPRC
• Assessed as having expressive and receptive language delays due to a
significant hearing loss, requiring modification and/or accommodations,
instruction by a Specialist Teacher of the Deaf and Hard of Hearing and a
smaller student teacher ratio

120 Special Education Plan – Special Education Placements Provided

 Students who are Deaf and Hard of Hearing may demonstrate needs in language,
speech development, in gaining auditory access to the curriculum and/or require the
use of American Sign Language (ASL). The TDSB Deaf and Hard of Hearing programs
offer a variety of supports to meet these needs, including itinerant support and special
education class placement.

Teachers working in Deaf and Hard of Hearing programs are required, under the
Education Act, to hold specialized qualifications approved by the Ministry of Education.
Based on student need, Specialist Teachers of Students who are Deaf or Hard of
Hearing work closely with the TDSB Educational Audiologist to increase accessibility
to the curriculum.

Intensive Support Programs (ISPs) in Elementary Schools

Elementary Special Education Class placements for students who are Deaf and Hard
of Hearing are available from pre-school to the completion of Grade 8. Students are
placed in Intensive Support Programs (ISPs) through the IPRC or Special Education
Placement and Review Committee (SEPRC) process.

All classes are taught by a Specialist Teacher of Students who are Deaf or Hard of
Hearing who can determine specific accommodations and/or program modifications to
support student success and achievement. Teachers, Educational Assistants - Signing
or Oral and Sign Language Facilitators use a variety of communication options to deliver
the Provincial Curriculum including oral language, oral language with sign language
support, and American Sign Language (ASL). Sign Language Facilitators are allocated
based on student needs.

Intensive Support Programs (ISPs) in Secondary Schools

Placement in a Special Education Class Full Time and Special Education Class with
Partial Integration for students who are Deaf and Hard of Hearing is available until the
completion of secondary school. There are a variety of communication options used
in the classes, including oral language, oral language with sign language support, and
American Sign Language (ASL). Secondary ISP programs offer a variety of pathways
to meet the needs of students. Upon completion, students may go on to enter post-
secondary programs at universities and colleges, apprenticeship programs, academic
upgrading programs for Deaf and Hard of Hearing students, the workplace, or
Community Living/volunteer opportunities.

At the secondary level, compulsory course class sizes are capped according to
Ministry guidelines and are taught by Specialist Teachers of the Deaf and Hard of
Hearing. The composition and class size for electives vary based on school
organization and student program needs. Students are fully integrated for their elective
credits. During periods of integration, subject teachers support students through
strategies outlined in the Individual Education Plan (IEP).

121 Special Education Plan – Special Education Placements Provided

 Students with multiple exceptionalities, including Deaf/Hard of Hearing, may be placed
in other Intensive Support Programs (ISPs) based on their learning needs and receive
support from an Itinerant Specialist Teacher.

Placement: Intensive Support Program (ISP)

Location: Across the System Learning Centres in designated
local neighbourhood schools

Grades: Pre-School; Kindergarten - 12

Class Size: PreSchool and Kindergarten - 8 students

Deaf (ASL) - 10 students
Deaf (Oral) - 12 Students
Staffing: Elementary: 1.0 Specialist Teacher and 1.0
Educational Assistant, signing or oral
Sign Language Facilitators are assigned to some
programs based on student need.

Secondary: Specialist Teacher and Educational

Assistants signing or oral and Sign Language
Facilitators are assigned based on student need.
Secondary schools are staffed per number of
sections (classes) required based on the number and
needs of students.

Locations of Deaf/Hard of Hearing (DHH) Intensive Support Programs (ISPs)

122 Special Education Plan – Special Education Placements Provided

 Communication: Learning Disability
Ministry of Education Definition
One of a number of neurodevelopmental disorders that persistently and significantly
has an impact on the ability to learn and use academic and other skills and that:
• Affects the ability to perceive or process verbal or non-verbal information in
an effective and accurate manner in students who have assessed
intellectual abilities that are at least in the average range
• Results in (an) academic underachievement that is inconsistent with the
intellectual abilities of the student (which are at least in the average range)
and/or academic achievement that can be maintained by the student only
with extremely high levels of effort and/or with additional support
• Results in difficulties in the development and use of skills in one or more of
the following areas: reading, writing, mathematics, and work habits and
learning skills
• May be associated with difficulties in one or more cognitive processes, such
as phonological processing; memory and attention; processing speed;
perceptual-motor processing; visual-spatial processing; executive functions
(e.g., planning, organizing of thoughts and activities, prioritizing, decision
making)
• May be associated with difficulties in social interaction (e.g., difficulty in
understanding social norms or the point of view of others); with various other
conditions or disorders, diagnosed or undiagnosed; or with other
exceptionalities
• Is not the result of a lack of acuity in hearing and/or vision that has not been
corrected; intellectual disabilities; socio-economic factors; cultural
differences; lack of proficiency in the language of instruction; lack of
motivation or effort; gaps in school attendance or inadequate opportunity to
benefit from instruction

IPRC Determination of Exceptionality: Learning Disability

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
• An Individual Education Plan (IEP) with alternative programming
• Student work samples that are culturally relevant and responsive to the
student’s identity and lived experiences, or other relevant evidence collected
in collaboration with school personnel, agencies, classroom teacher,
parents/guardians/caregivers and student
• Evidence that requires further support in the following areas:
○ Focusing and/or maintaining attention to activities or tasks
○ Regulating anxiety
○ Self-advocacy

123 Special Education Plan – Special Education Placements Provided

 b. Educational Assessments
• An outline of learning strengths and areas for improvement that
demonstrates a meaningful discrepancy between age appropriate academic
expectations and current academic achievement in literacy and/or
numeracy and alternative programming requirements
• The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, the previous Provincial Report Card)
• A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPRC
• Assessment that indicates the need for more intensive interventions in the
areas of academics, social interaction and processing verbal and non-
verbal information (Report Card, Individual Learning Plan, student work
samples)

c. Professional Assessment
• A psychological assessment of the student indicating average or above
average intellectual development, processing difficulty and academic
challenges related to the processing difficulty (PPM 8)
• Medical information (e.g., information on vision, hearing and physical
condition)
• Academic achievement data that shows that achievement can be
maintained only with extremely high levels of effort and/or additional support
not solely due to newcomer-related factors, school absenteeism or other
factors that affect the academic instruction received
• Evidence that intensive intervention is needed in the development and use
of skills in 1 or more of the following areas: reading, writing, mathematics,
work habits and learning skills
• Evidence that learning needs may be associated with various other complex
needs, diagnosed or undiagnosed or with other exceptionalities

d. Input from Parents/Guardians/Caregivers

• In addition to information shared at the IPRC meeting, any documents that
parents/guardians/caregivers may deem relevant

Placement Decision of Regular Class

Students who have an exceptionality of Learning Disability may be offered placement
through the IPRC decision to attend the regular class in the student’s homeschool. The
student will have an opportunity to learn with same-age peers and be provided
intentional learning support through the IEP.

Interventions must be focused, specific to learning needs and responsive to the identity
and lived experiences of the student. The impact of the interventions must be monitored
through ongoing assessment to determine effectiveness. Educators need to reflect on
their pedagogy and have continuous responsiveness to student needs.

124 Special Education Plan – Special Education Placements Provided

 Placement Decision of Regular Class - Secondary
A Regular Class Placement for students in the secondary panel is supported through
the Special Education Resource program in two ways:
1. GLE - Learning Strategies: a credit course taught by a special education
teacher that is available for students with an IEP. The Learning Strategies
course may be taken in each year of high school for a maximum of four credits
2. RSE - Resource: a non-credit course to support students in the resource room

Regular subject teachers liaise with the school Curriculum Leader (CL)/Assistant
Curriculum Leader (ACL) for Special Education to support students through strategies
outlined in the Individual Education Plan (IEP). Support can also include course
modifications that may permit credit accumulation. Withdrawal assistance can be
provided by a special education teacher on staff as part of school-based resource
assistance.

Placement: Regular Class

Withdrawal - The student attends a regular class and
receives instruction outside the regular classroom for
less than 50% of the school day from a special
education teacher.

Resource - The student attends a regular class and

receives direct, specialized instruction, individually or
in a small group from a special education teacher
within the regular classroom.
*Elementary

Indirect Support - The student attends a regular

class for the entire school day and receives direct
instruction from a regular classroom teacher, who
receives specialized consultative services from a
special education teacher.
Location: Homeschool

Grades: 1 – 12
Class Size: Ministry of Education regulations for class size

Staffing: Follows regular class student and teacher ratio

125 Special Education Plan – Special Education Placements Provided

 Placement Decision of Special Education Class

Students who have an exceptionality of Learning Disability may be offered to attend a

Learning Disability Intensive Support Program (ISP) that may not be housed in their
homeschool.

The ISP class is designed to address the full range of a student’s academic, emotional,
and social development, while maintaining a focus on student achievement. Increasing
opportunities for successful integration of students with regular programs is expected
and a return to a regular classroom is the goal.
Students who are eligible for Special Education Class placement with intensive
program support for Learning Disability:
● Are identified with a Learning Disability as their primary exceptionality
and may also meet criteria for an additional exceptionality at an IPRC
● Are assessed as having at least average intellectual development (e.g.,
thinking and reasoning skills)
● Demonstrate evidence of other factors affecting learning. [i.e., any
combination of alternative program needs such as attention and
executive function difficulties, receptive and expressive language
difficulties, anxiety, social/emotional needs, etc., as shown through
professional and/or teacher assessments and the Individual Education
Plan (IEP)]
● Demonstrate lack of success in a regular classroom setting despite
sustained efforts to implement the interventions outlined in the Individual
Education Plan

Assessments should show evidence of a need for intensive support programming in a

classroom setting with a reduced student-teacher ratio and additional Educational
Assistant support. Teacher assessments, in conjunction with the IEP, must show that
the student is functioning academically below grade level in both numeracy and literacy
by a minimum of:
● Three years in the primary grades
● Three to four years in the junior grades
● Four years in the intermediate/senior grades

Each student diagnosed with a Learning Disability is unique and may require moderate
to intense interventions to support their learning. Special Education programming for
Learning Disabilities addresses a range of a student’s academic, emotional,
expressive and receptive communication and social development, while maintaining a
focus on student achievement. Regardless of the form of program intervention, the
goal for student is generally to fill the academic gaps that have developed due to the
nature of a student’s specific learning disabilities, to build on student strengths while
addressing areas for improvement, and to address the kinds of social-emotional and
confidence-related needs that can be brought about by a student’s persistent
academic challenges.

126 Special Education Plan – Special Education Placements Provided

 Intensive Support Programs (ISPs) in Elementary Schools
The elementary Special Education Class placement is characterized by a smaller class
size and has Educational Assistant support assigned to the classroom. It is designed
to address the range of a student’s academic, emotional, and social development,
while maintaining a focus on student achievement. Ongoing opportunities for
integration with regular programs are embedded within the class schedule. A student’s
need for a special education class placement is expected to be of limited duration and
should be reviewed annually with an eye to successful reintegration into the regular
class with a reduced level of support, as soon as is feasible. The recommended class
size varies by school division (See table for class size).

Intensive Support Programs (ISPs) in Secondary Schools

At the secondary level, there are no Special Education Class Full Time placements for
students with the exceptionality of Learning Disability. Special Education Class with
Partial Integration continues to be an option where students have select subjects
delivered in a smaller class environment. Students will take some of their courses in
special education classes for students with a Learning Disability exceptionality and
they are integrated in regular classes for other courses.

In the Learning Disability ISP, students receive instruction with their ISP grouping from
qualified subject teachers for four compulsory credits in Grades 9 and 10 (English,
Math, Science and Geography/History) and two compulsory credits in Grades 11 and
12 (English and Math).

When students are integrated in regular classes, the classes are staffed according to
the Ministry staffing guidelines for the subject. During periods of integration, subject
teachers support students through strategies outlined in the IEP. The special
education teacher provides program support to the subject teachers. Support can
include course modifications noted on the IEP that may permit credit accumulation.

127 Special Education Plan – Special Education Placements Provided

 Placement: Intensive Support Program (ISP)
Location: Across the System Learning Centres in designated local
neighbourhood schools

Grades: 1 – 12
Class Size: Primary: 10 - 12 students
Junior: 12 - 14 students
Intermediate: 14 - 16 students

Staffing: Elementary: 1.0 Teacher and 1.0 Educational Assistant

Secondary: 1.0 Teacher and 1.0 Educational Assistant staffed

per number of sections (classes) required based on the number
of students

Locations of Learning Disability (LD) Intensive Support Programs (ISPs)

128 Special Education Plan – Special Education Placements Provided

 Communication: Speech Impairment
Ministry of Education Definition
A disorder in language formulation which may be associated with neurological,
psychological, physical, or sensory factors that involves perceptual motor aspects of
transmitting oral messages and that may be characterized by impairment in
articulation, rhythm and stress

IPRC Determination of Exceptionality: Speech Impairment

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
• An Individual Education Plan (IEP)
• Evidence demonstrating academic needs related to communication

b. Educational Assessments
• An outline of learning strengths and areas for improvement
• The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, the previous Provincial Report Card)
• A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPRC

c. Professional Assessment
• A professional assessment by a qualified speech-language pathologist or
psychologist that determines the primary concern to be an impairment in
speech production, which significantly interferes with the student’s
communication and academic achievement

d. Input from Parents/Guardians/Caregivers

• In addition to information shared at the IPRC meeting, any documents that
parents/guardians/caregivers may deem relevant

Placement Decision of Regular Class

Students who have an exceptionality of Speech Impairment may be offered through
the IPRC decision to attend the regular class in the student's homeschool. The student
will have an opportunity to learn with same-age peers and be provided intentional
learning support through the IEP.

129 Special Education Plan – Special Education Placements Provided

 Placement: Regular Class
Withdrawal - The student attends a regular class
and receives instruction outside the regular
classroom for less than 50% of the school day from
a special education teacher.

Resource - The student attends a regular class

and receives direct, specialized instruction,
individually or in a small group from a special
education teacher within the regular classroom.
* Elementary

Indirect Support - The student attends a regular

class for the entire school day and receives direct
instruction from a regular classroom teacher, who
receives specialized consultative services from a
special education teacher.

Location: Homeschool

Grades: Kindergarten - Grade 12

Class Size: Ministry of Education regulations for class size

Staffing: Follows regular class student and teacher ratio

Decision of Special Education Class

In making its determination, a TDSB IPRC placement decision for an exceptional student
is based on the student’s cognitive and learning needs. For students identified with the
exceptionality of Speech Impairment, the first placement consideration of the IPRC is
Regular Class with support provided through Speech Language Services in collaboration
with Home and Community Care Support Services (HCCSS).

The TDSB does not have classes solely for students with Speech Impairment. Where
intensive, targeted support is required to address a student’s additional learning needs,
a placement in a Special Education Class may be the decision and recommendation of
the IPRC and will take into account the needs of the student and the consultation and
discussion with the student's parent/guardian/caregiver. The student may be offered
placement depending on the individual profile in another Intensive Support Program
(ISP) offered within the TDSB.

130 Special Education Plan – Special Education Placements Provided

 Communication: Language Impairment
Ministry of Education Definition

A learning disorder characterized by impairment in comprehension and/or use of

verbal communication or the written or other symbol system of communication, which
may be associated with neurological, psychological, physical, or sensory factors, and
which may:
● Involve one or more of the forms, content, and function of language in
communication
● Include one or more of the following:
o Language delay
o Dysfluency
o Voice and articulation development, which may or may not be organically or
functionally based

IPRC Determination of Exceptionality: Language Impairment

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
• An Individual Education Plan (IEP)
• Student work samples that are culturally relevant and responsive to the
student’s identity, lived experiences or other relevant evidence collected in
collaboration with school personnel, agencies, classroom teacher,
parents/guardians/caregivers and student

b. Educational Assessments
• An outline of learning strengths and areas for improvement
• The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, the previous Provincial
Report Card)
• A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPRC

c. Professional Assessment
• A professional assessment by a qualified speech-language pathologist
(SLP) that determines the primary concerns to be receptive and expressive
language levels, which significantly interfere with the student’s
communication and academic achievement

d. Input from Parents/Guardians/Caregivers

• In addition to information shared at the IPRC meeting, any documents that
parents/guardians/caregivers may deem relevant

131 Special Education Plan – Special Education Placements Provided

 Placement Decision of Regular Class
Students who have an exceptionality of Language Impairment may be offered through
the IPRC decision to attend the regular class in the student's homeschool. The student
will have an opportunity to learn with same-age peers and be provided intentional
learning support through the IEP.

Placement: Regular Class

Withdrawal - The student attends a regular class and
receives instruction outside the regular classroom for less
than 50% of the school day from a special education teacher.

Resource - The student attends a regular class and receives

direct, specialized instruction, individually or in a small group
from a special education teacher within the regular
classroom.
* Elementary

Indirect Support - The student attends a regular class for

the entire school day and receives direct instruction from a
regular classroom teacher, who receives specialized
consultative services from a special education teacher.

Location: Homeschool

Grades: Kindergarten - Grade 12

Class Size: Ministry of Education regulations for class size

Staffing: Follows regular class student and teacher ratio

Placement Decision of Special Education Class

For students identified with the exceptionality of Language Impairment, Regular Class
with support provided through Speech and Language Services is the first placement
consideration. Where intensive, targeted support is needed to address other learning
needs in addition to severe language difficulties, placement in a Special Education
Class may be the decision of the IPRC.

TDSB does not have ISPs solely for students with Language Impairment.

132 Special Education Plan – Special Education Placements Provided

 Intellectual: Developmental Disability
Ministry of Education Definition

A severe learning disorder characterized by:

1. An inability to profit from a special education program for students with mild
intellectual disabilities because of slow intellectual development
2. An ability to profit from a special education program that is designed to
accommodate slow intellectual development
3. A limited potential for academic learning, independent social adjustment, and
economic self-support

The Provincial Ministry of Children, Community and Social Services definition of

developmental disabilities is also consistent with the Services and Supports to
Promote the Social Inclusion of Persons with Developmental Disabilities2008 Act.

Generally, developmental disabilities: affect a person’s ability to learn and apply

conceptual, social and practical skills in their everyday life; affect a person’s intellectual
capacity, including the capacity to reason, organize, plan, make judgments and identify
consequences and risks; originate before a person reaches 18 years of age; and are
likely to be life-long in nature.

IPRC Determination of Exceptionality: Developmental Disability

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
• An Individual Education Plan (IEP) incorporating areas of alternative
curriculum
• Student work samples that are culturally relevant and responsive to the
student’s identity and lived experiences or other relevant evidence, collected
in collaboration with school personnel, agencies, classroom teacher,
parents/guardians/caregivers and student

b. Educational Assessments
• An outline of learning strengths and areas for improvement demonstrating
very limited academic and adaptive skills, which are significantly below the
range expected for age-appropriate placement
• The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, the previous Provincial Report Card)
• A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPRC

c. Professional Assessment
• A psychological assessment that indicates that the student’s functioning in
meaningful intellectual and adaptive domains typically lies at or below the
1st percentile
• Diagnosis of Global Developmental Delay or Intellectual Disability
Unspecified and/or adaptive domains at or below the 1st percentile are
133 Special Education Plan – Special Education Placements Provided
 considered in lieu of a psychological report for those students who are
unable to participate in a psychological assessment, or when degree of
cognitive impairment cannot be determined

d. Input from Parents/Guardians/Caregivers

• In addition to information shared at the IPRC meeting, any documents that
parents/guardians/caregivers may deem relevant

Placement Decision of Regular Class

Students who have an exceptionality of Developmental Disability may be offered
placement through the IPRC decision to attend the regular class in the student’s
homeschool. Students will have the opportunity to learn with same-age peers and be
provided intentional learning support through the IEP.

Special Education programming for students identified with the exceptionality of

Developmental Disability is designed to address the full spectrum of their needs.
Students with developmental disabilities demonstrate very limited cognitive and
adaptive skills, requiring alternative curriculum expectations designed to maximize
student independence. Instructional needs can include functional academics, activities
of daily living, communication, social skills, motor skills and experiential learning.
Some aspects of an alternative curriculum may be addressed within Regular Class
placement.

Placement Regular Class Setting

Withdrawal - The student attends a regular class
and receives instruction outside the regular
classroom for less than 50% of the school day from
a special education teacher.
Resource - The student attends a regular class and
receives direct, specialized instruction, individually or in
a small group from a special education teacher within
the classroom the regular classroom.
* Elementary
Indirect Support - The student attends a regular
class for the entire school day and receives direct
instruction from a regular classroom teacher, who
receives specialized consultative services from a
special education teacher.

Location: Homeschool

Grades: Kindergarten - Grade 12

Class Size: Ministry of Education regulations for class size

134 Special Education Plan – Special Education Placements Provided

 Staffing: Follows regular class student and teacher ratio

Placement Decision of Special Education Class

Students who are eligible for Special Education Class placement with intensive
program support for Developmental Disability:
● Are usually identified with the exceptionality of Developmental Disability by a
TDSB IPRC. Students identified under other exceptionalities, but with a
similar cognitive profile, may qualify for the same type of placement
● Usually function at an intellectual and adaptive level at or below the 1st
percentile in a recent psychological assessment
● Experience significant difficulty in functional academics, communication,
activities of daily living, motor skills, social skills, and/or social/emotional
needs, as indicated through professional assessments such as speech and
language assessment, psychological assessment,
occupational/physiotherapy assessment, or teacher assessment

Intensive Support Programs (ISPs) in Elementary Schools

The elementary Special Education Class placement is characterized by a smaller class

size with a reduced student-teacher ratio and educational assistant support, as well as
a noon hour assistant. The programs have consultative support of Professional Support
Services staff, such as an occupational therapist/physiotherapist, speech- language
pathologist, psychologist and social worker, who provide input regarding programming
strategies to address the needs of each student.

Intensive Support Programs (ISPs) in Secondary Schools

Special Education Class Full Time placements for secondary students with
Developmental Disabilities are characterized by a smaller class size with a reduced
student-teacher ratio and educational assistant support, as well as a noon hour
assistant. They provide targeted instruction in alternative curriculum. While regular
class integration is not offered, planned opportunities for students to be included in the
life of the school are expected. The programs have consultative support of
Professional Support Services staff, such as an occupational
therapist/physiotherapist, speech-language pathologist, psychologist and social
worker, who provide input regarding programming strategies to address the needs of
each student.

In a secondary special education placement, students work on an alternative

curriculum which is non-credit bearing or K level Ministry courses based on their IEP
subject expectations. Students complete their education and leave their secondary
school with a Certificate of Accomplishment. It is important to note that a Certificate of
Accomplishment does not lead to post-secondary school credit granting programs.

135 Special Education Plan – Special Education Placements Provided

 A program devoted to addressing the alternative curriculum is available in a Special
Education Class placement within the Intensive Support Program (ISP) for students
with a Developmental Disability. The number and location of special education classes
is determined by the needs of students requiring intensive support. Some of the
programs are located in congregated special education schools where highly
specialized supports and staff expertise required by some students are available. A
collaborative partnership between special education staff in intensive support settings,
Professional Support Service, parents/guardians/caregivers and outside agencies is
an important factor in meeting the diverse needs of students.

Regardless of the form of program support, opportunities to be included in the culture

of the school (whole school activities such as assemblies, special events, etc.) are
essential to building student confidence, resilience, and self-esteem. Students with
developmental disabilities transition age-appropriately from division to division
throughout their school years.

Students complete their secondary schooling and transition out in June of the calendar
year in which they turn 21 years of age (Education Act, s. 33). In order for a student to
remain in a publicly funded day school until they are 21 years old, they must be able to
finish an entire school year ending in June of that year.

Placement: Intensive Support Program (ISP)

Location: Across the System Learning Centres in designated
local neighbourhood schools

Grades: 1 – 12
Class Size: 10 students

Staffing: Elementary and Secondary: 1 Teacher and 1.0 EA K in

integrated settings, 1.5 EA K in congregated sites, 2.0 EA K
in classes with students with multiple physical disabilities,
1.0 Noon Hour Assistant

Location of Developmental Disabilities (DD) Intensive Support Programs (ISPs)

136 Special Education Plan – Special Education Placements Provided

 Intellectual: Giftedness
Ministry of Education Definition
An unusually advanced degree of general intellectual ability that requires differentiated
learning experiences of a depth and breadth beyond those normally provided in the
regular school program to satisfy the level of educational potential indicated

IPRC Determination of Exceptionality: Giftedness

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
● Student work samples that are culturally relevant and responsive to the
student’s identity, lived experiences or other relevant evidence collected in
collaboration with school personnel, agencies, classroom teacher,
parents/guardians/caregivers and student

b. Educational Assessments
● The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, the previous Provincial Report Card)
Standardized educational assessments (e.g., Developmental Reading
Assessment, PRIME, etc.)
● Results from the Canadian Cognitive Abilities Test – 7th Edition (CCAT7)
● A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPRC

c. Professional Assessment
● An individual psychological assessment that the student is functioning at or
above the 98th percentile on the General Ability Index (GAI) on a recently
administered Wechsler Intelligence Scale for Children – 5th Edition (WISC-
V), Canadian norms

d. Input from Parents/Guardians/Caregivers

● In addition to information shared at the IPRC meeting, any documents that
parents/guardians/caregivers may deem relevant

With regard to assessments for Giftedness:

● Cognitive or intellectual tests measure the ability to problem solve with novel
tasks. There should be no advance preparation for these types of tests. Efforts
to practice these tests in advance will invalidate the results. Should a
reassessment be indicated, it would require the student waiting one year, as it
is important to obtain accurate information regarding the student’s functioning
to ensure that programming meets the true needs of the child.
● Due to practice effects, the TDSB will accept assessments where the same
intelligence test has not been used twice in a 12-month period.
● An overall maximum of two test administrations will be provided by TDSB
Psychological Services during the student’s school years within the TDSB.
137 Special Education Plan – Special Education Placements Provided
 ● TDSB Psychological Services staff will only reassess within a 12-month period
under special circumstances and after consultation with a TDSB Manager of
Psychological Services.
● The WISC-V is administered when the child is at least of Grade 3 age,
appropriately placed in and attending Grade 3.
● The WISC-V is the preferred choice for gifted testing. Other intelligence test
results and their criteria will only be accepted pending approval by a TDSB
Manager of Psychological Services.

IPRC Determination of Giftedness for English Language Learners (ELL)

In addition to the considerations noted above under Professional Assessment, when
factors of ELL or cultural background are considered to have a substantial impact on
the measurement of intellectual development, the TDSB IPRC will use the following
criteria:
● A score at or above the 98th percentile on the General Ability Index (GAI), Verbal
Comprehension Primary Index Scale, Visual-Spatial Primary Index Scale, or
Fluid Reasoning Primary Index Scale on the WISC-V, Canadian norms
● To qualify for ELL consideration, there must be evidence that the student has
received ELL support over three consecutive reporting periods within the last
three years. This support must be substantiated by ELL tracking sheets and/or
report cards with the ELL box marked. Only the IPRC can determine when the
ELL criteria will be used based on documentation and consultation with those
who know the student.

IPRC Determination of Giftedness for Students with a Learning Disability

In addition to the considerations noted above under Professional Assessment, for
students identified with a Learning Disability, the TDSB IPRC will use the following
criteria:
● Assessment information will provide clear evidence that the student has:
○ Indicators of significant above average intellectual development
○ Information-processing needs
○ Academic challenges as a result of complex processing needs
● An outline of learning strengths and areas for improvement that demonstrates a
meaningful discrepancy between age appropriate expectations and academic
achievement in literacy and/or numeracy and alternative programming
requirements
● The assessment information, along with IEP information, report card
information, and consultation, will lead to the student being designated as
exceptional with the Exceptionality of Learning Disability, prior to considering
the use of the Giftedness/Learning Disability criteria to identify the student with
the Giftedness exceptionality
● A score at or above the 98th percentile on the General Ability Index (GAI), Verbal
Comprehension Primary Index Scale, Visual-Spatial Primary Index Scale, or
Fluid Reasoning Primary Index scores on the WISC-V

138 Special Education Plan – Special Education Placements Provided

 Only the IPRC, based on documentation and consultation, can determine when the
Learning Disability criteria for Giftedness identification will be used.

Placement Decision of Regular Class

Students who have an exceptionality of Giftedness may be offered placement

through the IPRC decision to attend the regular class in the student’s homeschool.
The student will have an opportunity to learn with peers and be provided with
intentional learning support through the IEP.

Placement: Regular Class

Withdrawal - The student attends a regular class and receives
instruction outside the regular classroom for less than 50% of
the school day from a special education teacher.
Resource - The student attends a regular class and receives
direct, specialized instruction, individually or in a small group from
a special education teacher within the regular classroom.
* Elementary
Indirect Support - The student attends a regular class for the
entire school day and receives direct instruction from a regular
classroom teacher, who receives specialized consultative
services from a special education teacher.

Location: Homeschool

Grades: 4 -12

Class Size: Ministry of Education regulations for class size

Staffing: Follows regular class student and teacher ratio

Placement Decision of Special Education Class

Students who have an exceptionality of Giftedness may be offered to attend a Gifted

Intensive Support Program (ISP) that may not be housed in their homeschool.
Students will be placed in ISPs with space closest to their home. The ISP class is
designed to address the full range of a student’s academic, emotional, and social
development, while maintaining a focus on student achievement.

139 Special Education Plan – Special Education Placements Provided

 Students who are eligible for Special Education Class placement with intensive
program support for Giftedness, in addition to demonstrating an unusually advanced
degree of general intellectual ability by meeting the criteria for the exceptionality of
Giftedness, may also meet one of the following criteria:
● Demonstrate a significant need for enrichment programming, and/or alternative
programming (e.g., thinking, awareness of self/others) requiring differentiated
learning experiences of a depth and breadth beyond those normally provided in
the regular school program to satisfy the student’s level of educational potential
● Demonstrate evidence of significant challenges in interpersonal, social, and/or
emotional development in the school setting

Intensive Support Programs (ISPs) in Elementary Schools

For elementary students, a Special Education Class Full Time placement for
Giftedness begins in Grade 4. It is characterized by a prescribed student-teacher ratio
and targeted instruction to address the range of a student’s academic, emotional, and
social development. The number and locations of these programs are determined by
the needs of students requiring Special Education Class placement, and programs are
located to ensure equitable access throughout the TDSB.

Eligible students are placed in the program closest to the student’s home school where
there is available space. When a program in any given site reaches capacity, this may
result in some students being directed to the next closest Gifted ISP site location with
available program space. Only one offer is provided – at the nearest location with
available space. There are no waitlists.

When placement in a Special Education Class for Giftedness is offered and declined,
the student will attend the regular program at the home school. An Individual Education
Plan (IEP) is developed in which provision is made for the accommodations required to
address the student’s learning strengths and needs.

Intensive Support Programs (ISPs) in Secondary Schools

In secondary schools, the IPRC placement for students identified with Giftedness is
Special Education Class with Partial Integration. Students take some of their courses
in special education classes for students with giftedness and are integrated with
students in regular classes for other courses. Subject courses taught in a Gifted ISP
follow the Ontario curriculum and offer greater breadth and depth to the topics under
study.

Students in Grade 9 and 10 are required to take four special education courses
offered for the intellectually gifted. The compulsory courses for schools to offer are
English, Math, Science, and Geography (9)/History (10).

Students in Grade 11 and 12 are required to take two special education courses for
the intellectually gifted. The courses for schools to offer are English and Math.
140 Special Education Plan – Special Education Placements Provided
 Secondary School Boundaries for Students with Giftedness Exceptionalities
Parents/guardians/caregivers and students can find Secondary Gifted program site
locations through the Gifted Program Finder.

Please Note: It is possible that a program in any given site can reach capacity, which
may result in some students being directed to another site with available program
space. Students with a gifted exceptionality are guaranteed a spot within a Gifted ISP;
however, students are not guaranteed admission to a specific school. Only one offer
of placement is provided. There are no waitlists.
When placement in a Special Education Class for Giftedness is offered and declined,
the student will attend the regular program at the home school. An Individual Education
Plan (IEP) is developed in which provision is made for the accommodations required to
address the student’s learning strengths and needs.

Once an offer of placement to a Special Education Class for Giftedness (elementary

or secondary) has been declined and a student is attending the regular class, a later
requested change in level of support from the regular program to a Special Education
Class placement must be done through a Central or Learning Centre Review IPRC to
increase the level of support.

Placement: Intensive Support Program (ISP)

Location: Across the System Learning Centres in designated

local neighbourhood schools

Grades: 4 - 12

Class Size: 25 Students Elementary

30 Students Secondary
Staffing: Elementary: 1 Teacher
Secondary: 1.0 Teacher staffed per number of
sections (classes) required based on the number of
students

Locations of Gifted Intensive Support Programs (ISPs)

141 Special Education Plan – Special Education Placements Provided

 Intellectual: Mild Intellectual Disability
Ministry of Education Definition
A learning disorder characterized by:
1. An ability to profit educationally within a regular class with the aid of considerable
curriculum modification and support services
2. An inability to profit educationally within a regular class because of slow intellectual
development
3. A potential for academic learning, independent social adjustment, and economic
self-support

IPRC Determination of Exceptionality: Mild Intellectual Disability

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
• An Individual Education Plan (IEP)
• Student work samples that are culturally relevant and responsive to the
student’s identity, lived experiences or other relevant evidence collected in
collaboration with school personnel, agencies, classroom teacher,
parents/guardians/caregivers and student

b. Educational Assessments
• An outline of learning strengths and areas for growth demonstrating
academic and social performance below the range expected for age-
appropriate placement
• The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, the previous Provincial Report Card)
• A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPRC

c. Professional Assessment
• There will need to be careful interpretation of assessment and observational
data when considering the exceptionality of MID
• Intellectual index and adaptive functioning scores generally fall between the
1st to (at or below) the 5th percentiles, for Mild Intellectual Disability
identification
• Adaptive domain composite scores should be cautiously interpreted,
especially when there is variability between the overall composite/domains
and subdomain/skill areas. At least one area (e.g., communication, self-care,
functional academics, social/interpersonal skills, etc.) must be well below
average (roughly similar to cognitive scores)
• The adaptive criteria is not solely dependent on a test score. Psychological
assessment reports provide information about the adaptive score’s
interpretation

142 Special Education Plan – Special Education Placements Provided

 • Consideration is given to a range of sources and collateral
information/documentation, including, but not limited to qualitative
information provided by the parent(s)/guardian(s)/caregiver(s) and/or school
team, regarding the student’s day-to-day functioning, home and school
observations, medical documentation, OT/PT and SLP assessment reports,
etc.
• All information is considered to best understand the child’s strengths and
needs.

d. Input from Parents/Guardians/Caregivers

• In addition, to information shared at the IPRC meeting, any documents that
parents/guardians/caregivers may deem relevant

Placement Decision of Regular Class

Students who have an exceptionality of Mild Intellectual Disability (MID) may be
offered through the IPRC decision to attend a regular class placement in the student's
homeschool. In this placement, the student will have the opportunity to learn with
same-age peers and be provided intentional learning support through the IEP.
Students in the regular class placement setting will be taught the Ontario Curriculum
for the grade or the secondary course subject. The curriculum may be modified to
accommodate the learning needs of the student.

At the secondary level, the degree and number of modifications to a course may in
some cases result in a subject credit not being granted. The school principal will decide
if the credit is granted to the student and if the secondary course pathway exists and
remains intact so that the student is able to move to the next course in the subject
pathway.

For students attending regular class, regular subject teachers liaise with the school
Curriculum Leader (CL)/ Assistant Curriculum Leader (ACL) of Special Education and
support students through strategies outlined in the Individual Education Plan(IEP).

In addition to the Secondary Resource Program (RSE) and Learning Strategies (GLE)
courses, support may include course modifications that potentially permit credit
accumulation towards a diploma. Students may have access to locally developed,
compulsory (LDCC) and/or optional credit courses, designed to provide an opportunity
for students to upgrade knowledge and skills. The number of offerings for LDCC
courses by a secondary school may vary according to program needs for all students
across the entire school.

143 Special Education Plan – Special Education Placements Provided

 Placement: Regular Class
Withdrawal - The student attends a regular class
and receives instruction outside the regular
classroom for less than 50% of the school day from
a special education teacher.

Resource - The student attends a regular class and

receives direct, specialized instruction, individually
or in a small group from a special education teacher
within the regular classroom.
*Elementary

Indirect Support - The student attends a regular

class for the entire school day and receives direct
instruction from a regular classroom teacher, who
receives specialized consultative services from a
special education teacher.

Location: Homeschool
Grades: 1 -12
Class Size: Ministry of Education regulations for class size
Staffing: Follows regular class student and teacher ratio

Placement Decision of Special Education Class

Students who have an exceptionality of Mild Intellectual Disability may be offered to

attend a Mild Intellectual Disability (MID) Intensive Support Program (ISP) that may
not be housed in their homeschool.

The ISP class is designed to address the full range of a student’s academic, emotional,
and social development, while maintaining a focus on student achievement. Increasing
opportunities for successful integration of students with regular programs is expected
and a return to a regular classroom is the goal.

Students who are eligible for Special Education Class placement with intensive
program support (ISP) for Mild Intellectual Disability:
● Are identified with the exceptionality of Mild Intellectual Disability by a TDSB
IPRC. Students identified under other exceptionalities, but with a similar
cognitive profile and instructional needs, may qualify for the same type of
placement
● Show evidence of academic and social emotional complex needs in the regular
classroom setting and require appropriate accommodations, modifications,
alternative programming and Resource, including an appropriate period of time
during which professional report recommendations have been implemented

144 Special Education Plan – Special Education Placements Provided

 ● Assessments show evidence of need for intensive support programming in a
classroom setting with a reduced pupil teacher ratio and Educational Assistant
support
● Teacher assessments show the students are functioning academically well
below grade level in both numeracy and literacy by a minimum of:
○ Three years in the primary grades
○ Three to four years in the junior grades
○ Four years in the intermediate/senior grades

Cognitive skills and intellectual ability involve varying degrees of sensory awareness,
attention, processing, memory, and concept development. Students who demonstrate
cognitive skills below age expectations usually require program accommodations and
modifications to meet their varied learning needs.

Students’ cognitive abilities may vary widely and can be measured by a qualified
practitioner using norm-referenced individual assessments and an adaptive measures
tool. The determination of a student’s needs is based not only on the degree of
intellectual strengths or weaknesses, but also on the ability of the student to be
successful in his or her learning environment.

Intensive Support Programs (ISPs) in Elementary Schools

The elementary Special Education Class placement is characterized by a smaller class

size, Educational Assistant support and a lunchroom supervisor who provides support
during lunch. Instruction is targeted to address the full range of a student’s academic
and adaptive skills, as well as emotional and social development. Intentionally planned
opportunities for successful integration with regular class programs are an important
component to build success and confidence.

Intensive Support Programs (ISPs) in Secondary Schools

Secondary school Special Education Class placements for students with a Mild
Intellectual Disability (MID) are located in some secondary schools and in a small
number of regionally based congregated settings. The IPRC decision of Special
Education Class with Partial Integration is recommending placement in a special
education program at an integrated site with both special education and regular
classes where students have select subjects delivered in a smaller class environment.
The students will take some of their courses in special education classes for students
with a Mild Intellectual Disability exceptionality and they are integrated with students
in regular classes for other courses.

Students in Grade 9 and 10 are required to take four special education courses. The
recommended courses are English, Math, Science, and Geography/History. Students
in Grade 11 and 12 are also required to take four special education courses. Two of
the recommended courses are English and Math.

145 Special Education Plan – Special Education Placements Provided

 Some secondary students identified with Mild Intellectual Disability may require more
intensive support through fully alternative programming and a curriculum of functional
numeracy and literacy oriented towards vocational and life skills. For TDSB secondary
students, the IPRC decision of Special Education Class Full Time recommends
placement in a congregated setting. These programs are characterized by smaller
class sizes with a prescribed student-teacher ratio. The programs in these settings
build student confidence and self-esteem while developing basic skills that will lead to
functional independence. The academic trajectories for students with an MID
Exceptionality may lead to an Ontario Secondary School Certificate (OSSC) or a
Certificate of Accomplishment, which differ from the Ontario Secondary School
Diploma (OSSD). It is important to note that a Certificate of Accomplishment and/or an
Ontario Secondary School Certificate (OSSC) do not lead to post-secondary school
credit granting programs.

Placement: Intensive Support Program (ISP)

Location: Across the System Learning Centres in designated local
neighbourhood schools or one of the six designated
secondary congregated school sites
Grades: 1 – 12
Class Size: Primary: 12 students
Junior: 14 students
Intermediate: 16 students
Staffing: Elementary: 1.0 Teacher and 1.0 Educational Assistant,
Lunchroom Supervisor

Secondary: 1.0 Teacher and 1.0 Educational Assistant staffed

per number of sections (classes) required based on the
number of students

Locations of Mild Intellectual Disability (MID) Intensive Support Programs (ISPs)

146 Special Education Plan – Special Education Placements Provided

 Physical: Physical Disability
Ministry of Education Definition
A condition of such severe physical limitation or deficiency as to require special
assistance in learning situations to provide the opportunity for educational
achievement equivalent to that of students without exceptionalities who are of the
same age or development level

IPRC Determination of Exceptionality: Physical Disability

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
• An Individual Education Plan (IEP) outlining accommodations and/or
modifications addressing the student’s physical needs
• Student work samples that are culturally relevant and responsive to the
student’s identity and lived experiences or other relevant evidence collected
in collaboration with school personnel, agencies, classroom teacher,
parents/guardians/caregivers and student

b. Educational Assessments
• The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, the previous Provincial Report Card)
• A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPRC

c. Professional Assessment
• A medical and/or occupational therapy/physiotherapy assessment

d. Input from Parents/Guardians/Caregivers

• In addition to information shared at the IPRC meeting, any documents that
parents/guardians/caregivers may deem relevant

Placement Decision of Regular Class

Students who have an exceptionality of Physical Disability may be offered placement
through the IPRC decision to attend the regular class in the student’s homeschool.
The student will have an opportunity to learn with same-age peers and be provided
intentional learning support through the IEP.

Some students with a physical disability may not meet the criteria for identification of
an exceptionality. Some students may only require an accessible learning environment
to meet their mobility needs and enable them to access all aspects of school life. For
those students, an IPRC placement decision may be Regular Class in a designated
site.

147 Special Education Plan – Special Education Placements Provided

 Placement Decision of Regular Class in Elementary and Secondary Schools
(Designated Sites)

TDSB has selected schools throughout the Board considered designated sites.
Designated sites are accessible for students with physical disabilities who only require
barrier-free access to a school environment to meet their mobility and safety needs.
Students may attend a designated site based on the recommendation of the Special
Education and Inclusion team with or without an IPRC. A current medical or OT/PT
report outlining needs is required.

An IPRC placement of Regular Class is in age-appropriate classroom settings, with an

Individual Education Plan and with the kind and degree of resource support and/or
special education services recommended by the IPRC. Students placed at a
designated site may attend a regular class or may receive special education support
through the school’s Resource Model. They may need to access occasional special
education support for mobility and activities of daily living.

Placement: Regular Class

Withdrawal - The student attends a regular class and
receives instruction outside the regular classroom for
less than 50% of the school day from a special
education teacher.
Resource - The student attends a regular class and
receives direct, specialized instruction, individually or
in a small group from a special education teacher
within the regular classroom.
*Elementary
Indirect Support - The student attends a regular
class for the entire school day and receives direct
instruction from a regular classroom teacher, who
receives specialized consultative services from a
special education teacher.

Location: Homeschool or an Accessible school site

Grades: 1 – 12
Class Size: Ministry of Education regulations for class size

Staffing: Follows regular class student and teacher ratio

148 Special Education Plan – Special Education Placements Provided

 Placement Decision of Special Education Class

An IPRC decision about placement for a student with the exceptionality of Physical
Disability will depend on the student’s needs. For this reason, consideration of barrier-
free requirements is a factor when planning locations of all special education programs
serving the needs of all exceptionalities. Additionally, a close partnership between
Professional Support Services (PSS) and outside agencies will support staff and
parents/guardians/caregivers in meeting the student's physical disability needs.

Some students with a physical disability may need additional special education
instruction, resources, supports and/or services. For example, they may be identified
with a second exceptionality, such as a Communicational or Intellectual exceptionality,
and may require additional programming support from a special education teacher.
For those students, the IPRC placement decision may be Special Education Class.
When offering placement, the Special Education and Inclusion Department looks for
the closest match between the documented needs of the student and the kinds of
instruction, supports and resources provided in the different special education
programs.

Special Education Class with Partial Integration

Special Education Class with Partial Integration is a placement in which students

spend a portion of each day in a regular class setting. Student needs related to
mobility, activities of daily living, health and personal care are supported. These
classes are supported by Professional Support Services (PSS) personnel, who offer
consultative input. They include an occupational therapist/physiotherapist, as well as
a speech-language pathologist, psychologist, and social worker.

Special Education Class Full Time

Students with very complex physical needs, in addition to intellectual, learning,

medical and/or communication challenges, may be offered placement in a
congregated school where seamless support is provided to meet both academic and
personal care needs related to mobility and activities of daily living.

Placement: Intensive Support Program (ISP) - Physical

Location: Across the System Learning Centres in local

designated neighbourhood schools
Grades: 1 - 12

Class Size: 12 Students

149 Special Education Plan – Special Education Placements Provided

 Staffing: Elementary: 1 Teacher, Educational Assistant
Secondary: 1.0 Teacher staffed per number of
sections (classes) required based on the number of
students, Educational Assistant

Locations of Physical Disability (PD) Intensive Support Programs (ISPs)

150 Special Education Plan – Special Education Placements Provided

 Physical: Blind and Low Vision
Ministry of Education Definition
A condition of partial or total impairment of sight or vision that even with correction
affects educational performance adversely

IPRC Determination of Exceptionality: Blind and Low Vision

In making its determination, a TDSB IPRC will consider the following:

a. Classroom Documentation
• An Individual Education Plan (IEP)
• Student work samples that are culturally relevant and responsive to the
student’s identity, lived experiences or other relevant evidence collected in
collaboration with school personnel, agencies, classroom teacher,
parents/guardians/caregivers and student
• Student, parental and school personnel questionnaire and consultation
related to vision

b. Educational Assessments
• A functional assessment (visual or tactile) conducted by the TDSB
Blind/Low Vision Program staff
• The most recent Provincial Report Card (and where the most recent Report
Card is the Progress Report Card, the previous Provincial Report Card)
• A completed Individual Learning Plan (ILP) from the most recent School
Support Team meeting, containing a recommendation to proceed to IPRC

c. Professional Assessment
• A medical eye exam report from an Optometrist or Ophthalmologist, that
indicates a visual field of 20 degrees or less, or visual acuity of 20/70 or
worse, after best correction in the better eye. The deficit in visual functioning
is the result of an ocular or neurological condition that affects the visual
system. This does not include students with visual perceptual or visual
processing difficulties unless they also have an identified visual impairment
as described above.

d. Input from Parents/Guardians/Caregivers

• Parental questionnaire related to vision
• Any other documents that parents/guardians/caregivers may deem relevant
to an IPRC

Placement Decision of Regular Class

Students who have an exceptionality of Blind and Low Vision may be offered
placement through the IPRC decision to attend the regular class in the student's
homeschool. The student will have an opportunity to learn with same age peers and
be provided intentional learning support through the IEP.

151 Special Education Plan – Special Education Placements Provided

 The TDSB Vision Program promotes the acquisition of age-appropriate independence
skills for students with visual impairment. Students who are Blind or have Low Vision
may require various types of accommodations (rather than modifications) to access
the curriculum. The kind and degree of vision support required by students is based
on their needs, assessed through a Functional Vision Assessment, Functional Tactile
Assessment and/or Learning Media Assessment.

Itinerant Vision Teachers hold specialized qualifications through the Ontario College
of Teachers in “Teaching Students who are Blind/Low Vision.” This specialized training
enables them to make recommendations to support grade or subject teachers
regarding curricular and instructional accommodations for the student who is visually
impaired. It also qualifies them to determine a student’s literacy medium (braille,
enlarged print, digital) and assistive technology needs. Generally, as students acquire
skills from the Expanded Core Curriculum (a disability-specific curriculum for learners
with a visual impairment), reflected in the Individual Education Plan (IEP), they develop
greater independence and rely less on direct intervention by Itinerant Vision Teachers.

Support for students who are blind or who have low vision is tiered according to need,
offering differing degrees and types of assistance. Students who require minimal
support (Tier 1), receive two to three visits a year from an Itinerant Vision Teacher,
who plans interventions in consultation with the classroom teacher.

Students who require slightly more individualized accommodations for their blind/low
vision-related needs (Tier 2), receive an increased number of visits, such as one visit
or more per month (as needed). Students who require more intensive support (Tier 3)
for their blindness or low vision-related needs (e.g., braille, visual efficiency training)
may be identified as Blind/Low Vision through the IPRC process and receive direct
instruction from an Itinerant Vision Teacher. These students are working on developing
Blind/Low Vision specific skills, which are documented in their IEP as Alternative
Curriculum. Progress in the area of alternative curriculum is reported in the Blind/Low
Vision Alternative Report Card Addendum to the Provincial Report Card.

Some students with a visual impairment require additional instruction in age-

appropriate travel skills to ensure safety within the school and in the local community.
Orientation and Mobility Instructors hold specialized certification that enables them to
instruct students with a visual impairment to travel as independently and safely as
possible, with or without the use of a white cane or dog guide.

Use of assistive technology is of growing importance to the Blind/Low Vision Program.

BLV staff can teach students with low vision how to maximize their remaining vision to
access the curriculum, using a laptop computer with screen magnification software.
Other advances in assistive technology such as speech output, braille embossers
(printer), scanners, portable braille note-taking devices, etc. are helping students who
are functionally blind access the curriculum more independently.

152 Special Education Plan – Special Education Placements Provided

 Placement: Regular Class
Withdrawal - The student attends a regular class and
receives instruction outside the regular classroom for
less than 50% of the school day from a special
education teacher.
Resource - The student attends a regular class and
receives direct, specialized instruction, individually or
in a small group from a special education teacher
within the regular classroom.
*Elementary
Indirect Support - The student attends a regular
class for the entire school day and receives direct
instruction from a regular classroom teacher, who
receives specialized consultative services from a
special education teacher.

Location: Homeschool

Grades: 1 – 12

Class Size: Ministry of Education regulations for class size

Staffing: Follows regular class student and teacher ratio

Placement Decision of Special Education Class

The TDSB does not have Special Education Class placements solely for students with
the Blind and Low Vision exceptionality. All students who receive support through the
TDSB Blind/Low Vision Program attend their local schools or, when placed by IPRC,
may attend another specialized program that addresses an additional special
education exceptionality-related instructional or support need.

153 Special Education Plan – Special Education Placements Provided

 Multiple Exceptionalities
Ministry of Education Definition

A combination of learning or other disorders, impairments, or physical disabilities that

is of such a nature as to require, for educational achievement, the services of one or
more teachers holding qualifications in special education and the provision of support
services appropriate for such disorders, impairments, or disabilities.

TDSB does not use the Multiple Exceptionality category as a broad label and therefore
does not have Multiple Exceptionality classes. To better serve students, should a
student have more than one exceptionality, each individual exceptionality is listed on
the IPRC Statement of Decision.

IPRC Determination of Exceptionality: Multiple Exceptionality

When a student has more than one exceptionality, a TDSB IPRC identifies each
exceptionality as per the process identified for each.

Placement Decision of Regular Class

Students who have Multiple Exceptionalities may be offered placement through the
IPRC decision to attend the regular class in the student's homeschool. The student
will have an opportunity to learn with same age peers and be provided intentional
learning support through the IEP.

Placement: Regular Class

Withdrawal - The student attends a regular class and
receives instruction outside the regular classroom for
less than 50% of the school day from a special
education teacher.
Resource - The student attends a regular class and
receives direct, specialized instruction, individually or
in a small group from a special education teacher
within the regular classroom.
*Elementary
Indirect Support - The student attends a regular
class for the entire school day and receives direct
instruction from a regular classroom teacher, who
receives specialized consultative services from a
special education teacher.

Location: Homeschool

Grades: 1–8

154 Special Education Plan – Special Education Placements Provided

 Class Size: Ministry of Education regulations for class size

Staffing: Follows regular class student and teacher ratio

Placement Decision of Special Education Class

The definition for Multiple Exceptionality describes students with two or more
exceptionalities, whose instructional, compensatory and/or medical needs require both
intensive support from one or more special education teachers and the kinds of
services provided by professional support services personnel. The IPRC placement
for students with documented needs in several exceptionality areas, one of which is
cognitive impairment, may be Special Education Class. Other needs may include one
or more of the following:
1. Communication
2. Physical
3. Behaviour

A Special Education Class placement for a student with needs in several exceptionality
areas may be with partial integration or full time. Following an IPRC placement
decision of Special Education Class for a student with more than one exceptionality,
Special Education and Inclusion staff look for the closest match between the
documented needs of the student and the kinds of instruction, support and resources
provided to different instructional groupings of exceptional learners. For students who
are identified with more than one exceptionality, the primary exceptionality is
considered when making a placement offer.

Congregated School Sites

In some cases, IPRC placement in a Special Education Class Full Time may be in a
congregated school setting. Congregated sites house a number of classes where
intensive special education programming is provided for the full school day to meet
the needs of students with very complex needs. These programs support communities
of learners whose complex educational needs may include a combination of
intellectual, physical, medical, communication and/or behavioural needs.
Programming also includes alternative curriculum and specialized services, facilities,
and resources. The goal is to maximize student independence.

The academic trajectories for students in a congregated site may lead to an Ontario
Secondary School Certificate (OSSC) or a Certificate of Accomplishment. These differ
from an Ontario Secondary School Diploma (OSSD) and it is important to note that the
Ontario Secondary School Certificate (OSSC) or Certificate of Accomplishment do not
lead to post-secondary school credit granting programs.

Locations of Congregated Sites

155 Special Education Plan – Special Education Placements Provided

 Regional Support Services
The TDSB provides a variety of regional support services to assist staff in need of
specific strategies and skills when working with children who have special education
needs. The supports offered vary, and may target needs of the whole school, individual
classrooms, individual staff members and/or individual students. If the support for the
teacher is student-specific, signed parental permission is required.

Regional Support Services include:

● Assistive Technology (AT) Services
● Autism Services (ASD Team)
● Behaviour Prevention Intervention (BPI) Team - formerly Behaviour Regional
Services (BRS) Team
● Board Certified Behaviour Analysts (BCBAs)
● Blind and Low Vision (BLV) Services
● Deaf and Hard of Hearing (DHH) Services

Assistive Technology (AT)/Special Equipment Amount (SEA)

Services
The Assistive Technology (AT) Team supports assistive technology across the
Toronto District School Board, including the implementation of Special Equipment
Amount (SEA) claims. The role of the team is to collaborate with schools, central
departments, administrators, teachers, and students to integrate assistive technology
as an effective teaching/learning tool in the classroom and to build capacity among in-
school staff to share best practices. Ongoing professional learning is provided
throughout the year.

The Special Equipment Amount (SEA) funding from the Ministry of Education is
intended to assist with the costs of equipment essential to support students with
special education needs. SEA funding is made up of two components: a SEA Per Pupil
Amount and a SEA Claims-Based Amount. Allocations are done through an internal
process that follows the Ministry of Education’s Special Education Funding Guidelines
for SEA.

The SEA Per Pupil Amount funds the purchase of computer-based technology
including software programs to support students with special education needs. This
funding is used to purchase equipment assigned to individual students as well as
licenses for programs available to all students in the TDSB. SEA funding also provides
training, maintenance and support in the use of all SEA equipment.

156 Special Education Plan – Special Education Placements Provided

 The SEA Claims-Based Amount funds the purchases of non-computer based
equipment to be utilized by students with special education needs, including hearing
support equipment, vision support equipment, personal care support equipment and
physical support equipment.

The AT/SEA team supports the documentation required for SEA claims and completes
the purchases for recommended equipment.

The Central Coordinator and Consultant also support the documentation required for
Ministry SIP claims.

The AT/SEA Team includes:

● Central Coordinator
● Central Consultant
● LC Itinerant Assistive Technology/SEA Teachers
● Low Incidence Itinerant Assistive Technology/SEA Teacher
● Data Business Analyst
● Assistive Technology Specialist
● SEA Technician
● Assistive Technologist
● Occupational Therapist
● Speech Language Pathologists

Autism Services
A priority for the Special Education and Inclusion Department is the development of a
comprehensive service for students with Autism Spectrum Disorder (ASD). This is
delivered by a coordinated, multi-disciplinary team, whose function is to assist staff in
supporting students diagnosed with ASD. The mission of the ASD Team is partnering
with schools to empower school staff to provide effective and appropriate
programming for students with ASD.

The Autism Services Team includes:

● Central Coordinator
● Special Education Teacher Consultant
● Speech-Language Pathologist
● Training Assistant
● Applied Behaviour Analysis (ABA) Facilitator
● Board Certified Behaviour Analyst (BCBA)
● Child and Youth Counsellor

157 Special Education Plan – Special Education Placements Provided

 Requesting Autism Services Support

Requests for the Autism Services Team are decided by the School Support Team
(SST) and are generally made to address Tier 3 student needs, once all available
support at the school level has been exhausted. Requests to access the team are
forwarded electronically through the Learning Centre’s Special Education and
Inclusion staff to the Central Coordinator of Autism Services. When the support being
sought is specific to a student, parental permission is required and the school will be
provided with the Autism Services Referral Form for parents/guardians/caregivers
signatures. The completed referral form is submitted to the appropriate Team
Consultant and assigned to the team for follow up.

The Autism Services Team offers a range of consultative services, which may include:
● Modeling of strategies based on Applied Behaviour Analysis (ABA) principles,
as per PPM 140
● Program support to the classroom teacher to promote well being, equity and
achievement
● Individual Education Plan (IEP) and Safety Plan support
● Transition planning as per PPM 156
● Professional development in partnership with Special Education and Inclusion
staff (i.e., consultants, coordinators)
● Liaison with community partners
● Parent/Guardian/Caregiver engagement
● Support with behaviour assessment
● Consultation with Professional Support Services (PSS)

Behaviour Prevention Intervention (BPI) Team (formerly

Behaviour Regional Services (BRS) Team)

The mission of the Behaviour Prevention Intervention Team (BPI) is to assist in the
understanding and management of challenging behaviour, so that all students may
benefit from learning opportunities that contribute to overall academic, social-
emotional and behavioural success and enhanced quality of life. The BPI Team
promotes the use of positive behaviour supports, an approach to behaviour that is
data-driven and relies on the collaboration of all staff to provide a continuum of support
with two main goals:
1. Preventing the development or the escalation of challenging behaviours
2. Teaching and reinforcing appropriate school learning and social behaviours
across all school settings
BPI team members are aligned with each of the four Learning Centres. On a referral
basis, the BPI Team provides a continuum of services, ranging from individualized,
student-and family-centered support to classroom consultations and professional
learning. Collaborative support is delivered by a coordinated, multi- disciplinary team,

158 Special Education Plan – Special Education Placements Provided

 which offers specialized support to schools in the area of behaviour assessment,
intervention and support. The multidisciplinary nature of the team allows for greater
understanding and skillful management of the complex programming needs of some
students.

The BPI Team includes:

● Itinerant Teachers - elementary and secondary
● Child and Youth Workers
● Social Workers
● Psychologists

The BPI Team implements the methods of Applied Behaviour Analysis (ABA), as per
PPM 140, and models these practices in the classroom in order to help the adults to
increase student ability to use the methods themselves. For students whose intense
needs require specific interventions for safe management, the team will work with staff
to carry out a functional assessment of behaviour and assist in the development of an
appropriate Safety Plan.

In addition to providing specific individual student-centered strategies, the team assists

schools in re-engineering their classroom environments to more effectively support,
teach and reinforce positive, pro-social behaviours in general.

Requesting BPI Team Support

Every school in the TDSB has equal access to the BPI Team through the Learning
Centre referral process. Requests for BPI Team services are decided by the School
Support Team (SST) in consultation with the school’s Special Education and Inclusion
Consultant and are forwarded electronically to the Learning Centre Special Education
and Inclusion staff. Such requests are generally made to address Tier 3 needs once
all available supports at the school level have been accessed. When the requested
support is student specific, the school is provided with the Behaviour Prevention
Intervention Consent Form for parent/guardian/caregiver signature. The completed
form is submitted to the appropriate BPI Team member and assigned to the team for
follow-up.

Services are developed in collaboration with school-based staff and delivered with a
focus on enhancing confidence and capacity to manage challenging student
behaviour(s), as follows:

For Individual Students

The BPI Access request is reviewed by the Special Education and Inclusion team at
the Learning Centre. As appropriate, the team responds to the school with BPI staff
assignment and a BPI Consent Form to be forwarded to parents/guardians/caregivers.
When parental informed consent is confirmed by the assigned BPI team member, the
team can work with a student.

159 Special Education Plan – Special Education Placements Provided

 For Classroom Consultations, Professional Learning or Small Group Work
Classroom consultation services offer an opportunity for classroom staff to receive
support and direction about class-wide positive behaviour supports and programming
strategies for a particular group of students.

Following consultation with the Special Education and Inclusion Consultant/School

Support Team, principals can contact Special Education and Inclusion staff for further
information about classroom consultation or professional learning.

Specific Supports Provided by the BPI Team

The BPI Team provides the following support, in collaboration with school staff:
● Observing the student at school and review of the OSR
● Consulting with teaching and other staff and parents/guardians/caregivers
● Assisting staff in completing a functional assessment of behaviour (and the
appropriate use of the ABC/Data Recording Chart/Behaviour Log) and in
analyzing behavioural data gathered by staff
● Goal setting for student academic and social-emotional achievement
● Recommending environmental changes required to reduce undesired
behaviour
● Identifying appropriate replacement behaviour and/or skills that need to be
taught
● Team-teaching with classroom staff and modelling recommended strategies,
using an anti-oppressive stance, in the classroom
● Assisting in the development of alternate programming for academic and/or
intra/inter-personal skills in the IEP (e.g., appropriate accommodations, goals,
expectations, strategies, on-going assessments)
● Assisting with the development of Safety Plans
● Helping staff design positive reinforcement systems
● Providing resources and literature to support programming recommendations
● Providing transition support for complex cases and when the student moves
from one school or setting to another
● Delivering professional learning sessions on topics related to behavioural
challenges
● Supporting parents/guardians/caregivers or family in understanding the factors
contributing to the behaviour challenges, interpreting professional
assessments, developing transition plans and accessing community supports
● Practicing Life-Space-Intervention with students, and coaching them to perform
or adopt a new replacement behaviour
● Helping family/care providers access community agencies, if requested and
where appropriate
● Delivering training and support for school staff in the development of classroom
and school wide Positive Behaviour Supports

160 Special Education Plan – Special Education Placements Provided

 Board Certified Behaviour Analysts (BCBAs)
Board Certified Behaviour Analysts (BCBAs) are individuals with graduate-level
certification and training in Applied Behaviour Analysis (ABA). BCBAs utilize the
science of ABA to assess behaviours and the environment to decrease challenging
behaviours and support skill development. BCBAs work collaboratively with staff to
build capacity within schools providing staff with the skills to identify interventions and
prevention strategies to decrease the likelihood of students engaging in challenging
behaviours, and increase socially significant skills, thus promoting safe and positive
classroom inclusion.

BCBAs work as members of the multidisciplinary Learning Centre and Autism Services
Team, bringing expertise in the area of ABA instructional methods. BCBAs support
students with a diagnosis of ASD and other students with complex and significant
behavioural challenges (Tier 3 level of support).

Requesting BCBA Support

Access to BCBA services is considered when school staff have exhausted all available
school-based supports and evidence of the classroom learning conditions indicate
clear evidence of Universal Design for Learning (UDL) and Differentiated Instruction
(DI) implementation, as well as evidence of Culturally Relevant and Responsive
Pedagogy (CRRP) that respects the student’s identity, lived experiences and
strengths. Before a referral is initiated, the Special Education and Inclusion Consultant
must be contacted. There must be evidence of Tier 1 strategies in place and only after
intentional conversations have taken place at the SST to ensure staff have accessed
strategies to support the student’s learning and socio-emotional needs, and in
partnership with parents, should referrals proceed. The consultant will participate in
the referral decision-making at the School Support Team (SST) meeting. Their early
involvement and active consultation which includes modeling, co-teaching and co-
planning at the school is very important. To move forward with a student specific
referral, parent(s)/guardian(s)/caregiver(s) must be consulted and must be in
agreement with the referral process.

School requests for BCBA services are initiated by the recommendation of the SST
which involves completion of an online Individual Student Referral Access Form. Once
the access form is submitted online, it is reviewed by Learning Centre Special
Education and Inclusion team, which may recommend preliminary steps before a
regional service is involved. Steps could include a general classroom consultation
and/or staff professional learning.

Supports Provided by BCBAs

JK-Grade 3 Capacity Building
● Staff will learn general prevention strategies to foster success in the classroom
via didactic learning, coaching and modeling (topics can include Understanding
Behaviour, ABC Chart, Behaviour Analysis Tool, etc.)

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 Individual Student Support
● This service is for students:
o who present with safety concern(s)
o where implementation of Tier 1 strategies has been met with limited
success
● Staff will be provided with individualized strategies, tools and professional
learning to decrease challenging behaviour

Blind and Low Vision (BLV) Services

Some students with a visual impairment require the support of a specialist teacher to
access the curriculum, referred to as BLV (Blind Low Vision) Itinerant Teachers in
TDSB. BLV Itinerant Teachers have specialized qualifications with the expertise to
provide curriculum accommodations and disability-specific educational programming
for students in K-12.
Students with a visual impairment are all fully integrated into inclusive classrooms that
best meet all of their needs. The BLV team works to provide curriculum materials in a
variety of alternative formats including large-print, braille, e-text, and audio files to
increase accessibility for students in their classrooms.

The BLV Team includes:

● Central Coordinator
● Specialist Teachers of Students who are Blind and have Low Vision
● Orientation and Mobility Instructors
● Braille Transcriber
● Librarian

Referral Criteria
Students who qualify for support from BLV Itinerant Teachers must provide a medical
eye report from either an optometrist or ophthalmologist outlining a visual acuity no
better than 20/70 or a visual field of 20 degrees or less. Schools may reach out to the
team to have a report interpreted before moving forward with a referral.

School staff may make a direct referral for Blind and Low Vision services for students
who may require blind/low vision support through the In-school Team (IST) and/or
School Support Team (SST). Requests are typically initiated by the recommendation
of the IST/SST which involves the completion of an online Individual Student Referral
Access Form. The access form is an information-gathering tool that outlines the
school’s concerns about a student in the context of the services and supports provided
to date. Once the access form is submitted online, it is reviewed by central special
education and inclusion teams.

An access form does not need to be completed to consult with the Blind/Low Vision
Program Coordinator should a student require BLV services upon entry to school. In

162 Special Education Plan – Special Education Placements Provided

 addition, an access form should not be viewed as a barrier to access support for
students who may require immediate BLV support and/or programming. Staff must
reach out to the BLV Coordinator as soon as an issue with vision is identified.

Referral Process
When a student is referred to the TDSB Blind/Low Vision Team through a school
request, parental request, Early Childhood Vision Consultants (Pre-School), Bloorview
School Authority or Sick Kids Hospital, a referral package is generated and sent to the
school at which the student is currently registered.

Once the consent forms and medical eye report have been shared with Blind/Low
Vision Services, a Functional Vision/Tactile Assessment will be scheduled. The
assessment will take place in the school at which the student is currently registered,
in a separate space. An assessment report will follow, outlining supports if required
and what those supports will look like. This report will be shared with the school and
family.

Preschool Referral Process

The TDSB Blind/Low Vision team works with all Early Childhood Vision Consultants
(ECVC), supporting preschool students in Toronto, through the Ontario Blind/Low
Vision Early Intervention Program in the spring of every school year.

Once a student who has been receiving ECVC support is registered at their home
school, a preschool referral package will be shared with the student’s ECVC. When
the package is returned and the ECVC report has been reviewed, a Functional
Vision/Tactile Assessment will be scheduled at the school at which the preschooler is
registered, in the spring before the student is expected to start school. An assessment
report will follow, outlining supports if required and what those supports will look like.

Deaf and Hard of Hearing (DHH) Services

Some students in the TDSB who have hearing levels falling outside the typical range
receive support from Specialist Teachers of Students who are Deaf or Hard of Hearing
(To DHHs), referred to as DHH Itinerant Teachers in TDSB. DHH Itinerant Teachers
have specialized qualifications that enable them to provide expertise to assist in the
educational program planning and implementation for Deaf and Hard of Hearing
students attending school (JK to Grade 12), and for preschoolers (for the year before
JK) and their families. In addition to supporting students with differing hearing levels,
the DHH team also supports trials with Remote Microphone (RM/FM) systems with
students who have an identified auditory processing disorder when recommended by
the school team.

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 The DHH Team includes:
● Central Coordinator
● Specialist Teachers of Students who are Deaf and Hard of Hearing working in
itinerant roles
● TDSB Audiologist

Referral Criteria
Students who qualify for support from the DHH Team must have either a recent
audiogram indicating a permanent hearing loss, at least three audiograms indicating
an on-going fluctuating hearing loss over time, or a report from an audiologist
indicating an auditory processing disorder with a recommendation for a RM/FM trial.

For students who arrive at TDSB schools with hearing aids, cochlear implants or using
sign language to communicate but are not able to provide a hearing report, the Deaf
and Hard of Hearing Program Coordinator is contacted to discuss next steps. Schools
may reach out to the team at any time for assistance to interpret a report before moving
forward with a referral.

For students with an auditory processing disorder, the school should implement all
school-based accommodations outlined on the assessment report from the clinical
audiologist. If, after implementing the recommendations suggested by the clinical
audiologist, the IST feels that there is an issue with the student’s ability to process
information in large group settings, the school can submit a referral.

Referral Process
While the majority of referrals to the DHH team are a result of audiology appointments,
schools may also receive reports from parents/guardians/caregivers. In these cases,
the school will initiate the referral using the Regional Access Form.

Please note, an Access Form is not needed to consult with DHH program coordinator,
should a student require DHH services upon entry to school. In addition, an Access
Form should not be seen as a barrier to access support for students who may require
immediate support and/or programming.

Intake Assessment
DHH itinerant teachers will conduct an initial intake assessment at the school once the
forms have been completed and returned as indicated in the referral package. The
itinerant teacher will collaborate with the school team and the family to gather
information to implement necessary accommodations and to suggest
recommendations for the appropriate level of support (Tier 1, Tier 2, Tier3).
Recommendations will be discussed with the parent/guardian/caregiver and will be
reflected on the student’s ILP or IEP, as appropriate.

DHH Intensive Support Program (ISP) placements may be considered for students
who have been assessed as having considerable expressive and receptive language

164 Special Education Plan – Special Education Placements Provided

 delays due to significant hearing levels which, in addition to accommodations,
necessitate modifications, curriculum instruction by a specialist teacher of the deaf and
a smaller student teacher ratio.

Change of Placement
The Annual Review process is used to review program and placement for students
with exceptionalities in regular class or special education class. For non-exceptional
students with an IEP, the IST/SST meeting is the process that is used to review a
student’s setting in regular class (e.g., Indirect Support, Resource Assistance -
elementary, and Withdrawal Assistance).

When determining the need to change a student’s placement, teachers use a variety
of educational assessment strategies and tools including, but not limited to, direct
observation, portfolios, journals, rubrics, standardized and diagnostic tests, projects,
and self and peer assessment.

Alternative Placements
The TDSB strives to meet the needs of all students through various special education
programs and services (e.g., Home and Community Care Support Services (HCCSS),
Toronto Children Network (CTN), Geneva Centre). In the event that the TDSB cannot
meet the needs of students within the board’s range of placement options, the Board
explores alternative education placement options such as Education Community
Partnership Programs (ECPP) and the Provincial and Demonstration Schools.

System-wide communication strategies support an understanding of special education

programs and services in the TDSB and with external partners (e.g., maintaining
website, developing guides for parents, communicating through IST, SST, IPRC
meetings, etc.).

Ways in Which SEAC Provides Advice on

Range of Placements
The TDSB Special Education Advisory Committee (SEAC) may make
recommendations to the Board with respect to any matter affecting the establishment,
development and delivery of special education programs and services for exceptional
students of the Board. SEAC members also support families by acting as a link to
community agencies.

165 Special Education Plan – Special Education Placements Provided

Section K:
INDIVIDUAL EDUCATION PLANS (IEPs)

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suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To inform the ministry and the public about the ways in which the board is complying with
ministry requirements for implementing IEPs

An Individual Education Plan (IEP) is a plan that describes special education programs,
services, or additional support a student receives. This written plan is a working
document which describes a student’s strengths and areas for improvement, and the
special education program, supports and services accessed or provided to meet the
student’s individual needs.

The IEP helps with monitoring and assessing a student’s progress, and is adjusted
as the student’s strengths and areas for improvement change. It is reviewed and
updated at every reporting period. Regulation 181/98 governs Ministry of Education
expectations for the development of IEPs for students.

There was no Ministry review of TDSB IEPs in the 2022-2023 school year.

Accommodations, Modifications and Alternative Expectations

An IEP outlines any accommodations and special education services needed to
assist the student in achieving their learning expectations. It also identifies specific,
measurable learning expectations that are modified from or alternative to the
expectations given in the curriculum policy document for the grade level, subject or
course.

Accommodations are specialized teaching and assessment strategies that may

include individualized equipment, technology and environmental adjustments as
required by the student to access the curriculum and demonstrate learning.
Accommodations allow a student to participate in learning without any changes to the
knowledge and skills the student is expected to demonstrate. Students are expected
to demonstrate all the overall expectations of the curriculum.

166 Special Education Plan – Individual Education Plans

 There are three types of accommodations:

● Instructional – adjustment in teaching and assessment strategies

(differentiated instruction)

● Environmental – change, or support, to the physical environment of the

classroom and/or school

● Assessment – adjustment in assessment activities/methods/timing to

enable the student to demonstrate learning

For examples of accommodations, refer to the Ontario Ministry of Education’s

Individual Education Plan (IEP) A Resource Guide and Appendix F: Examples of
Accommodations.

Modifications are changes made in the age-appropriate, grade-level expectations

for a subject or course to meet a student’s learning needs. Such changes involve
selecting specific expectations from a different grade level and/or altering the number
of the grade level expectations, and/or altering the complexity of the grade level
expectations. Students may still require accommodations to help them achieve the
learning expectations in subjects or courses with modified expectations. For more
information regarding secondary pathways, the Ontario Secondary School Diploma
(OSSD) and the Ontario Secondary School Certificates, please refer to the Ontario
Schools Kindergarten to Grade 12 Policy and Program Requirements.

Some decisions about modifications can impact a student's educational pathway. It is

important that there be clear communication between
parent(s)/guardian(s)/caregiver(s) and school staff about the use and impact of
modifications. “At the secondary level, the principal will determine whether
achievement of the modified expectations constitutes successful completion of the
course, and will decide whether the student will be eligible to receive a credit for the
course. The principal will communicate their decision to the parents and the student”
(Ontario Schools Kindergarten to Grade 12 Policy and Program Requirements, 2016,
p. 41). Credit granting is determined by several factors, including the degree of
complexity of the modified specific expectations and the number of expectations
through which the student has demonstrated achievement in the course.

Alternative Curriculum Expectations are learning expectations that are not

represented in the Ontario curriculum. Examples include functional literacy,
facilitating transitions and organizational skills.

Secondary school courses identified as non-credit courses or K level courses are

considered alternative curriculum. These courses are written based on student baseline
assessment and evaluation from the previous grade/course and are reflected in the
student’s IEP. Students taking non-credit courses complete their education and leave
secondary school with a Certificate of Accomplishment. It is important to note that a

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 Certificate of Accomplishment does not lead to post-secondary school credit granting
programs. For further information regarding secondary diplomas and certifications,
see Ontario Schools K to 12 Policy and Program Requirements.

IEP Accommodations and Modifications in Secondary School Settings

In secondary schools, providing accommodations to students with special education

needs should be the first option considered in program planning. Instruction based on
the principles of Culturally Relevant and Responsive Pedagogy (CRRP), Universal
Design for Learning (UDL) and Differentiated Instruction (DI) are used to meet the
diverse needs of learners. If teacher observation and ongoing assessments reveal
that students with IEPs with accommodations alone cannot demonstrate
achievement of the expectations, even to a limited degree, then modifications are
considered.

Teachers are expected to develop appropriate modifications on the IEP that are
effective in helping improve individual student success and support credit
accumulation. However, some subject/course expectations cannot be modified, and
an entire course cannot be modified without impact on credit attainment. For more
about secondary course planning see Choices: Course Selection and Planning
Guide.

For secondary school courses, modified expectations will be based on the regular
curriculum expectations for the course but will reflect changes by decreasing the
number of regular specific curriculum expectations, and/or decreasing the complexity of
the regular specific curriculum expectations for the course.

● Some Specific expectations considered to be minor can be deleted

● A selection of the Specific expectations can be modified in terms of their
breadth or depth and other measures of complexity but cannot reach back
and be taught from another grade or from the elementary curriculum

● As a rule, very few Overall expectations can be omitted entirely from a course,
but selected Overall expectations can be modified in terms of breadth or
depth

● A student must meet the Overall expectations of a specific course to be

eligible for the credit to be granted

● Expectations cannot be modified if in doing so it would jeopardize the

student’s ability to enroll in the next level course and the integrity of the
existing course (i.e., the modification for the course does not undermine its
status as a prerequisite to the next course in the pathway)

● All secondary courses can be modified with the exception of The Ontario
Secondary School Literacy Credit Course (OSSLC). Achievement of the
expectations in this course represents achievement of the literacy
requirement for graduation; consequently, no modifications of the
expectations are permitted
[The Ontario Secondary School Literacy Credit Course (OSSLC) Grade 12, 2003, p. 13]

168 Special Education Plan – Individual Education Plans

 Steps and Considerations for the Development of an IEP

Equity, Inclusion, Anti-Oppression and Anti-Racism

As stated in the Multi-Year Strategic Plan, the TDSB continues to focus on some
very important changes that require an examination of biases and a reflection on the
impact that power and privilege has on students and their success. Through this
reflection, the TDSB is challenging structures and removing barriers that may impact
students and their families. The focus on equity, dismantling of anti-Black racism and
anti-Indigenous racism, inclusion, human rights and anti-oppression and anti-ableism
continues to challenge beliefs and practices that have historically impacted the
programs and pathways available to students.

Equity, anti-oppression, anti-racism and inclusion discussions must occur before any
IEP is created. Some questions to consider are:

● Who is the student being considered for an IEP and why?

● What accommodations and culturally responsive, relevant, safe and trauma-
informed pedagogy can be supported in the classroom that do not require an
IEP?

● What support can the teacher be offered to better assist in assessment and
instructional practices?

● Is the IEP necessary for the student to access the curriculum?

It is the principal’s responsibility to ensure that parents/guardians/caregivers are
informed about interventions used to assist a student who is having difficulty meeting
grade-level/course expectations.

That communication may include the introduction of an IEP at some point.

IEPs are developed for the following reasons:

● Students identified by an Identification, Placement, and Review Committee

(IPRC) must have an IEP completed within 30 school days of placement in a
special education program (Regulation 181, Section 3)

● An IEP is developed when the principal, in consultation with members of the

In-School Team (IST) or School Support Team (SST), determines that a
student, who has not been formally identified as exceptional:
○ regularly requires student-specific accommodations for
instructional or assessment purposes, and/or
○ will be assessed on the basis of modified and/or alternative
expectations

169 Special Education Plan – Individual Education Plans

 The TDSB’s position is that students who are not exceptional are entitled to receive
resource support for one reporting period (or term) without the development of an
IEP. If the recommendation of the IST or SST is for continued support beyond one
reporting period, then an IEP should be developed.

In response to the data and to address the over-representation of Black students in

special education programs, attention is being directed at interrupting the automaticity
of initiation of IEPs for early learners in Kindergarten and Grade 1.

Kindergarten - Grade 1 IEP Strategy

The TDSB has implemented the Kindergarten - Grade 1 IEP Strategy. Before any IEP
is created for a child in JK/SK/Grade 1, the principal will consult with their
superintendent to review assessments, conditions for learning, attitudinal biases or
barriers, explore alternatives and reach agreement before proceeding.

Questions to consider include:

● Who is this student and why are they being considered for an IEP?

● Why is an IEP necessary now?

● What accommodations and culturally responsive, relevant, safe and trauma-

informed pedagogy can be supported in the classroom that does not
require an IEP?

● What support can the teacher be offered to better assist in programming?

● Is the IEP necessary for the student to access the curriculum?

Students who require an IEP will be able to access one if needed.

An IEP is:

• A written plan for a student who requires student-specific

accommodations on an ongoing basis and/or modifications to the
learning expectations of the age-appropriate grade level, and/or an
alternative curriculum

• A written plan describing the special education program and/or services

required by a particular student, based on a thorough assessment of the
student’s strengths and areas for growth that affect the student’s ability
to learn and demonstrate learning

● A written plan developed in consultation with

parents/guardians/caregivers, teachers, other professionals, and where
appropriate, agency personnel and/or the student

170 Special Education Plan – Individual Education Plans

 ● An ongoing record by which teachers monitor, assess, evaluate, and review
a student’s program and ensure continuity of program

● A flexible, collaborative working document that must be reviewed and updated

at least once in every reporting period and used in conjunction with the
Progress Report Card and the Provincial Report Card

● An accountability tool for the student, parents/guardians/caregivers, and

everyone who has responsibilities for helping the student meet the IEP goals
and expectations

An IEP is not:

● A daily lesson plan itemizing every detail of the student’s education or a

description of everything that will be taught to the student

● An educational program or set of expectations for all students

● A means to monitor the effectiveness of teachers (Special Education in

Ontario - Policy and Resource Guide)

Consultation in IEP Development

When an IEP is to be created, Regulation 181/98 requires that parents/guardians/
caregivers and students 16 years of age and older be consulted in its development.
Parents/guardians/caregivers are crucial to the IEP process. They contribute
essential information in helping the school understand the student’s interests,
strengths and areas for growth. The opportunity to consult must be offered at the
beginning of the IEP development process and also anytime the IEP is being
updated and/or reviewed. Any family/student input must be given due consideration
as the IEP is being written. Students younger than 16 years of age may also be
involved as appropriate. Where the student is working with agency personnel and
written parental/guardian/caregiver permission is given, the consultation process
should include the agency staff as well. The standard TDSB consultation letter and
response form should be sent home within the first two weeks of a new school year
or a student’s placement in a new program. Completed consultation response
forms are to be attached to the IEP and stored in the student’s Ontario Student
Record (OSR). While development of the IEP is a collaborative process, there are
sometimes disagreements about what is written in the IEP. The process for dispute
resolution is addressed later in this section.

Ministry Standards for Implementation

The principal is responsible for ensuring that the development, implementation and
review of a student’s IEP is in compliance with all Ministry and Board requirements,
as follows:

171 Special Education Plan – Individual Education Plans

 ● An IEP is developed for every student who has been identified as exceptional
by an Identification, Placement, and Review Committee (IPRC). The principal
may determine that an IEP is to be developed for non-identified students who
require a special education program and/or services for a period longer than
one reporting period

● An IEP is developed within 30 school days after placement of the student in a

special education program (described as Regular Class with Indirect Support,
Resource Assistance - Elementary or Withdrawal Assistance or Special
Education Class and a setting of Partially Integrated or Fully Self-Contained)

● For students identified as Exceptional by an IPRC, the strengths and needs

outlined in the IEP are based on and consistent with the description contained
in the IPRC statement of decision

● The parents/guardians/caregivers and the student (if 16 or older) are

consulted in the development of the student’s IEP and receive a copy

● Principles of Applied Behaviour Analysis (ABA) are incorporated into the IEPs
of students with Autism Spectrum Disorder (ASD) where appropriate, and
relevant school Board personnel and community supports are available

● Personnel, either previously or currently working with the student, are invited
to provide input and participate in the IEP process

● A Transition Plan must be considered for every student on an IEP and

developed unless no action is currently required

● A copy of the IEP is included in the Ontario Student Record (OSR), unless the
parents/guardians/caregivers object in writing (Regulation 181/98, s. 8)

TDSB Guidelines for Individual Education Plans

At the current time, Ministry documents entitled Special Education in Ontario,
Kindergarten to Grade 12: Policy and Resource Guide (2017), The Individual
Education Plan: A Resource Guide (2004) and Individual Education Plans:
Standards for Development, Program Planning and Implementation (2000)
continue to be source references for TDSB guidelines for IEP implementation.
Guidelines require that:

● Expectations should be written in measurable goals and be few in number

● There should be a clear link between the learning expectations outlined on the
various program pages of the IEP and what is reported on the Progress
Report Card and the Provincial Report Card

● If a student is working on modified and/or alternative expectations, a

representative documentation of the student’s learning expectations in each

172 Special Education Plan – Individual Education Plans

 subject, course or skill area must be recorded in the IEP

● The IEP must be reviewed and updated at least once in every reporting period
to record any needed changes in the student’s special education program and
services because of continuous assessment and evaluation of the student’s
achievement of annual goals and learning expectations

● The June update focuses on providing key information to assist teachers as

they begin to program for students in September

The IEP Transition Plan

As a part of the IEP, any provisions of the regulation that apply to the IEP also apply
to the transition plan. The TDSB adheres to the Ministry of Education’s
Policy/Program Memorandum (PPM) No. 156: Supporting Transitions for Students
with Special Education Needs, which came into effect on February 1, 2013. PPM 156
directs that transition plans be considered for ALL students who have an IEP and
developed when needed, whether or not the students are deemed to be exceptional.
At the Board’s discretion, transition plans may be developed for students who receive
special education programs and/or services but do not have an IEP and/or have not
been identified as exceptional. The school principal is responsible for ensuring that
student transition plans are developed, implemented and maintained in accordance
with the requirements.

Requirements for Transition Plans

Effective transition plans provide the foundation for successful transitional experiences.
As part of the IEP, transition plans must be personalized for students and developed
and reviewed in consultation with the parents/guardians/caregivers or students (as
appropriate). Consultation should also involve relevant community agencies and/or
partners and/or a post-secondary institution, where appropriate. Every transition plan
must include the following elements:

● Specific and realistic transition goals and required support needs. The goals
must reflect the strengths, needs and interests of the student

● The actions required, now and in the future, to achieve the stated goals. The
actions must build on the student’s identified strengths, needs and interests

● Roles and responsibilities – The person or agency responsible for or involved

in completing each of the identified actions (i.e., the student,
parents/guardians/ caregivers, educators, providers of specialized support and
services, community agencies)

● Timelines for the implementation and/or completion of each of the identified

actions

If a student does not need a transition plan, the plan should state that no action is
required at this time.

173 Special Education Plan – Individual Education Plans

 A Tiered Approach to Transition Planning

Transition planning is targeted and uses a tiered approach to address context

variables and individual student needs. Planning for transitions is incorporated into
the program pages of the IEP with specific goals and strategies to facilitate the
transition(s). Different kinds of school-based transitions require different degrees of
support. Simpler transitions might involve a student transitioning from activity to
activity within a classroom or between locations within the school. More complex
transitions might involve changes to students’ pathways in terms of location, school
and/or program and may require significant support from adults.

For FEW (Tier 3)

● Increased number and complexity

● Individualized timetables, tours, visits and materials

For SOME (Tier 2)

● Increased degree and specificity

● Partnering with a ‘buddy’, following a timetable
● Transition materials, summer transition program

For ALL (Tier 1)

● Broadly held and common needs

● School visits, orientation nights
● Tours, teacher transition meetings

A tiered approach to transition planning means that transition plans will vary from
student to student as well as over time, based on student need and the context for
transitions. A student’s IEP must also address planning for life after school – to further
education, from school to work and for life in the community. Examples include:

174 Special Education Plan – Individual Education Plans

 Education Transitions

● School Entry – new to school, new to Board, school to school, entry to school
in JK, from an outside agency to school

● Within School – between grades, from one program area or subject to another

● Exit to post-secondary – pathways to college, university, work, etc.

Community Transitions

● Links to Resources – transition to agencies, services, funding and/or respite

● Recreation and Leisure – support to access after school programs, summer
camps

● Managing in the Community – TTC training, mobility in the community, life

skills beyond school (e.g., cooperative work experience placements, preparing
for independent or assisted living)

Employment Transitions

● Unpaid Volunteer – various opportunities that would allow students to meet the
criteria of 40 volunteer hours for graduation and/or develop experiences for
future pathways, co-op placements

● Paid – part-time work, apprenticeships

Filing and Storage of the IEP (with Parent Consultation Form)

The year-end IEP is maintained in the Ontario School Record (OSR) for every year
students have an IEP in elementary school. As students leave elementary school, the
principal determines whether to maintain in the OSR any IEPs prior to the current
school year. This decision is either for the purpose of improving instruction or to
maintain a history of strategies used to provide appropriate interventions and support.
At the secondary level, all semester or year-end IEPs are maintained in the OSR until
students leave the school system.

If parents/guardians/caregivers do not want the IEP stored in the OSR, they must
make a written request to the principal for it to be removed (as per Regulation
181/98, s. 8).

175 Special Education Plan – Individual Education Plans

 Preventing and Resolving Conflicts
Parent/guardian/caregiver collaboration in Individual Education Plan (IEP)
development provides an invaluable perspective into a student’s interests, strengths,
identity, lived experiences and areas for growth. Family support for IEP content and
implementation is equally important. However, parents/guardians/caregivers may not
agree with everything proposed in an IEP. The IEP may also not have everything
parents/guardians/caregivers want or the focus in some areas may differ from
parental requests. There may even be instances where parents/guardians/caregivers
do not agree with the initiation of an IEP. In these situations, effective communication
is essential to clarify information and resolve issues. The Ministry of Education
document Shared Solutions is an excellent resource in such circumstances.

Ultimately, the school principal is responsible for the initiation, development,

implementation and review of a student’s IEP and for ensuring there is opportunity for
consultation with parents/guardians/caregivers prior to its completion. With the
support of the In-School Team or School Support Team, the principal determines
whether or not to introduce an IEP and communicates to the
parents/guardians/caregivers the reasons why. The principal is also responsible for
the appropriateness of a student’s IEP, as stated in the Ministry of Education IEP
Standards document:

“Although the IEP is developed collaboratively, the principal is ultimately

responsible for each student’s plan. The principal must sign the IEP to indicate
their assurance that the plan is appropriate to the student’s strengths and
needs and that it meets all of the standards outlined in this document” (IEPs:
Standards for Program Planning and Implementation (2000)).

While the principal is not obliged to accept every/any parent/guardian/caregiver

suggestion for the content of the IEP, the principal must give due consideration to
their suggestions/requests. The principal must also inform the
parents/guardians/caregivers of the reason(s) for not including a suggestion or
request.
When a disagreement about the IEP occurs between parents/guardians/caregivers
and Board staff, the goal is to center the best interests of the student foremost in all
discussions. As per the TDSB Parent Concern Protocol, resolution of the issues will
take place through the principal of the school and may include the following
sequence of steps:

1. Discussions with parents/guardians/caregivers, student (if 16 or older) and

teacher(s) to identify areas of concern and to determine appropriate
solutions

2. Scheduling of a School Support Team meeting with the parents/guardians/

caregivers and appropriate staff to discuss issues or concerns, answer
questions and seek mutual understanding

176 Special Education Plan – Individual Education Plans

 3. If the dispute regarding the IEP remains unresolved, a meeting may be
arranged by the school principal, to include the parents/guardians/caregivers.
The superintendent may also be consulted and may attend

If all avenues have been exhausted, the Ministry of Education may be contacted
for assistance, upon a written request from the parents/guardians/caregivers.

177 Special Education Plan – Individual Education Plans

178 Special Education Plan – Individual Education Plans
 ● Page 3 of the IEP is only completed if the student is receiving a modified or
alternative program.

179 Special Education Plan – Individual Education Plans

 .

180 Special Education Plan – Individual Education Plans

181 Special Education Plan – Individual Education Plans
182 Special Education Plan – Individual Education Plans
183 Special Education Plan – Individual Education Plans
Section L:
SPECIALIZED HEALTH SUPPORT
SERVICES IN SCHOOL SETTINGS

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide details of the board’s specialized health support services to the ministry
and to the public

Specialized Health Support Services in School Settings

The provision of health support services to students in school settings is governed by the
Ministry of Education Policy/Program Memorandum 81 (The Provision of Health Support
Services in Schools) and Policy/Program Memorandum 161 Supporting Children and
Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or
Epilepsy in School). These policy documents outline the shared responsibility for the
provision of health support services amongst the Ministries of Education, Health and Long-
Term Care and Community and Social Services:

“Supporting students with health/medical conditions in schools is complex and a

whole-school approach is needed where education and community partners,
including health care professionals, have important roles to play in promoting
student health and safety and in fostering and maintaining healthy and safe
environments in which students can learn” (PPM No.161).

The safety and well-being of all students is a shared responsibility of the Board, staff,
schools, families, students, health care providers and third-party health care providers.
Providing health, medical, and/or disability supports empowers students as confident and
capable learners to reach their full potential for self-management of their health, medical
condition(s) and/or disabilities.

The Board collaborates with parents/guardians/caregivers to support a safe environment

for their children while at school and during school-related activities. An Individual Plan of
Care outlines the management of known conditions and are created for students who are
at known risk for specific medical emergencies and who require daily routine management
that may occur at school. An Individual Plan of Care will be referenced in the Individual
Education Plan (IEP), where applicable, and in accordance with page E13 of the Ministry

184 Special Education Plan – Specialized Health Support Services

 of Education Policy and Resource Guide Special Education in Ontario – Kindergarten to
Grade 12.

Partnerships
The TDSB continues to partner with the Toronto Region Core Service Group, which
includes Surrey Place Centre as the lead agency with overall responsibility for
implementing the model, Community Living Toronto, Family Service Toronto, Youth Link,
and Toronto Central Home and Community Care Support Services. Following extensive
consultation, the Core Service Group developed the MCCSS Guidelines.

Provision of Health Support Services in School Settings -

Policy/Program Memorandum No. 81 (PPM 81)
The Ontario Ministry of Education’s Policy/Program Memorandum No. 81: Provision of
Health Support Services in School Settings addresses delivery of services that extend
beyond educational services and are not included in the normal preventive health
programs already provided by boards of health to school children within the school context.
Responsibility for the direct provision of these services at the local level is shared by
school boards, the Home and Community Care Support Services (HCCSS) Program of the
Ministry of Health and Long-Term Care, and agencies operating under the Ministry of
Children, Community and Social Services.

TDSB establishes our policies for the provision of these support services under PO92
Student Health Support, and the corresponding procedures including PR536 Medication,
PR563 Anaphylaxis, PR 607 Diabetes Management and PR714 Asthma Management.
For more information, please see PPM 161 Supporting Children and Students with
Prevalent Medical Conditions. These policies define administrative procedures, personnel
roles, and routine safeguards. The TDSB works in collaboration with local boards of health
and local Home Care Program administrators.

The procedures for the administration of medication provide:

1. That such procedures be applied only to those services, requested by the

parents/guardians/caregivers and prescribed by a physician or other health care
professional, which must be provided during school hours

2. That a request for the service and the authorization to provide such service be made in
writing through Form 536A – Administration of Prescribed Medication by the
parents/guardians/caregivers and the physician, specifying the name of medication, the
medical condition, the method of administration including the dosage and time of
administration, the frequency, the dates for which the authorization applies, the impact
of a missed dose, and the possible side effects, if any

3. That the storage and safekeeping requirements for any labelled medication be stated

185 Special Education Plan – Specialized Health Support Services

4. That a record of administration be maintained which includes the student’s name, date
of birth, school name, date, name of medication, time of provision, dosage given, name
of person designated to administer medication, special instructions for administering
medication, and any instructions/comments regarding administration

5. That the telephone numbers of the parents/guardians/caregivers and physician be

readily accessible in the school

6. That the medication be administered in a manner which allows for sensitivity and
privacy and which encourages the student to take an appropriate level of responsibility
for their medication

School boards are responsible for the administration of medication where such medication
has been prescribed for use during school hours. For students with physical disabilities,
school boards provide such services as lifting and positioning, assistance with mobility,
feeding and toileting, and general maintenance exercises. Boards are also responsible for
necessary speech remediation, correction, and rehabilitation programs.

At the request of a school board, the HCCSS Program of the Ministry of Health and Long-
Term Care is responsible for assessing student needs, and for providing such services as
injection of medication, catheterization, manual expression of the bladder, stoma care,
postural drainage, suctioning, and tube feeding. The Ministry of Health and Long-Term
Care is also responsible for intensive occupational therapy, physiotherapy, and speech
therapy, and may assist school boards in the training and direction of school board staff
performing certain other support services if the training services are not available through
pre-existing internal school-board staff. The Ministry of Children, Community and Social
Services is responsible for ensuring the provision of health support services in children’s
residential care and treatment facilities.

Clarification of PPM 81 Re: Catheterization and Suctioning

Following implementation of PPM 81, Provision of Health Support Services in School

Settings, a Memorandum to Regional Directors of Education differentiated between
procedures that may be performed by the student, parents/guardians/caregivers, or other
trained personnel, and procedures requiring the services of a qualified healthcare
professional. The following points of clarification were made in the Memorandum:

• Clean catheterization and shallow surface suctioning are recognized as part of a

child’s normal toileting and hygiene needs

• School board administrators are encouraged to meet with the local HCCSS Program
Care Coordinators to review, and where necessary, make any appropriate modification
to current practices

In response to PPM 81 and to provide further clarity around responsibilities, TDSB

Operational Procedure PR 580 – Clean Intermittent Catheterization and Suctioning, Lifting,
Positioning, Physical Management and Activities of Daily Living was established. The
current TDSB Model for Provision of Specialized Health Support Services follows in chart
form.

186 Special Education Plan – Specialized Health Support Services

 The tables below are not in compliance with TDSB AODA standards. Please
advise SpecialEd@tdsb.on.ca if you require the information in an AODA-
compliant format.

Catheterization

Type Administered by Provided by Training and Consultation

Direction
Child aide or other
Clean personnel; School Board Parents/guardians
student, as /caregivers, Ministry of Health
intermittent
applicable Ministry of Health
Sterile Health Care
Professional Ministry of Health Ministry of Health Ministry of Health
intermittent

Indwelling care of an indwelling catheter is usually performed by the parents/guardians/

caregivers and is not required in the school setting.

School board personnel should make arrangements with parents/guardians/caregivers with

respect to emergency needs.

Suctioning

Type Administered by Provided by Training and Consultation

Direction
Shallow
surface
Parents/guardians Ministry of
(e.g., Aide or other personnel School Board / caregivers, Health
oral or
nasal Ministry of Health
suction)
Deep (e.g.,
throat
and/or Health Care Ministry of Health Ministry of Ministry of
chest Professional Health Health
suction or
drainage

Where a child is admitted to a treatment program operated and/or funded by the Ministry of
Health or the Ministry of Community and Social Services and attends an educational
program offered by the TDSB in the treatment facility, it is expected that the present
policies under PPM 81 will continue.

187 Special Education Plan – Specialized Health Support Services

 Model for Provision of Specialized Health Support Services

Administered by Provided by Training

Support Service Consultation
and
Direction
1. Oral Pupil as authorized Attending Local Board of
Medication Pupil
Physician Health

Parents/Guardians/
Parents/Guardians/ Attending Local Board of
caregivers as
Caregivers Physician Health
authorized

School
Aide or other School Board Board/ Local Board of
personnel Physician/ Health
Parent
Attending Local Board of
2. Injection of Pupil as authorized Pupil
Physician Health
Medication

Parents/guardians/ Parents/ Guardians/ Attending Local Board of

caregivers as Caregivers Physician Health
authorized

Health Professional Ministry of Health Ministry of

School Board
Health

3.Catheterization,
Manual
expression of
bladder/ Health Professional Ministry of Health Ministry of School Board
stoma, Health
Postural
drainage/
suctioning,
Tube feeding
4. Lifting and
Positioning,
School
Assistance Board and Ministry of
with Mobility, Aide or other School Board Health
personnel Ministry of
Feeding, Health
Toileting

5. Therapies:
Physiotherapy/ Ministry of Ministry of Ministry of
Occupational: Qualified therapist children, Children, children,
community, Community community,
and social and and social
services Social services
Services

188 Special Education Plan – Specialized Health Support Services

 • Intensive clinical
School School board
(treatment)
board and/or Ministry
• General and/or of Children,
maintenance Ministry of Community,
Aide School Board
exercises Children, and Social
Community Services
and Social
Services

• Speech:
School
Speech
Board School Board
pathology and/or
Ministry of and/or Ministry
(treatment of Ministry of
Speech Children, of Children,
moderate- Pathologists Community, and Children, Community
severe Social Services Community and Social
articulation, and Social Services
stuttering and Services
voice disorders)
6. All Services Ministry of
in Children’s Ministry of Children,
Aides/Health Community Ministry of
Residential Children,
Professional and Social Health
Care/ Community and
Treatment Social Services Services
Facilities

189 Special Education Plan – Specialized Health Support Services

 Specialized Health Support Services

Agency or
position of Position of Procedures
Eligibility person who Criteria for for
person who
Specialized criteria determines determining resolving
performs the
Health for eligibility to when the disputes
service (e.g.,
Support students receive the service is about
HCCSS,
Services to receive service and no longer eligibility
Children’s
the the level of required and level of
Treatment
service support support (if
Centres
available)
(CTCs)
Board staff,
parents/
guardians
/caregivers,
student)
Assessed by
TDSB
TDSB, Staff, TDSB Case
HCCSS TDSB Conference
Administering parent(s)/ community-
Staff and/or with HCCSS
of Prescribed guardian(s)/ based
HCCSS Care Care
Medications caregiver(s), healthcare
Coordinator Coordinator
student where professionals,
applicable, or and/or HCCSS
HCCSS Care
Coordinator
Assessed by
TDSB, TDSB TDSB Case
TDSB
Assistance HCCSS – TDSB Staff or Conference
Staff and
with where student /HCCSS HCCSS Care with HCCSS
HCCSS Care
Mobility has 1:1 nursing Coordinator Care
Coordinator
Coordinator

Assessed by
TDSB Staff,
community- TDSB Case
TDSB
TDSB TDSB based Conference
Staff or
Catheterization or /HCCS healthcare with HCCSS
HCCSS Care
HCCS professionals, Care
Coordinator
and/or HCCSS Coordinator
Care
Coordinator
Assessed by
TDSB Staff or
community- TDSB Case
TDSB based
TDSB or HCCSS TDSB/ Staff or Conference
Feeding – if G-tube HCCSS healthcare with HCCSS
HCCSS Care professionals
Coordinator Care
and/or Coordinator
HCCSS Care
Coordinator
TDSB Assessed TDSB
Lifting and TDSB TDSB Case
Staff by TDSB
Positioning Conference
Staff

190 Special Education Plan – Specialized Health Support Services

 Assessed by
TDSB Case
community-
Conference
based
HCCSS Care with HCCSS
Nursing HCCSS HCCSS healthcare
Coordinator Care
professionals
Coordinator
and/or HCCSS
Care
Coordinator
TDSB Assessed by TDSB Case
TDSB Staff Conference
Staff and/or
Nutrition HCCSS HCCSS HCCSS Care and/or HCCSS with HCCSS
Coordinator Care Care
Coordinator Coordinator

TDSB Case
Assessed by Conference
TDSB
TDSB Staff or
Occupational TDSB, CTCs TDSB/ Staff and/or
and/or CTCs’ CTCs’
Therapy CTCs CTCs service
service service
navigator navigation
providers
team
TDSB Assessed by TDSB Case
TDSB Staff Conference
Staff and/or
TDSB/ and/or CTCs’ or CTCs’
Physiotherapy TDSB, CTCs CTCs
CTCs service service
service
provider navigation
navigator
team
TDSB Case
CTCs- referred TDSB Conference
by TDSB CTCs’ service
Speech SLPsf and or CTCs’
CTCs provider
Therapy CTCs service
Speech-
service navigation
Language
navigator team
Pathologists
TDSB case
conference,
Parents/
Guardians/
TDSB Assessed by Caregivers as
Staff and/or TDSB Staff authorized,
Suctioning HCCSS Care and/or HCCSS community-
TDSB or HCCSS Care
Coordinator based
HCCSS Coordinator physician,
and/or HCCSS
Care
Coordinator

Assessed by
TDSB TDSB Case
Toileting TDSB TDSB TDSB
Staff Conference
Staff

*The previously known Local Health Integration Network (LHIN) was renamed to
Home and Community Care Support Services.

191 Special Education Plan – Specialized Health Support Services

Section M:
EQUIPMENT

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To inform the ministry, board staff members and other professionals, and parents about the
provision of individualized equipment for some students with special needs

Special Equipment Amount (SEA) Funding

The Special Equipment Amount (SEA) funding from the Ministry of Education assists
with the costs of equipment essential to supporting students with special education
needs in accessing the curriculum, in accessing an alternative program and/or
course, and in attending school. SEA funding is made up of two components (SEA
Per-Pupil Amount and SEA Claims-Based Amount) which are allocated by the TDSB
through an internal process that follows the Ministry of Education’s Special Education
Funding Guideline for SEA, posted on the Ministry website.

Portability of SEA Equipment

When a student for whom SEA equipment was purchased using SEA funding moves
from the TDSB to a new school board, school authority or hospital school authority in
Ontario, the equipment must move with the student, unless in the opinion of the new
district school board, school authority or hospital school authority, it is not practical to
do so. When making a decision about transferring such equipment, both parties
should consider factors such as a student’s best interests, software compatibility and
the efficiency of completing a transfer. The final decision as to whether it is practical
to transfer such equipment will be made by the new district school board, school
authority or hospital school authority. The new district school board will be
responsible for any shipping or handling costs associated with the timely and
effective transfer of equipment. SEA Equipment does not transfer to private schools
or post-secondary institutions, employment settings, or home-schooling or out of
province/country schools.

192 Special Education Plan –Equipment

 SEA Claims-Based Amount
The SEA Claims-Based Amount supports the purchases of non-computer-based
equipment to be utilized by students with special education needs, including hearing
support equipment, vision support equipment, personal care support equipment and
physical support equipment.

Criteria for Eligibility

Students do not have to be identified as exceptional pupils through the Identification,

Placement, and Review Committee (IPRC) process to be eligible for equipment
funded through SEA funding. However, students must be receiving special education
programs and services and the use of SEA-funded equipment must be indicated in
the student’s Individual Education Plan (IEP). The student’s equipment needs must
be documented by an assessment or assessments from an appropriately qualified
professional.

Examples of Claims-Based Equipment

● print enlargers for students with low vision

● computer hardware for Blind/Low-Vision students
● adjustable desks
● Braillers
● symbol or letter voice translators
● FM systems
● gross motor equipment (balls, wedges, rolls, etc.)
● sensory input equipment (weighted vests, blankets, etc.)
● positioning devices for sitting, standing and lying
● personal care items such as change tables or commodes
● ceiling lifts, portable person lifts and/or harnesses

SEA Per-Pupil Amount

The SEA Per-Pupil Amount funds the purchase of computer-based technology

including software programs to support students with special education needs.
This funding is used to purchase equipment assigned to individual students as well
as licenses for programs available to all students in the TDSB. SEA funding
also provides training, maintenance and support in the use of all SEA equipment.

193 Special Education Plan –Equipment

 Criteria for Eligibility

To determine if a student is eligible for a SEA claim in the TDSB, the discussion
begins at the In-School Team (IST) meeting about use and access to assistive
technology. If a student is regularly using assistive technology and requires more
access or a dedicated device, a discussion about a SEA claim can begin. The School
Support Team determines whether an individual SEA claim application is appropriate.
Assistive technology use must be documented in the IEP. All documentation is
reviewed by the Special Education and Inclusion Department before individual
purchases are made.

Examples of Claims-Based Equipment

● technology hardware (Chromebooks, laptops, iPads) and

peripherals/accessories

● individual apps and software that provides access to curriculum for students
with special education needs, including reading intervention software

● board-wide licensing for assistive technology software that

provides access to curriculum

● mid-tech or high-tech Alternative and Augmentative (AAC) devices

● warranties and/or service contracts for technology

● training on the use of SEA-purchased equipment

Assistive Technology Team

The Assistive Technology Team supports students and staff to effectively use
assistive technology across the TDSB, including the use of SEA equipment. The role
of the team is to collaborate with schools, administrators, teachers, support staff and
students to integrate assistive technology as an effective teaching/learning tool in the
classroom, and to build capacity among in-school staff to share best practices.

Ongoing professional learning is provided throughout the year, which includes:

● Sessions about assistive technology tools, (for staff and

parents/guardians/caregivers)

● Co-planning and co-teaching sessions using Universal Design for Learning

(UDL)

● Various resources and videos available online for staff and parents/guardians/
caregivers

194 Special Education Plan –Equipment

 ● Supporting the development of Individual Education Plans (IEPs) to match
students’ learning profiles to assistive technology tools

Additional information can be found on the Assistive Technology page on the TDSB
website.

195 Special Education Plan –Equipment

Section N:
ACCESSIBILITY OF SCHOOL BUILDINGS

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide the ministry with further details of the board’s multi-year plan, which was
previously submitted to the Ministry of Education for improving accessibility for students
with physical and sensory disabilities, and to provide the public with this information

The TDSB is committed to maintaining a learning and working environment which

actively promotes and supports human rights and accessibility for persons with
disabilities. We are committed to actively removing barriers, whether visible or invisible,
so that all members of our community can fully participate in TDSB activities.

The TDSB has a variety of resources and policies and procedures in place for staff,
students and community members that ensure compliance with the Accessibility for
Ontarians and Disabilities Act.

The TDSB’s Multi-Year Accessibility Plan 2020-2025 outlines how the Board is
ensuring compliance with the Accessibility for Ontarians and Disabilities Act and
moving towards a more inclusive environment.

The TDSB’s Major Capital and Renewal Projects Status Update for improving
accessibility to its school buildings, grounds, and administration offices, including
resources dedicated to providing barrier-free access, is publicly posted. Summaries of
the Board’s progress in implementing the capital expenditure plan are outlined in the
semi-annual capital reports. Members of the public can obtain a copy of the January
2023 semi-annual capital report update here. The next Major Capital and Renewal
Projects Status Update report will be provided to the Board in Fall 2023 and will be
publicly posted to this web portal.

The TDSB supports accessibility through:

• Customer Service
• Information and Communications
• Employment

196 Special Education Plan – Accessibility of School Buildings

 • Transportation
• Design of Public Spaces

School Buildings
While all new TDSB schools are designed to meet or exceed current accessibility
standards, most of our older schools were not built with accessibility in mind.
Currently, the TDSB has 160 buildings that are accessible, 78 that are somewhat
accessible, and 332 that are not accessible.

New Schools and Additions

All new schools and additions must meet the accessibility requirements of the Ontario
Building Code (OBC) and the Accessibility for Ontarians with Disabilities Act (AODA).
The Ministry provides the funding to meet these requirements and, as a result, all new
TDSB schools and additions are accessible.

Upgrading Existing Schools

There are two challenges when it comes to making existing schools accessible:
• The amount of funding needed, and
• The kind of funding the TDSB receives

The first challenge is the magnitude of funds needed. An investment of at least $1

billion would be required to make all existing schools accessible. The second
challenge is the nature of the funding that the TDSB receives from the Ministry of
Education.

The TDSB receives School Condition Improvement (SCI) funding to address urgent
and high priorities in the Board’s $4 billion repair backlog. Investing this money can
help improve accessibility. For example, replacing deteriorated parking lots provides
opportunities to increase the number and location of accessible parking spaces, and
allow for barrier free paths of travel to school buildings.

But there are significant limitations in what can be achieved with SCI. If a space or a
building component is not listed in the Repair Backlog, then it is not eligible for SCI
funding. For example, if a ramp or elevator does not currently exist, even though they
may be needed, school boards cannot use SCI to install them.

To address this challenge, the TDSB is requesting permission from the Ministry of
Education to use $10 million annually from Proceeds of Disposition (POD), which
is the money generated from the sale of surplus school properties. Permission to
use POD would enable the TDSB to make strategic investments into improving
accessibility.

197 Special Education Plan – Accessibility of School Buildings

 Prioritizing Investments: Creating Accessible K-12 Pathways at
the Catchment Level

Given the wide gap between the $1 billion plus needed to make all schools
accessible, and the $10 million annually that may be available, prioritizing
investments is particularly important. To this end, staff have examined the number of
existing Kindergarten to Grade 12 (K to 12) accessible pathways in the TDSB’s 78
catchment areas. A K-12 accessible pathway means that a child with special needs
can start in Kindergarten and move through the grades to the end of high school
within accessible schools, and in the company of their peers.

The goal would be to ensure that there is at least one accessible K-12 pathway in all
catchment areas. Currently, 14 of the TDSB’s 78 catchment areas have at least one
K-12 accessible pathway; 64 areas do not have any.

At $10 million a year in PoD funding, staff estimate that it will take at least 11 years to
create at least one K-12 accessible pathway in all 78 catchment areas.

Next Steps
In 2021, the Board of Trustees approved a report called “Making Schools More
Accessible”. Staff are currently preparing a follow up report that will go to the Board
in the Fall of 2023. The report will detail the plan for creating at least one K-12
accessible pathway in all catchment areas.

Designated Accessible Elementary and Secondary School Sites

The TDSB has selected schools throughout the district that are deemed “Designated
Sites”. These sites are accessible for students with physical disabilities who require
barrier-free access to a school environment to meet their mobility and safety needs.
Students may be placed at a designated site by the recommendation of the family
once a current medical or Occupational Therapy/Physical Therapy (OT/PT) report
outlining needs is submitted to the school principal. The school principal will
collaborate with the school superintendent and the Special Education and Inclusion
team to respond to the requested needs in a timely manner.

Accessibility for Ontarians with Disabilities Act (AODA) Advisory

Committee
The Accessibility for Ontarians with Disabilities Act (AODA) Advisory Committee is a
group of diverse individuals and departments who advise and provide
recommendations to the Accessibility Coordinator on matters related to accessibility
for people with disabilities. The committee meets quarterly and is guided by the
TDSB’s Multi-Year Accessibility Plan. The committee’s role is to help ensure that

198 Special Education Plan – Accessibility of School Buildings

 policies, programs and services are inclusive and accessible to all members of the
TDSB community, and to identify and address any barriers to accessibility that may
exist. This includes reviewing and providing feedback on accessibility standards,
developing accessibility plans, and promoting awareness and understanding of
accessibility issues.

Accessibility Coordinator

The Board has an Accessibility Coordinator who has the responsibility to address
consistency and integration of practices across the TDSB and to provide leadership
in all matters related to implementation and compliance with the Accessibility for
Ontarians with Disabilities Act (AODA) and related regulations. Currently reporting to
the Associate Director of Organizational Transformation and Accountability, the
Accessibility Coordinator provides system leadership to ensure awareness of and
compliance with AODA legislation, Integrated Accessibility Standards (IASR) and the
Ontario Human Rights Code. Providing subject matter expertise, the Accessibility
Coordinator also acts as a system advocate for all aspects related to AODA.
Additional responsibilities include, but are not limited to, research and analysis of
best practices in accessibility standards, developing, reviewing and updating policies
and procedures in accordance with AODA legislation and best practices, as well as
fostering equity and inclusion in the development and implementation of programs
and services.

Reports
• Information on accessibility and the TDSB built environment, which includes
interior and exterior features of schools, is outlined in the report called “Making
School Buildings and Sites More Accessible”.

• Accessibility profiles of individual schools are also available on the left hand
sidebar of school homepages, available at https://www.tdsb.on.ca/Find-
your/School.

• TDSB's AODA Self-Certified Accessibility Report - November 2021

• 2021 Accessibility Compliance Report - Accessibility Directorate of Ontario

• A web page has been set up on the TDSB public website that identifies
TDSB’s top capital priorities. The business cases describing each capital
priority are also included on the Capital Priorities site.

199 Special Education Plan – Accessibility of School Buildings

Section O:
TRANSPORTATION

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide details of the board’s transportation policies to the ministry and to the public

Transportation of Students with

Special Education Needs
The Toronto District School Board is committed to providing safe and reliable
transportation for resident students in accordance with the Education Act, Section 21
and the Operational Procedures (PR 504) of the TDSB Transportation Policy (PO20).

Transportation is provided for students who are placed by the Identification, Placement,
and Review Committee (IPRC) into a special education program that is not located in
their home school and who meet eligibility criteria.

The Special Education and Inclusion Department does not oversee transportation.
These guidelines have been developed to provide general information about the
transportation service for students who are eligible for transportation, and to outline
the responsibilities of all parties involved in the safe transportation of students. Further
information can be obtained through the school principal.

Additional information and all forms can be found on the Student Transportation
pages.

Transportation and IPRCs

When a special education placement is offered at a school other than the home
school, transportation needs are discussed with the parents/guardians/caregivers to

200 Special Education Plan -Transportation

 determine if transportation arrangements are required. If so, the sending school
arranges for the parents/guardians/caregivers to complete a Student Transportation
Application form and forwards it to the transportation office once the school section is
also completed.

In order to minimize safety or other related concerns due to unnecessary time in transit,
Special Education and Inclusion staff, in consultation with the Transportation
Department, chooses an appropriate placement closest to the student’s home address
with available space.

Parents/guardians/caregivers are asked to ensure that all relevant information as it

pertains to the student’s ability to access transportation is documented, any limitations
clearly identified, and a Safety Plan, if needed, is noted on Page 2 of the application
or forwarded as an attachment.

The transportation office forwards a copy of the application form to the receiving and
sending schools for applications not approved only, indicating on the form the reason
for the application being denied. Approved applications will be processed and schools
will receive an update notice through BusPlanner Web regarding changes and route
information. In late August, the administrator of the receiving school will ensure that
school bus information (bell times, pick-up and drop-off locations, documented student
disabilities/accessibility issues, etc.) is correct for the students at their school.
Parents/guardians/caregivers are provided with a copy of the Transportation
Brochure for Students with Special Needs. The brochure highlights roles and
responsibilities of the various parties, including the boarding, securement, and de-
boarding of students from transportation vehicles.

Method of Transportation Service

For eligible students in Junior Kindergarten to Grade 5, transportation is provided by

contracted carrier services (70 and 18 passenger buses, wheelchair buses, mini-vans
or taxis). Each student is entitled to a total of two trips per day. Mid-day routes are
intended for students attending half-day programs. Methods include:

• School to school transportation

• Designated site-to-school transportation as a result of an IPRC or for a

qualifying medical condition, approved accommodation or exceptional
circumstances that require transportation support

• Home-to-school transportation for students with special education needs in

district-wide programs

• Mini-van or taxi service for eligible students in warranted circumstances

For students in Gifted programs up to and including Grade 5, the method of service
is school to school or school to designated stop (stop determined by Student
Transportation Services). Students must walk to a school or designated stop to meet

201 Special Education Plan -Transportation

 the bus. Parents/guardians/caregivers are responsible for the supervision of students
before they board and after they disembark from the school bus. Transportation
service is not provided from the home or daycare addresses (unless the address is
located at a TDSB designated stop).

For all eligible students in Grades 6 to 8, TTC tickets are provided at the request of
parents/guardians/caregivers. Grade 6 students may be provided with bus
transportation if the most direct TTC route requires more than one transfer. A recent
policy change allows students age 13 and under to ride the TTC for free. Students in
Grades 9 to 12 may receive TTC tickets, provided the distance and financial criteria
are met.

Whether a student with special education needs rides with other students and/or is
transported via a ride-alone is determined by factors such as social/emotional and
medical needs. The back of the student transportation form provides the
parent/guardian/caregiver and school the ability to provide detailed information that
needs to be taken into consideration (i.e., Independent Student Transportation Plan -
ISTP). This information assists in determining the individual needs of a student along
with the program, such as vehicle type and any necessary accommodation to ensure
the student is transported safely in the appropriate type of vehicle. If there is nothing
outstanding, the student would usually be placed on a small 18 passenger bus,
minivan or taxi with other students depending on need and routing in the area.

If there are concerns that come about after the student is transported via usual
transportation accommodations that indicate another type of vehicle or ride-alone is
required, another form would need to be completed such as a Ride Alone
Recommendation Form. This form would provide transportation staff with further
information as to the reasons for the request and what actions have been taken to
address the concerns. Further consultation with the school and
parents/guardians/caregivers would assist in determining the final outcome/solution to
ensure the students are transported safely.

Requirements and Responsibilities

Changes to Transportation Arrangements

1. Temporary Cancellation of Service

If a child will be absent from school due to illness or for other reasons,
parents/guardians/caregivers are required to inform the transportation company.

Parents/guardians/caregivers must notify the transportation company before 7:00

a.m. or the evening beforehand, when transportation is to be resumed following their
child’s absence (A directory of companies is listed at the end of the Provision of
Transportation section).

202 Special Education Plan -Transportation

 2. Permanent Cancellation/Changes of Pick-up and Drop-off Locations

The transportation company and its drivers are not authorized to accept changes of
pick-up and drop-off locations (either permanent or temporary). Changes to
transportation must be communicated by completing an updated transportation
application and re-submitting it to the attending school office, which may require up
to 10 working days to process.

If there is a permanent cancellation of service or change in pick-up and drop-off

location, parents/guardians/caregivers are required to advise the principal of the
school where the child attends. The principal must then ensure that a student
transportation form is completed and forwarded to Student Transportation to cancel or
change information.

3. Requiring Return from School Only

When a student is on two-way transportation and comes to school by other means of

transportation on any occasion, the parents/guardians/caregivers are required to call
the transportation company to ensure that the transportation company returns their
child from school to the designated drop-off location (e.g., If a child is brought to school
in the morning, the bus company needs to be informed that the child will need a ride
back in the afternoon).

Pick-up and Drop-off

It is essential that a responsible adult be present for a child at both pick-up and drop-off.

It is not possible for daily transportation services to be reorganized to accommodate

parents/guardians/caregivers work or daycare schedules. Parents/guardians/
caregivers may designate an alternate adult (i.e., caregiver) to be present for a child’s
pick-up and drop-off. However, parents/guardians/caregivers must inform the school
and the bus company if someone unexpectedly will be meeting their child at the end of
the school day (the alternate person must have a picture ID available to show the
driver).

Parents/guardians/caregivers Responsibilities:

The success of transportation services depends on parents/guardians/caregivers

assuming the following responsibilities:

• Parents/guardians/caregivers are expected to have the child ready for

transportation at least 5 minutes before the scheduled pick-up time, and to be
prompt in meeting the vehicle at the usual drop-off time.

• If the child misses the bus, it is the responsibility of the

parents/guardians/caregivers to transport the child to school. A student who is
regularly late for pick-up may lose the privilege of being transported.

203 Special Education Plan -Transportation

 • Parents/guardians/caregivers are encouraged to maintain open
communication with the driver about the unique characteristics of their child
(e.g., such as social/emotional concerns, seizure information, anxiety, vision
or hearing impairment). This is in the best interests of the child, especially if an
emergency situation were to occur.

• Parents/guardians/caregivers should initially discuss transportation concerns

with the school principal. If the concern cannot be resolved at the school level,
the school principal should contact the Student Transportation office.

Parents/guardians/caregivers are asked to keep the following in mind:

• In September, routes may not settle for up to 4 weeks.

• Drivers do their best to pick up and drop off children on time and strive to ensure
that schedules are kept. However, bus schedules are affected by traffic, weather,
student conduct, and promptness of caregivers in meeting the vehicle.

• It is not always possible to maintain consistent drivers or pick-up and drop-off

times. Transportation schedules may vary throughout the year when new
students begin school in an area or when students transfer to another school.

• No consumption of food or drinks is allowed on buses due to the hazard of

choking or the possibility of food allergies.

Drivers are expected to report to the principal in writing when a student’s behaviour is
causing difficulties or an unsafe condition on the bus. The principal will contact the
parents/guardians/caregivers to seek cooperation in resolving the concern.

If the concern cannot be resolved, parents/guardians/caregivers may be requested to

provide alternate transportation for their child.

Driver Responsibilities

The transportation company shall transport students from the nearest curbside in front
of their pick-up location to their respective schools and return to the nearest curbside in
front of their drop-off location. Parents/guardians/caregivers are responsible for their
child to and from the curbside.

No student shall be left by a driver at the student’s designated location for drop-off
unless the student is met by a responsible adult, designated by
parents/guardians/caregivers. A driver will not leave a student unattended or with a
person unknown to them. If a responsible person is not available to meet the student
upon arrival from school, the driver may be instructed to exercise the following options
after notifying dispatch:

• Continue to drop off the remaining students on the run and return to the drop-off
location

204 Special Education Plan -Transportation

 • Deliver the student to the emergency contact person, if available and within
reasonable distance

• Return the student to the school if staff is available to receive the student

• Deliver the student to the nearest Police Division or Children’s Aid Society

The driver must call the parents/guardians/caregivers of new students on SPED

(small buses) to advise them of the pick-up and drop-off times the evening before
transportation service is to start. The school is responsible for notifying
parents/guardians/caregivers of pick-up and drop-off times for students traveling on
72 Passenger (big bus). The driver must notify the parents/guardians/caregivers of
any change in pick-up or drop-off times.

Seat Belts, Seat Belt Covers, Car Seats, Booster Seats, Safety Vests

Car Seats

• Car seats may be used on 18-passenger buses for daily home to school
transportation

• Car seats must be used for students who require them because of their medical
condition and/or if the student’s weight is under 40 lbs

Booster Seats
The following is mandatory by law for a student riding in a minivan or taxi:

• If student is between 40 and 80 lbs, under 145 cm tall and up to 8 years of age,
a booster seat is required

• All car and booster seats must be Transport Canada approved, have a current
validation date and be tethered into the school vehicle as required by the Ministry
of Transportation before transportation can start

• Parents/guardians/caregivers must provide the car or booster seat and must

leave them on the vehicle for the school year

• Trained staff from the bus company will inspect and install the car seat or
booster seat

Seat Belts, Seat Belt Covers, Safety Vests

Students who remove their seat belts or seat belt covers and fail to remain seated while
in transit or students who are aggressive to other students create an unsafe condition
for both students and driver. A safety harness/vest may be required to provide safe
transportation. If a student requires a safety harness/vest, a Safety Harness/Vest
Request Form must be completed and authorized by a medical practitioner. Where

205 Special Education Plan -Transportation

 appropriate and prior to a request for a safety harness vest, a seat-belt buckle
guard/cover may be considered. Additional equipment may be required to further
secure a safety harness vest, by adding other apparatus.

Collective Responsibility

Parents/guardians/caregivers, school staff and drivers are collectively responsible for

ensuring that each student is secured by a seat belt and/or in a car seat or safety
vest, where applicable:

• Parents/guardians/caregivers are responsible for securing their child when the

bus arrives in the morning and when unloading in the afternoon

• School staff is responsible for unloading in the morning and securing students
when they are dismissed from school

• The driver is responsible for ensuring that students are safe and secure while
the vehicle is in motion

Transportation for Students in Wheelchairs or with Severe

Mobility Limitations
Transportation may be provided, regardless of distance, for students who have a
medical condition or disability that severely limits walking. A medical certificate, along
with a TDSB Medical Form to Determine Eligibility obtained from the school principal
and signed by a physician are required. The Board reserves the right, with the signed
consent of parents/guardians/caregivers, to discuss transportation issues with the
physician.

• Transportation is not provided to students due to the medical condition of the

parents/guardians/caregivers. The Board is currently reviewing
parent/guardian/caregiver medical condition, in cases where it would prevent
the student from attending school, if there are no other viable options

• Transportation is not provided for students attending any school or specialized

program at their request, even when distance or medical condition is a factor

• Students utilizing walkers are not permitted to use wheelchair ramps

Parents/Guardians/Caregivers and Staff

• At school, staff must physically assist the child to and from the wheelchair bus,
and at home parents/guardians/caregivers must assist the child between the
residence and the vehicle

• Are responsible for securing all personal chair restraints such as wheelchair seat
belts, harnesses, and trays

206 Special Education Plan -Transportation

 The Driver

• Is responsible for ensuring that all “Q Straint” belts are secured on the
wheelchair vehicle

• Only the driver or authorized personnel shall operate the wheelchair ramp.
Parents/guardians/caregivers and school staff may not assist with this task

• In a circumstance where the student rocks in the chair to the point where the
chair is in danger of tipping over, the driver may need assistance holding the
wheelchair on the ramp to ensure the child’s safety

Cancellation of Service Due to Inclement Weather

Inclement weather may force the closure of schools and/or the cancellation of
transportation service.

• Radio, television stations and the TDSB website will communicate a public-
service announcement to inform parents/guardians/caregivers about school
closures and transportation cancellations

• If parents/guardians/caregivers are concerned about inclement weather, they

have the right to keep their child at home (especially in the case of medically
fragile students), even if transportation is not canceled by the TDSB

September Start-up

Transportation planning for the next school year begins in the spring of the current
school year, when parents/guardians/caregivers receive a Student Transportation
Application from the school. Parents/guardians/caregivers are required to complete
the Student Transportation Application and return it to their child’s school according
to the due date. The applications should be forwarded to the Transportation
Department by way of the child’s school office as soon as possible, but no later than
the end of June. Applications not received by the end of June may result in
transportation not being ready by the first week of school.

Please note that transportation service will not start for a student unless the
Transportation Department has a completed application on file.

For students routed on 72-passenger vehicles, route information is posted at the

program school the week prior to school beginning in September. For students
routed on smaller vehicles, parents/guardians/caregivers are contacted prior to the
first day of school by the bus driver to advise them of their pick-up and drop-off times.
If contact is not made prior to the first day of school, parents/guardians/caregivers
are responsible for contacting the school to find out which transportation company is
providing the service, in order to confirm the times.

207 Special Education Plan -Transportation

 Parents/guardians/caregivers may also register for the Parent Portal located on the
TSTG (Student Transportation Group) website to view their child’s transportation information.

In an emergency, information on the application may be released to a medical

practitioner. It is the responsibility of parents/guardians/caregivers to keep the school
and transportation company up to date on any changes to their child’s medical health.
It is critical that phone numbers for parents/guardians/caregivers and
emergency contacts are accurate at all times throughout the year.

Finding Your Child’s Transportation Information

1. Transportation Portal:

Access information specific to your child’s transportation, including route

number, stop location, times and bus company contact details. Learn more and
register.

2. Toronto Student Transportation Group:

Fax: 416-394-3806
Phone: 416-394-4287

Email: Website:
transportation@torontoschoolbus.org www.torontoschoolb .org

3. Your School:

Schools have access to transportation information and often post the big bus
routes on the main doors of the schools when they open in late August.
Route maps identifying all the stops for large capacity buses are also
available on the Toronto Student Transportation Group website.

Transportation Company Contact Information

Student transportation in the TDSB is provided by a number of transportation

companies, which may change from year to year. Parents/guardians/caregivers
should refer to the transportation notification they receive prior to the start of the
school year, to learn which company will be transporting their child, and record the
contact telephone number in a convenient location.

(AR) Attridge 416-255-5199

Transportation

(FT First Student 416-444-7030

CL) Toronto

208 Special Education Plan -Transportation

 (DT) Dignity 416-398-2109
Transportation

(MC) McCluskey 416-246-1422

Transportation

(SH) Sharp Bus Lines 416-477-4804

(ST) Stock Transportation 416-244-5341

West

(SC) Stock 416-754-4949

Transportation East

(SN) Stock 416-757-0565

Transportation
North

(SW) Switzer Carty 905-361-1084

Transportation

(WA) Wheelchair 416-884-9898

Accessible Transit

(FX) First Student Ajax 905-683-2350

Transportation Safety

Transportation safety is critical at all times. A list of mandatory performance

requirements can be found in PR 504: Transportation of Students.

Additionally, all transportation suppliers must adhere to strict safety requirements. In

the event of unsafe practices, transportation may be suspended.

Safety Criteria Used by the TDSB

The safety criteria used by the Board in the tendering and in the selection of
transportation providers for exceptional students include the following:

• Wheelchair vehicles must have a minimum rated capacity of three (3)

electric wheelchairs and two (2) ambulatory passengers. All wheelchairs in
the vehicle shall be secured facing forward

209 Special Education Plan -Transportation

 • Drivers shall ensure that all seat belts and harnesses are properly secured
and fastened around the student at all times

• Parents/guardians/caregivers and/or school staff and drivers are collectively

responsible for ensuring that each wheelchair is properly fastened and that
each student is secured by a seatbelt. The driver of each vehicle shall ensure
that each student in the vehicle is secured by a seatbelt properly fastened
while the vehicle is in motion. The transportation company shall be liable for
any injury resulting from the failure of a driver to ensure that each student
transported is secured properly fastened at all times while a vehicle is in
motion

• Students in this category must be transported and secured in

vehicles specifically designed for this purpose.

• The driver will assist students with physical disabilities when and where
necessary. All wheelchair-locking devices shall be properly secured
immediately after entering the vehicle

• For students designated as being medically at risk, the transportation

company will transport safely and securely any necessary equipment or
apparatus (e.g. a ventilator, oxygen supply, suctioning device, etc.) for such
students, as required when directed by the Board

• As per the Ministry of Transportation, the Ministry of Education and Ontario

School Bus Association defined Driver Qualifications, it is the responsibility of
the transportation company to ensure that full criminal background checks are
performed for all drivers during the hiring process

• The criminal background check must be a full Vulnerable Sector Screening

(VSS). The VSS of any driver must be available for viewing upon request by
the Board within 24 hours of the request. It is also a mandatory requirement
of the Board that the carrier perform an annual offense declaration with each
driver confirming that there have been no charges/convictions since their last
disclosure. Proof of the annual declaration must also be maintained by the
carrier and available for viewing upon request within 24 hours

Appeal Process

Parents/guardians/caregivers may appeal the decisions made regarding

transportation. The appeal process is outlined in PR 504, Section 3.2 (Appeal Form
504D).

210 Special Education Plan -Transportation

Section P:
PROVINCIAL AND DEMONSTRATION
SCHOOLS IN ONTARIO

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suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide details of the operation of the Board’s SEAC to the Ministry of Education and
to give members of the public the information to which they are entitled

The Ministry of Education operates Provincial Schools and Demonstration Schools

throughout Ontario for deaf, blind, deafblind, and students with severe learning
disabilities. Access is usually by way of an IPRC recommendation. Provincial Schools
and Provincial Demonstration Schools:

• are operated by the Ministry of Education

• provide education for students who are deaf or blind, or who have severe
learning disabilities

• provide an alternative education option

• serve as regional resource centres for students who are deaf, blind, or deafblind

• provide preschool home visiting services for students who are deaf or deafblind

• develop and provide learning materials and media for students who are deaf,
blind, or deaf-blind

• provide school board teachers with resource services

• play a valuable role in teacher training

211 Special Education Plan – Provincial and Demonstration Schools

 • provide learning materials/media for students who are deaf or deafblind (and to
develop these resources)

• provide school board teachers with resource services and teacher training for
teachers in Ontario school boards

• provide alternative format materials through Alternative Education Resources for

Ontario (AERO)

Demonstration Schools
Each provincial Demonstration School has an enrolment of forty students. The
language of instruction at the Amethyst, Sagonaska, and Trillium schools is English;
at Centre Jules-Léger, instruction is in French. Application for admission to a
provincial Demonstration School is made on behalf of students by the school board,
with parental consent. The Provincial Committee on Learning Disabilities (PCLD)
determines whether a student is eligible for admission. Although the primary
responsibility to provide appropriate educational programs for students with learning
disabilities remains with school boards, the ministry recognizes that some students
require a residential school setting for a period.

The Demonstration Schools were established to:

• provide special residential education programs for students between the ages of
5 and 21 years
• enhance the development of each student’s academic and social skills
• develop the abilities of the students enrolled to a level that will enable them to
return to programs operated by a local school board within two years

In addition to providing residential schooling for students with severe learning

disabilities, the provincial Demonstration Schools have special programs for students
with severe learning disabilities in association with attention deficit hyperactivity
disorder (ADHD). These are highly intensive, one-year programs.

The Trillium School also operates Learning for Emotional and Academic Development
(LEAD), a special program for students with severe learning disabilities who require an
additional level of social/emotional support.
An in-service teacher education program is provided at each Demonstration School.
This program is designed to share methodologies and materials with teachers of
Ontario school boards. Information about the programs offered should be obtained
from the schools themselves.

212 Special Education Plan – Provincial and Demonstration Schools

 Application for admission is made by the TDSB with parent consent, and eligibility is
determined by the Provincial Committee on Learning Disabilities.

Sagonaska School 350 Dundas Street West, Tel: 613-967-2830

Belleville, ON K8P 1B2
Fax: 613-967-2482
Tel: 905-878-8428
Trillium School 347 Ontario Street South,
Fax: 905-878-7540
Milton, ON L9T 3X9

Amethyst School 1090 Highbury Tel: 519-453-4408

Avenue, London, ON Fax: 519-453-2160
N5Y 4V9
French Language School Tel: 613-761-9300
Centre Jules-Léger 281 rue Lanark, Ottawa,
TTY: 613-761-
ON K1Z 6R8
9302/9304
Fax: 613-761-9301

The TDSB presently has two students attending the Trillium School.

Provincial Schools
Provincial Schools for the Deaf

Provincial Schools for the Deaf include Ernest C. Drury School (Milton), Robarts
School (London), Sir. James Whitney School (Belleville), and Centre Jules-Léger
(Ottawa). These schools provide elementary and secondary school programs for deaf
students from preschool level to high school graduation. The schools use the Ontario
curriculum, and parallel courses and programs provided in school boards.
Each student has their special education needs met as set out in their Individual
Education Plan (IEP). Admittance is determined by the Provincial Schools Admission
Committee in accordance with the requirements set out in Regulation 296.

Schools for the deaf:

• provide rich and supportive bilingual/bicultural educational environments which

facilitate students’ language acquisition, learning, and social development
through American Sign Language (ASL) and English

• operate primarily as day schools

• provide residential facilities five days per week for those students who do not
live within reasonable commuting distance from the school

213 Special Education Plan – Provincial and Demonstration Schools

 Each school has a Resource Services Department which provides:

• consultation and educational advice to parents of deaf and hard-of-hearing

children and school board personnel
• information brochures
• a wide variety of workshops for parents, school boards, and other agencies
• an extensive home-visiting program delivered to parents of deaf and hard- of
hearing preschool children by teachers trained in preschool and deaf
education.

Ernest C. Drury 255 Ontario Street South Tel: 905-878-2851

School Milton, ON L9T 2M5 TTY: 905-878-7195
Fax: 905-878-1354
1090 Highbury Avenue,
Robarts School Tel/TTY: 519-453-4400
P.O. Box 7360, Station E,
London, ON N5Y 4V9
Fax: 519-453-7943

Sir James 350 Dundas Street West, Tel/TTY: 613-967-2823

Whitney School Belleville, ON K8P 1B2
Fax: 613-967-2857
French-language school
Centre Jules- Tel: 613-761-9300
for the deaf
Léger TTY: 613-761-
281 rue Lanark, Ottawa,
ON K1Z 6R8 9302/9304
Fax: 613-761-9301

The TDSB presently has twenty students attending Ernest C. Drury School.

Provincial School for Visually Impaired, Blind and Deafblind

Students
W. Ross Macdonald School (Brantford) is a residential school operated through the
Ministry of Education and provides education for students who are blind, visually
impaired, or deaf-blind. It provides an educational alternative placement for students
who are blind, visually impaired, or deafblind. The school:

• Provides a provincial resource centre for students who are visually impaired and
deafblind

• Supports local school boards through consultation and the provision of special
learning materials, such as braille materials, electronic texts, and large-print
textbooks

214 Special Education Plan – Provincial and Demonstration Schools

 • Offers professional services and guidance to ministries of education on an
interprovincial, cooperative basis

Programs are tailored to the needs of the individual student and:

• are designed to help these students learn to live independently in a non-
sheltered environment

• follow the Ontario curriculum developed for all students in the province
• offer a full range of courses at the secondary level
• offer courses in special subject areas such as music, broad-based technology,
family studies, physical education, and mobility training

• are individualized, to offer a comprehensive life skills program

• are delivered by specially trained teachers
• provide home visiting for parents and families of preschool deaf-blind children
to assist in preparing these children for future education

W. Ross Macdonald 350 Brant Avenue, Tel: 519-759-0730

School Brantford, ON N3T Fax: 519-759-4741
3J9

The TDSB presently has six students attending W. Ross Macdonald School.

Transportation
Provincial schools operate primarily as day schools with transportation provided by
school boards. The provincial schools work with the TDSB transportation department
to arrange transportation for students attending their day program. Residential
facilities are offered from Monday to Friday for students who live too far from the
school for daily travel. When necessary, an attendant is provided.

For more information about Demonstration Schools or Provincial Schools, contact:

Ministry of Education Provincial Schools Branch

255 Ontario Street
South Milton, ON
L9T 2M5
Tel: 905-878-2851
Fax: 905-878-5405

215 Special Education Plan – Provincial and Demonstration Schools

Section Q:
COORDINATION OF SERVICES WITH
OTHER MINISTRIES OR AGENCIES

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide the ministry and the public with details of the board’s strategies to ensure
a smooth transition for students with special needs who are entering or leaving a
school

The Ministry of Education Policy/Program Memorandum No.149: Protocol for

Partnerships with External Agencies for Provision of Services by Regulated Health
Professionals, Regulated Social Services Professionals and Paraprofessionals provides
direction to school boards concerning the review and/or development of a local protocol
for partnerships with external agencies for the provision of services in Ontario schools
by regulated health professionals, regulated social services professionals, and
paraprofessionals. It outlines the requirements for reviewing and/or developing a local
protocol and specifies the requirements for implementation and for reporting to
stakeholders.

TDSB Early Intervention Initiatives

The Ministry of Education provides additional funding for special education (JK-to
Grade 3) to school boards. This enhanced funding supports early interventions,
additional specialist teachers and professional supports, and also helps fund effective
early interventions that improve outcomes for students with special education needs.
This funding is being used by the TDSB to support early intervention programs for
primary students:
• Entry Plan for Students with Special Needs, to establish entry procedure, roles,
responsibilities, and timelines

TDSB has also used additional funding to support other government initiatives, including:
• Transition from Toronto Preschool Speech and Language Services (TPSLS)

216 Special Education Plan – Coordination of Services with Other Agencies

 Entry Plan for Students with Special Education Needs
Some students with special education needs which are extremely complex, who are
newly registered but not yet attending a TDSB school, may, through a Special
Education Program Recommendation Committee (SEPRC), receive a
recommendation for placement in a full time special education class upon enrolment.
When approaching a TDSB school for registration, parent(s)/guardian(s) are
encouraged to share all pertinent information with the school principal about the
special educational needs of their child. With parental permission, principal
consultation with the School Support Team (SST) will determine whether or not a
referral to a Special Education Program Recommendation Committee (SEPRC) is
appropriate.

In addition to the above procedures the following also occurs for students who fall within
the TDSB “Low Incidence” category of needs (developmental disabilities, physical
disabilities) as well as for blind/low vision and deaf/hard of hearing.

Entry Plan for Students with Special Person Responsible Timeline

Education Needs
Presentations are made annually to Special Education
outside agencies regarding the entry Staff
process for students new to TDSB. January
Professional Support
Services Staff
TDSB will send a letter regarding pre-
registration to selected preschool
programs serving students with special Special Education Staff January
needs.
A letter will be distributed through
the Early Years Advisory Committee Early Years Advisory
and the Child Care Committee. Committee January
Principals will be informed. Child Care Committee
Preschool programs/agencies forward
names of potential students to Special Preschools/Agencies Upon receipt of
Education Coordinators. TDSB letter
Special Education Coordinators will
notify TDSB schools of pending pre- Special Education Staff Upon receipt of
registrations. information

217 Special Education Plan – Coordination of Services with Other Agencies

 Please note the following:
Children who have attained the age of
three years and who have a significant
hearing loss may qualify for a special Coordinator – Deaf and
education class placement in our Deaf Ongoing
Hard of Hearing
and Hard of Hearing preschool
programs.
Children who have an Autism Spectrum
Disorder may receive additional Central Coordinator –
transitional support (e.g., Connections Ongoing
Autism Services
for Students).

Special Education Program Recommendation Committee (SEPRC)

The Toronto District School Board is committed to providing equity of access to learning
with a timely admittance to school for students new to the board and who fall within the
TDSB Low Incidence category of developmental disabilities and physical disabilities,
including blind/low vision and deaf /hard of hearing. This includes students who have
complex medical needs which may include a combination of intellectual, communication,
and behavioural needs, including persistent challenges in daily living. This also includes
students in need of care, treatment or rehabilitation through Education and Community
Partnership Programs (ECPP).

The student learning profile for a SEPRC suggests student needs require access to
specialized equipment and specialized support, whereby the home school will not be
able to adequately address the student’s complex medical and/or Low Incidence needs
even for a short period of time.

The process used to ensure equity of access tailored for a small group of students who
are within the criteria stated above is called a Special Education Program
Recommendation Committee (SEPRC). A SEPRC is not a legal or provincially-
mandated process. Only through a parent or legal guardian can a SEPRC be requested
and only if the student profile meets the criteria stated above will the student proceed to
SEPRC. If the student profile does not meet the criteria, the student will be welcomed
and registered at their homeschool.

New Students Entering Kindergarten and SEPRC

All new students entering Kindergarten are encouraged to register at their homeschool.
However, in addition to SEPRC coming through the request of the parent or legal
guardian, and ensuring the student profile is within the criteria stated above, only if the
new JK/SK student is enrolled in a specialized preschool/daycare, or The Hospital for
Sick Children, or Holland Bloorview Hospital-Support Kids Rehabilitation; or the student
is receiving intensive support that specifically addresses complex medical needs in
another school system, including out of province, will the SEPRC process be initiated for
consideration. Students in this group should register 9-12 months in advance.

218 Special Education Plan – Coordination of Services with Other Agencies

 This also includes students in need of care, treatment or rehabilitation through
Education and Community Partnership Programs (ECPP).

When students are new to Canada and not affiliated with the supports listed above, the
school will collect all medical documentation from the family and work with the Special
Education and Inclusion Consultant to support as appropriate.

For new Kindergarten students who are not within the Low Incidence category or who
do not have complex medical needs, the home school will welcome and register the
student. The student will learn alongside their peers and access all learning
opportunities. The student will be monitored and supported by the classroom teacher
with on-going assessment, evaluation, and an Individual Learning Plan (ILP) or an
Individual Education Plan (IEP) as per the Referral process, if required.

Children who have attained the age of three years and who have a significant hearing
loss, may qualify for a special education class placement in our Deaf and Hard of
Hearing preschool.

Toronto Autism Service Network - Entry to School Program

Entry to School (ETS) is a new program offered by the Ontario Autism Program (OAP).
ETS is provided through the Toronto Autism Service Network (Surrey Place, Strides,
Lumenus, Geneva Centre for Autism, SAAAC, and Kerry’s Place), with Skill Building
Classrooms across Toronto. The TDSB collaborates with the Toronto Autism Network in
planning for a smooth and effective transition to school for students being served
through the Entry to School initiative.

A Transition to School Protocol has been developed between Entry to School/Toronto

Autism Network and the TDSB.

Connections: Supporting Seamless Transitions for Students with

ASD
Connections is a joint initiative between the Ministry of Children, Community and Social
Services (MCCSS) and the Ministry of Education. This initiative supports the transition
of students from TPAS to full time school. This approach is meant to add to the existing
transition processes that are already in place, including supporting TDSB with some
special training projects related to Connections.

Transition from Toronto Preschool Speech and Language

Services (TPSLS)
The Toronto Preschool Speech and Language Services (TPSLS) was established in
1998, funded through the Ministry of Health and Long-Term Care. The mission of the
TPSLS is to provide speech and language services to preschool children up to school
entry in kindergarten.

219 Special Education Plan – Coordination of Services with Other Agencies

 The communication needs of students transitioning from the TPSLS to school services
vary from mild to severe or profound. These children often have comprehensive
educational programming and planning needs. Early and ongoing information sharing
and collaboration between TPSLS staff and school board staff are advised. For
preschool children with mild communication needs, transition may be handled through
written reports and telephone consultation. With the consent of
parents/guardians/caregivers, transition discussions should be initiated as early as
possible by TPSLS staff for children in Junior Kindergarten whose communication
needs are significant.

• The family contacts the principal of the local school about their child’s needs and
provides written consent for the exchange of information between Toronto
Preschool Speech and Language Services and the TDSB

• TPSLS then forwards reports to the school principal and the school speech-
language pathologist to assist with planning for the child’s needs

• Transition planning takes place to discuss the child’s progress, needs and current
TPSLS programs and services received

• The principal identifies the next steps and accesses appropriate and available
services and programs for the child

Deaf and Hard of Hearing (DHH) Preschool Programs

The TDSB recognizes the importance of early intervention and can support students
who require Deaf and Hard of Hearing support from the age of 3 through placement in a
preschool class. Upon entry to school, students with Deaf and Hard of Hearing have
access to the support of a Specialist Teacher of the Deaf and Hard of Hearing. These
itinerant teachers have specialized qualifications approved by the Ministry of Education
that enable them to recommend the necessary accommodations and/or program
modifications to meet the educational needs of students who are Deaf and Hard of
Hearing. Based on student need, these teachers work closely with the TDSB
Educational Audiologist to determine the appropriate FM technology that works with the
student’s Hearing Assistive Technology (HAT). When warranted, itinerant teachers
facilitate access to the curriculum through direct instruction from Kindergarten to
completion of secondary school.

Alternate Placements

Education and Community Partnership Programs (ECPPs) support students with their
education during times of need for care, treatment, or rehabilitation. Transitions are a
normal part of an ECPP and may include transitioning back to the community day
school, an alternative education program or work, community living or post-secondary

220 Special Education Plan – Coordination of Services with Other Agencies

 destinations. Transitions may take a few weeks or a few months. Students may also
transition into and out of an ECPP on more than one occasion.

Effective planning is especially important for students transitioning into or out of ECPPs.
ECPP staff plan and facilitate effective transitions so that students receive both
continuous education and ECPP services with minimal disruption when they enter or
exit an ECPP. ECPP staff facilitates transitions using personalized and precise transition
plans that reflect the strengths, interests and needs of each child or youth, and provide
the foundation for successful transition experiences. In some cases, students may have
received various educational assessments as part of their participation in care,
treatment, and rehabilitation. These assessments are often included in the transition
package with parental permission through two-way consent.

All students will be provided with a case conference to facilitate their transition. Students
who have been outside of the TDSB for a year or less may transition back without
reassessment. For students new to the TDSB or who have been in ECPP for more than
a year, a Special Education Placement Review Committee (SEPRC) or Identification
Placement Review Committee (IPRC) may be required to facilitate placement.

The Toronto District Elementary School (TDES) and The Toronto

District Secondary School (TDSS)

The Toronto District Elementary School (TDES) and The Toronto District Secondary
School (TDSS) serve students from JK to Grade12 whose needs are supported in a
variety of instructional settings through multidisciplinary approaches, in partnership with
agencies.

A student in TDES/TDSS is a client of an agency funded by the Ministry of Child and Youth
Services or the Ministry of Health. The agency provides services in one of the following
categories:

• Care (e.g., hospitals, young mothers)

• Treatment (e.g., child/youth mental health centres)
• Corrections (e.g., open detention/custody)

TDSB offers intensive support through the partnership between the Ministry of
Education and other ministries. TDES/TDSS meets the well-being needs of the child
(i.e., cognitive, social, emotional, physical). Alongside receiving services provided by the
agency, students are taught by TDSB teachers who follow the Ontario Ministry of
Education curriculum.

ECPP schools serve students who benefit from intensive wraparound support in order to
attain equitable outcomes in achievement and well-being. The focus of ECPP schools is
to serve students whose primary need or needs reside outside of education. Each
program is offered in partnership with a treatment centre, health care, or clinical partner
to address the primary need or needs of the student. Goals in Individual Education

221 Special Education Plan – Coordination of Services with Other Agencies

 Plans (IEPs) and agency treatment plans are aligned, as teams collaborate to
holistically meet the complex needs of each student.

Schools, along with parents/guardians/caregivers, may advocate for students to receive

a placement within one of the programs through the TDSB central intake process. This
is followed by the agency intake process. Alternatively, parents/guardians/caregivers
may contact agencies directly.

As students prepare to leave day treatment and return to a TDSB school, an in-depth
transition plan is developed to support the successful integration back into a TDSB
school in collaboration with ECPP staff, Special Education and Inclusion staff if needed,
the agency, the homeschool, the family, and when appropriate, the student. School
administrators are responsible for ensuring the successful admission or transfer of
students from one program to another and can be supported by staff from Special
Education and Inclusion.

Structure of TDSB ECPP

• A host school (sometimes)
• A principal facilitates the partnership and oversees the educational program
• A vice-principal oversees day-to-day contact with the teacher and agency staff
• A teacher delivers individualized instruction
• In some instances, an EA supports instruction

Community Agency

• An agency site (sometimes)

• An agency director facilitates the partnership
• A program manager oversees the treatment program
• Agency staff work in concert with the TDSB teacher to deliver individualized
support

ECPP

• Staffed by TDSB and agency, with a dual focus on education and treatment.
Agency is responsible for a treatment plan so students can reintegrate into home,
school and community
• Elementary teachers are responsible for transdisciplinary programming
• Secondary teachers are responsible for subject-specific curriculum
• Access is available through central intake or agency process and demission
through agency process or parents/guardians/caregivers withdrawal, followed by
an IPRC or a case conference

Programs and partnerships are updated often. For more information about ECPP and
agency partners, visit the TDSB ECPP website.

222 Special Education Plan – Coordination of Services with Other Agencies

 Programs Offered by Other Boards of Education
Aside from the Provincial and Demonstration Schools, the TDSB does not access
programs offered by other boards of education.

223 Special Education Plan – Coordination of Services with Other Agencies

Section R:
STAFF DEVELOPMENT

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide details of the board’s professional development plans for special education
staff to the ministry and to the public

The TDSB is a learning organization that believes that capacity building is key to
ensuring equity of outcomes for all students. Focusing on capacity building helps to
ensure coherence and alignment of special education and inclusion practices across
the district, which allows us to better serve students with special education needs. Our
staff development model provides on-going opportunities for staff at all levels to engage
in professional learning and training in multiple ways, including through job-embedded,
self-directed and mandatory sessions.

Professional Learning Plan

Differentiated professional learning is determined by the goals in the TDSB Multi-Year
Strategic Plan, local School Improvement Plans (SIPs) and data/evidence collected
through a variety of sources.

Staff at all levels as well as union and association partners provide input into areas for
learning. The TDSB Special Education Advisory Committee (SEAC) receives
information on staff development through the Leadership Report each month, and they
also provide recommendations on areas of focus for staff professional learning.

Staff are engaged in several types of professional learning opportunities throughout the
school year to help them better serve students with special education needs. These
learning opportunities include compliance training such as the Accessibility for
Ontarians with Disabilities Act (AODA), Supporting Children with Prevalent Medical
Conditions, and mandatory learning such as the Individual Education Plan (IEP)
Strategy and Chairing Identification and Placement Review Committee (IPRC)
Meetings. Other professional learning opportunities are school-specific, based on the
goals of the School Improvement Plan (SIP). New Special Education Teachers

224 Special Education Plan – Staff Development

participate in professional learning opportunities through the New Teacher Induction
Program (NTIP) and also participate in additional topic-specific learning sessions. The
Special Education and Inclusion Department, in collaboration with the Leadership and
Learning Department, also provides professional learning opportunities specifically
targeted to new teachers and newly-appointed administrators. Any staff member may
also engage in self-directed learning based on professional and personal growth goals.

Over the next two years, we will focus on the following four areas for professional
learning:
1. The Truth and Reconciliation Commission of Canada: Calls to Action and the
United Nations Declaration on the Rights of Indigenous Peoples(UNDRIP)

2. Inclusion (anti-ableism), Equity (anti-oppression) and Well-Being;

3. Learning Conditions; and

4. Universal Design for Learning, Differentiated Instruction and Culturally

Relevant and Responsive Pedagogy.

Areas of Learning Focus

The Truth and Reconciliation Commission of Canada: Calls to Action and the
United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP)

The Truth and Reconciliation Commission of Canada: Calls to Action (43, 62 & 63
specifically for education) and the United Nations Declaration on the Rights of
Indigenous Peoples UNDRIP (Article 14 specifically for education) are frameworks to
engage in building respectful, reciprocal, relevant and responsible relationships with
First Nations, Métis and Inuit students, caregivers, families, and communities. Within
the context of what is known as Canada, the effects of the Residential School System
and intergenerational trauma impacts many survivors' families and possible
engagement with school. The processes and procedures associated with Special
Education and Inclusion should be done in ways that are trauma-informed and
culturally safe, considering how social and historical contexts, as well as structural and
interpersonal power imbalances, shape experiences within schools.

A belief in Indigenous Education is that everyone has gifts to share. When serving students
with special education needs, it is important to remember that each student has gifts, and
that educators have responsibilities for co-creating and enhancing the conditions for those
gifts to be shared, honoured and affirmed. To enhance the conditions in classrooms and
special education, the 4R Framework of respect, relevance, reciprocity and responsibility
(Kirkness and Barnhardt) is a tool that supports educators to work in good relationship with
First Nations, Métis and Inuit students, caregivers and parents.

Inclusion, Equity and Well-Being

The transformational actions being taken to support inclusion are interconnected to

equity, anti-ableism and well-being. Special Education and Inclusion staff continue to
225 Special Education Plan – Staff Development
implement a strategic and coordinated approach to lead to the thoughtful and intentional
systemic change and the cultural shifts necessary to make a difference in schools and
classrooms as it relates to serving students with special education needs and intersecting
identities.

Students are more successful when they are engaged in their learning. A focus on
providing educators opportunities to deepen their understanding of how to effectively
affirm and be responsive to the identities, lived experiences, strengths, interests, and
gifts of students is required to ensure equity of access and equity of learning outcomes
for all students. Professional learning will lead to anti-oppressive, anti-racist, anti-ableist
and inclusive practices, and consequently, increased opportunities to all pathways for
all students.

Individual Education Plans (IEPs) and Programming

Professional development continues throughout the year to support schools with

developing and implementing effective IEPs that are personalized and precise to a
student’s specific strengths and areas for growth. In addition, the Special Education
and Inclusion Department staff will continue to work with school staff to look at IEPs
with intentionality in alignment with the goals of the K-1 IEP Strategy and the Grades 2-
12 IEP Review.

Intentional work is being implemented to address recommendations by SEAC to ensure

that parents/guardians/caregivers, and where appropriate, students are informed and
included in every step of the development and implementation of the IEP.

Learning Conditions

Learning conditions and the operating environment of a classroom support a dynamic

interrelationship between students, staff, and teaching and learning.

A quality learning environment optimizes students’ independence to access learning

opportunities and resources and is pivotal in providing students with an equitable
chance for long-term success.

When implementing effective classroom learning conditions (teaching strategies,

assessment, evaluation, third teacher, flex seating, student voice, culturally relevant,
responsive and safe resources and pedagogy, etc.) educators must:

• consider students’ intersecting identities and lived experiences

• use resources and pedagogy that foster a healthy self-identity by affirming,

respecting, and promoting cultural knowledge

• build on students’ experiences in ways that promote well-being and belonging

• consider the teacher/staff member as a learner

• What biases or barriers (systemic, attitudinal, other) have been

226 Special Education Plan – Staff Development

 identified and dismantled?
• Does data shared by the teacher of student assessment and
evaluation indicate evidence of Universal Design for Learning,
Differentiated Instruction and Culturally Relevant and Responsive
Pedagogy principles?
• Is there an opportunity for ongoing professional learning?

Universal Design for Learning (UDL) means designing innovative ways to make
curriculum accessible in any learning situation/context, for individual learners with
different backgrounds, learning styles and abilities.

Principles of UDL focus on adapting teaching, learning, curriculum and assessment to

suit the learner rather than the other way around. It means creating flexible materials
and methods before they are offered to students and understanding that the kinds of
support needed by one student can be beneficial for all the students (necessary for
some, but good for all). For example, if one student needs colour coding as a method of
organizing notes, all students in the class may find this strategy helpful. UDL means
planning learning opportunities that will extend the learning of all students, whatever
their level of achievement, and helping each student reach their potential (Rose &
Meyer, 2002).

Differentiated Instruction (DI) is based on the idea that because students differ
significantly in their strengths, lived experiences, interests, learning styles, and
readiness to learn, instructional approaches need to be adapted to match these
differing characteristics and to provide multiple learning paths for students. The learning
content, process, products and environment can be differentiated in any learning
situation to support student learning to achieve greater success (Tomlinson, 2004).

Instructional interventions are monitored by the classroom teacher. When a student

begins to show signs of persistent learning difficulties, full understanding of how a
student learns is needed to decide the best ways to use the student’s strengths to
address areas for growth. This is achieved through a review of classroom support
strategies, educational assessments and consultation with
parents/guardians/caregivers and/or students.

Information is gathered and reviewed by teachers through development of an Individual

Learning Plan (ILP) and through consultation at a variety of In-School Support Team
(IST) and School Support Team (SST) meetings. With parental permission, information
from existing professional assessments and/or community-based resource people is
also collected and reviewed. Teachers and staff use this information to create a
learning plan that is differentiated to best support the student’s unique learning needs.

Culturally Relevant and Responsive Pedagogy (CRRP), as per the Ontario Ministry of
Education, refers to an inclusive education system in which students must see themselves
reflected in the curriculum, their physical surroundings, and the broader environment, so
that they can feel engaged in and empowered by their learning experiences. Students
need to experience teaching and learning that reflect their needs and who they are.
227 Special Education Plan – Staff Development
Culturally Relevant and Responsive Pedagogy (CRRP) recognizes that all students
learn in ways that are connected to background, language, family structure, and social
or cultural identity. By knowing ‘who our students are', educators can tailor programs
and practices to better meet the needs of their diverse student populations and to
ensure that every student has the opportunity to succeed.

TDSB’s Budget Allocation Dedicated to Staff Development in

Special Education
The Special Education and Inclusion Department allocates specific funds to support
professional learning and to build the capacity of all TDSB staff in the area of Special
Education and Inclusion. This will ensure alignment and coherence with regards to
special education practices and processes across the district, and promote shared
responsibility and shared accountability for improved outcomes for students with
special education needs.

Cost-Sharing Arrangements with Other Ministries or Agencies

When appropriate, the TDSB enters into agreements to facilitate staff development.
Several agencies and institutions have partnered with the TDSB including, but not
limited to, the Ontario Ministry of Education, Holland Bloorview Kids Rehabilitation
Hospital, Hospital for Sick Children, Turning Point Youth Services, Massey Centre,
Geneva Centre for Autism, Children’s Treatment Network, and Kinark Child & Family
Services.

Communication of the TDSB’s Special Education Plan and

Professional Development Opportunities
TDSB staff are made aware of the Special Education Plan and professional learning
opportunities through various communications tools, including memos, a monthly
Special Education and Inclusion newsletter for all staff, on the TDSB internal and
external websites, MyPath, System Leaders’ Weekly, DirectLine, and through staff,
department and learning network meetings. The Special Education and Inclusion
Department receives input from staff directly, through their supervisors and in
conversations with unions and associations around areas for learning, and the
department creates and facilitates sessions to align with these learning needs.

228 Special Education Plan – Staff Development

Section S:
SPECIAL EDUCATION STAFF

We value your feedback! Please click this feedback link to leave your
suggestions/comments on the 2023-2024 Special Education Plan.

Purpose of the Standard

To provide specific details on board staff to the ministry and to the public

The charts below include information on the types of staff who provide special education
programs and services and outline the range of programs and services offered and the
qualification required for the categories of staff listed. This is projected staffing for the
2023-2024 school year.

Elementary Panel
Special Education Staff FTEs Staff Qualifications

Teachers

Teachers of exceptional students

1.1 Teachers for Special Education
resource- withdrawal Additional Qualification
605
programs
Special Education Additional
1.2 Teachers for self- 653.5 Qualification and other qualification
contained classes as per special education class
Other special education teachers
Special Education Additional
2.1 Itinerant teachers 53 Qualification, Teaching Students of
the Deaf, Teaching Students of the
Blind
2.2 Coordinators Special Education
16
Additional Qualification
2.3 Consultants Special Education
35
Additional Qualification

229 Special Education Plan – Special Education Staff

2.4 Assistive Special Education
Technology/Special Additional Qualification
Equipment Amount 6
Teachers

Educational Assistants in Special Education

Two-year community college

diploma (ECE, DSW) with 6
months related experience
3.1 Educational Assistants 826.5 providing intensive support to
children/adolescents with high-risk
needs, or an equivalent
combination of education and
experience
Two-year community college
diploma (e.g. ECE, DSW) with 3
months related experience
providing intensive support to
3.2 Special Needs Assistants 565 children/adolescents with
moderate to severe special needs,
or an equivalent combination of
education and experience

Child and Youth Care or Child and

Youth Worker Diploma with one
year’s experience working with
195.5 hard-to-serve youth/adolescents in
3.3 Child and Youth Workers
a school setting or equivalent
combination of education and
experience

Other professional resource staff

Please note these include both elementary and secondary staff.
Doctorate degree in Psychology
and/or Master’s degree in
7 Psychology with registration with
4.1 Psychologists
the College of Psychologists of
Ontario

230 Special Education Plan – Special Education Staff

 Doctorate degree in Psychology
and/or Master’s degree in
4.2 Psycho-Educational Psychology & registration and/or
19
Consultants eligibility for registration with the
College of Psychologists of
Ontario
Master’s degree in
psychology & registration
4.3 Psychological Associates 28 and/or eligibility for
registration with the College
of Psychologists of Ontario
Master’s degree in Speech-
Language Pathology &
4.4 Speech-Language registration with the College of
Pathologists 80.5 Audiologists and Speech-
Language Pathologists of Ontario
(CASLPO)
Master’s degree in Audiology &
registration with the College of
4.5 Audiologists Audiologists and Speech-
1
Language Pathologists of
Ontario (CASLPO)
Master’s degree in occupational
therapy & registration with the
College of College of
4.6 Occupational Therapists 23
Physiotherapists of Ontario or the
College of Occupational Therapist
of Ontario
Master’s degree in
Physiotherapy & registration with
8 the College of Physiotherapists
4.7 Physiotherapists
of Ontario or the College of
Occupational Therapist of
Ontario
Master’s degree in Social Work &
registration with the Ontario
4.8 Social Workers 125 College of Social Workers and
Social Service Workers

231 Special Education Plan – Special Education Staff

 (OCSWSSW)

4.9 Itinerant Child and Youth Bachelor degree in Child and

8
Counselors Youth Services

Paraprofessional resource staff

Please note these include both elementary and secondary staff.
Two-year college diploma in
related field and current
certification by The Association for
Education and Rehabilitation of the
5.1 Orientation and
3 Blind and Visually Impaired plus
Mobility Personnel
two years’ experience instructing
visually impaired students to
navigate independently, or an
equivalent combination of
education and experience
Two-year community college
diploma in related field (e.g., ECE,
Educational Assistant, DSW) with 3
months related experience working
11 with students with language
5.2 Oral Interpreters (for
delays, or an equivalent
deaf students)
combination of education and
experience.
Knowledge of hearing aid use
and management and speech
training communication
Two-year community college
diploma in related field (e.g., ECE,
DSW) with 3 months related
5.3 Sign Interpreters experience working with students
12
(for deaf students) with language delays, or an
equivalent combination of
education and experience.
Fluency in sign language
Three-year community college
diploma (English ASL Diploma)
with two years’ experience
5.4 Sign Language Facilitators 3
working with deaf persons of all
ages in an educational setting,
or an equivalent combination of
education and experience

232 Special Education Plan – Special Education Staff

 Two-year Community College
Diploma in related fields plus
three years related experience
5.5 Transcribers (for blind 1 or an equivalent combination of
students) education and experience.
Certification in Literary Braille
Transcription through the
Canadian Institute for the Blind
Two-year community college
diploma through an accredited
program in deaf/blind studies
5.6 Interveners (for deaf- 10 (e.g., George Brown College) with
blind students) two years of experience working
with students who are deaf/blind
in an educational setting, or an
equivalent combination of
education and experience
5.7 Board Certified Behaviour Master’s Level Board Certified
Analyst (BCBA) 7
Behaviour Analyst (BCBA)
Bachelor Degree in related field
with one to two years’ related
work experience or equivalent
5.8 ABA Facilitator 4 combination of education and
experience; training in Applied
Behaviour Analysis principles
from a recognized institution

Secondary Panel
Special Education Staff FTEs Staff Qualifications
Teachers

Teachers of exceptional students

1.1 Teachers for resource- Special Education

withdrawal programs 133 Additional Qualification
Special Education Additional
Qualification and other
1.2 Teachers for self- 325 qualification as per special
contained classes education class

233 Special Education Plan – Special Education Staff

Other special education teachers

Special Education Additional

Qualification, Teaching
2.1 Itinerant Teachers 9 Students of the Deaf,
Teaching Students of the
Blind
Special Education
2.2 Coordinators See Elementary Additional Qualification
Panel Specialist
Ontario College of
Teachers’ Certificate of
Qualification.
TDSB - Permanent -
Elementary or Secondary
2.3 Consultants See Elementary Affiliated teacher.
Panel A minimum of three years
successful teaching experience
in either the elementary or
secondary panel
Special Education Part 1 or
equivalent
experience/qualifications, working
toward Special Education
Specialist qualifications

Educational assistants in special education

Two-year community college
diploma (ECE, DSW) with 6
months related experience
351 providing intensive support to
3.1 Educational Assistants
children/adolescents with high-
risk needs, or an equivalent
combination of education and
experience
Two-year community college
diploma (e.g., ECE, DSW) with 3
months related experience
providing intensive support to
3.2 Special Needs Assistants 107.5
children/adolescents with
moderate to severe special
needs, or an equivalent
combination of education and
experience

234 Special Education Plan – Special Education Staff

 Child and Youth Care or Child
and Youth Worker Diploma; with
one year’s experience working
with hard-to-serve
youth/adolescents in a school
setting or equivalent
3.3 Child and Youth Workers 153 combination of education and
experience; experience in
working with
children/adolescents from
diverse ethno-cultural and racial
backgrounds

Other professional resource staff

Doctorate degree in Psychology
and/or Master’s degree in
See Elementary Psychology & registration
4.1 Psychologists Panel
and/or eligibility for registration
with the College of
Psychologists of Ontario
Doctorate degree in
Psychology and/or Master’s
4.2 Psycho-Educational See Elementary degree in Psychology &
Consultants Panel registration and/or eligibility for
registration with the College of
Psychologists of Ontario
Master’s degree in
psychology & registration
and/or eligibility for
4.3 Psychological Associates See Elementary
registration with the
Panel
College of Psychologists
of Ontario
Master’s degree in Speech-
Language Pathology &
registration with the College of
4.4 Speech-Language See Elementary
Pathologists Audiologists and
Panel
Speech-Language
Pathologists of Ontario
(CASLPO)

235 Special Education Plan – Special Education Staff

 Master’s degree in Audiology
& registration with the College
4.5 Audiologists See Elementary of Audiologists and Speech-
Panel
Language Pathologists of
Ontario (CASLPO)
Master’s degree in
occupational therapy &
See Elementary registration with the College of
4.6 Occupational Therapists
Panel College of Physiotherapists of
Ontario or the College of
Occupational Therapist of
Ontario
Master’s degree in
Physiotherapy & registration
See Elementary with the College of
4.7 Physiotherapists Panel
Physiotherapists of Ontario or
the College of Occupational
Therapist of Ontario
Master’s degree in social work
& registration with the Ontario
4.8 Social Workers See Elementary College of Social Workers and
Panel Social Service Workers
(OCSWSSW)
4.9 Itinerant Child and Youth See Elementary Bachelor degree in Child and
Counselors Panel Youth Services

Paraprofessional resource staff

Two-year college diploma in
related field and current
certification by The Association
for Education and Rehabilitation
5.1 Orientation and Mobility 3 (shared with
elementary) of the Blind and Visually Impaired
Personnel
plus two years’ experience
instructing visually impaired
students to navigate
independently, or an equivalent
combination of education and
experience

236 Special Education Plan – Special Education Staff

 Two-year community college
diploma in related field (e.g., ECE,
Educational Assistant, DSW) with
3 months related experience
working with students with
5.2 Oral Interpreters (for 3 language delays, or an equivalent
deaf students)
combination of education and
experience. Knowledge of
hearing aid use and management
and speech training
communication
Two-year community college
diploma in related field (e.g., ECE,
DSW) with 3 months related
experience working with students
5.3 Sign Interpreters (for 6
with language delays, or an
deaf students)
equivalent combination of
education and experience.
Fluency in sign language
Three-year community college
diploma (English ASL Diploma)
with two years’ experience
5.4 Sign Language Facilitators 6 working with deaf persons of all
ages in an educational setting, or
an equivalent combination of
education and experience
Two-year Community College
Diploma in related field plus three
years related experience or an
equivalent combination of
5.5 Transcribers (for blind 1 (shared with
students) education and experience.
elementary)
Certification in Literary Braille
Transcription (through the
Canadian Institute for the
Blind)
Two-year community college
diploma through an accredited
program in deaf/blind studies
(e.g., George Brown) with two
5.6 Interveners (for deaf- 6
years of experience working with
blind students)
students who are deaf/blind in an
educational setting, or an
equivalent combination of
education and experience

237 Special Education Plan – Special Education Staff

Section T:
APPENDICES

Appendix A: TDSB Special Education and Inclusion Guides for

Parents/Guardians/Caregivers
• Guide to Special Education
• Guide to the Referral Process
• Guide to IEPs
• Guide to IRPCs

Appendix B: English Language Learners: School-Based Considerations Prior to

Referral for Psychological Assessment

Appendix C: English Language Learners and Special Education Support in TDSB

Elementary Schools Q and A

Appendix D: Professional Support Services Referral Form

Appendix E: Release of Confidential Information

Appendix F: Examples of Accommodations

Appendix G: 2023-2024 Special Education Plan Checklist

Appendix H: Amendments to the TDSB Special Education Plan

Appendix I: TDSB 2023-2024 Special Education Plan Feedback Survey

238 Special Education Plan – Appendices

Section U:
GLOSSARY OF TERMS AND ACRONYMS

Glossary of Terms
Ableism – a set of stereotypes and practices that devalue and discriminate against
people with disabilities. It assumes that the bodies and minds of non-disabled people
are the “default,” placing value on them based on society’s perceptions of what’s
considered “normal” (Talila Lewis).

Accommodations – teaching strategies, supports, and/or services required to help a

student access the curriculum and to demonstrate learning. The Ontario curriculum
expectations for the grade are not altered for a student receiving accommodations only.

Alternative Expectations – expectations not derived from an Ontario curriculum

document or that are modified so extensively that the Ontario curriculum expectations
no longer form the basis of the student’s educational program. Examples of alternative
programs or courses include social skills, speech remediation, and personal care
programs.

Articulation – refers to the production of speech sounds.

Barrier Free – a building/structure that is physically accessible, including access to all

areas and equipment within the building/structure.

Basic Living Skills – the skills that people require to meet their basic needs at a given
age level (e.g., self-feeding, self-dressing, and toileting skills). As the social environment
and expectations become more complicated, basic living skills encompass such things
as the ability to use public transportation, shop, and ask for directions.

Composite Score – on a test of intellectual ability, the aggregate score produced from
various sub-test scores.

Cultural Safety – based on Irihapeti Ramsden’s ideas, an approach that combines

knowledge and respect for Indigenous cultures with self-reflection, empathy, and the
requirement to be aware of and to challenge unequal power relations between
individuals and within families, communities, and societies. It is particularly important in
health care, education, social work, and the justice system.

239 Special Education Plan – Glossary of Terms and Acronyms

 It is important to create a learning environment that is respectful and that makes
students feel safe and comfortable not only physically, socially, and emotionally but also
in terms of their cultural heritage. A culturally safe learning environment is one in which
students feel comfortable about expressing their ideas, opinions, and needs and about
responding authentically to topics that may be culturally sensitive. Teachers should be
aware that some students may experience emotional reactions when learning about
issues that have affected their own lives, their family, and/or their community, such as
the legacy of the residential school system. Before addressing such topics in the
classroom, teachers need to consider how to prepare and debrief students, and they
need to ensure that resources are available to support students both inside and outside
the classroom (refer to First Nations, Métis, and Inuit Studies 2019).

Disability – a term that covers a broad range and degree of conditions, some visible
and others not (e.g., physical, mental, and learning disabilities; hearing or vision
disabilities; epilepsy; environmental sensitivities). A disability may be present from birth,
may be caused by an accident, or may develop over time (refer to The Ontario Human
Rights Commission).

Education and Community Partnership Program (ECPP) – educational programs in

a variety of settings to address student needs that have not been met in the traditional
school model.

Educational Assistant (EA) – if assigned, someone who assists teacher(s) to provide

support for students with special education needs in special education classes and/or
regular classes.

Equity – a condition or state of fair, inclusive, and respectful treatment of all people.
Equity does not mean treating people the same without regard for individual differences.

Exceptional Student – defined by the Education Act as “a pupil whose behavioural,

communication, intellectual, physical, or multiple exceptionalities are such that they are
considered to need placement in a Special Education Program.” Students are identified
according to the categories and definitions provided by the Ministry of Education.

Identification, Placement, and Review Committee (IPRC) – a committee composed

of at least three persons appointed by the Board, one of whom must be a principal or
supervisory officer of the Board, that decides whether or not a student should be
identified as exceptional, that identifies the areas of a student’s exceptionality according
to the ministry’s categories and definitions of exceptionalities, that decides an
appropriate placement for the student, and that reviews the identification and placement
at least once in each school year.

Inclusion – an attitude toward the need and right to “belong” to one’s community. An
inclusive classroom is a place where all students experience a sense of belonging and
social citizenship (e.g., membership, inclusion, shared power, and value) (Parekh,
2014). An inclusive classroom modifies the environment to fit the student, not the

240 Special Education Plan – Glossary of Terms and Acronyms

 student to fit the environment. In addition, an inclusive classroom rejects deficit thinking
and is a space where all identities and cultures (including disability culture) are
celebrated. An inclusive classroom prioritizes the right to participation and focuses on
setting a positive climate where social engagement and friendships can be promoted
(Underwood, 2013).

Inclusive Education – education that is rooted in anti-oppressive practice, ensuring

equity in content, pedagogy, access and climate based on the principles of acceptance,
inclusion and learning designed to meet the individual needs of all learners to achieve
fair and successful outcomes. Students see themselves reflected in the curriculum,
school staff teams, their physical surroundings, and the broader environment, in which
diversity is honoured and all individuals are respected.

Individual Education Plan (IEP) – a plan developed (in consultation with

parent(s)/guardian(s), and the student, where the student is 16 years of age or older) for
each student who has been identified as exceptional by the IPRC process. It is a
working document that describes the strengths and needs of an individual exceptional
student, the special education program, and services established to meet that student’s
needs, and how the program and services will be delivered. It also describes the
student’s progress. An IEP may be developed for a student who has not been formally
identified as exceptional by an IPRC , but who requires a special education program or
services to attend school, achieve curriculum expectations or demonstrate learning.

Informed Consent – with the exception of special education teachers, the involvement
of professionals requires informed consent from a parent(s)/guardian(s) or student who
is of age in order to initiate an individual assessment. In all instances,
parent(s)/guardian(s), or students who are of age, are contacted to obtain their informed
consent to ensure they understand the reasons for the assessment, the nature of the
assessment, the risks and benefits of the assessment, and possible outcomes of the
assessment. Issues of where and how the record will be stored and the limits to
confidentiality are also outlined.

Intersectionality – the overlapping, in the context of an individual or group, of two or

more prohibited grounds of discrimination under the Ontario Human Rights Code, or
other factors, which may result in additional, compounded biases or barriers to equity
for that individual or group.

IPRC Annual Review Meeting – a meeting held every school year unless the principal
of the school at which the special education program is being provided receives written
notice from the parent(s)/guardian(s), waiving the Annual Review. Parent(s)/guardian(s)
may request an IPRC Review meeting any time after a student has been in a special
education program for three months.

Modifications – Changes made in the grade level expectations for a subject or course
in order to meet a student’s learning needs. These changes may involve developing
241 Special Education Plan – Glossary of Terms and Acronyms
 expectations that reflect knowledge and skills required in the curriculum for a different
grade level, and/or increasing or decreasing the number of regular grade-level
curriculum expectations, and/or increasing or decreasing the complexity of the regular
grade-level curriculum expectations. For each secondary school course with modified
expectations, it is important to indicate clearly in the IEP the extent to which the
expectations have been modified. Depending on the extent of the modification, the
principal will determine whether achievement of the modified expectations constitutes
successful completion of the course and will decide whether the student is eligible to
receive a credit for the course. The principal’s decision must be communicated to the
parents/guardians/caregivers and the student.

Oppression – prolonged, systemic, abuse of power or control by one group of people

(the dominant group) at the expense of others (the oppressed) and maintains a cultural
imbalance of power which socially supports mistreatment and exploitation of all groups
of ‘less powerful’ individuals. This results in unjust advantages, status and benefits for
one group over the other and is maintained by social beliefs, economic and institutional
structures and subtle and overt cultural practices. Because oppression is
institutionalized in our society, target group members often face Barriers and limitations
in many aspects of social participation i.e. school, health care, social services,
employment, parenting, housing, etc. Oppression actively provides unearned Privileges
and protections to some members of our community, allowing them to ignore the
presence of Discrimination and or Barriers to fair and equal access and opportunity
such as Classism, Racism, Ableism, Sexism, Homophobia, Transphobia.

Percentile – expressed in a number between 0 and 100, that tells what percentage of
individuals in a group receives a score between certain points. A percentile of 78 says
that the person scored higher than 78% of the group. This should not be confused with
the percentage score on a test.

Special Education Advisory Committee (SEAC) – an advisory committee established

in accordance with Regulation 464/97 of the Education Act. SEAC makes
recommendations to the Board concerning any matter affecting the establishment,
development, and delivery of special education programs and services. The TDSB and
SEAC work together to protect the rights of students with special needs.

Special Education Per-Pupil Amount (SEPPA) – funding that is determined according

to a formula based on each board’s total enrollment of secondary and elementary
students, including those students with special needs.

Special Education Program – an educational program for an exceptional student that

is based on and modified by the results of continuous assessment and evaluation and
that includes a plan containing specific objectives and an outline of educational services
that meet the needs of the exceptional student.

242 Special Education Plan – Glossary of Terms and Acronyms

 Special Equipment Amount (SEA) – funding provided to school boards to assist with
the costs of equipment essential to support students with special education needs.

Trauma-Informed Practices – “trauma can be defined as the emotional, psychological,

and physiological response from heightened stress and accompanies experiences of
threat, violence, and life-changing events.”

Trauma-informed practices in the context of schools aims to change the mainstream

paradigm “from one that asks what is wrong with you to one that considers what
happened to you. Trauma-informed institutions can recognize the presence of trauma
symptoms and promote healing environments through trauma-informed practices
predicated upon safety, trust, collaboration, choice and empowerment, as well as
building strengths and skills” (refer to Trauma Informed Schools).

TTY – a teletypewriter communication device used by people who are deaf, hard-of-
hearing, or have severe speech impairment.

243 Special Education Plan – Glossary of Terms and Acronyms

Special Education Acronyms

Acronym Description

ACL Assistant Curriculum Leader (Secondary Panel only)

AODA Accessibility for Ontarians with Disabilities Act

AQ Additional Qualification Course

ASD Autism Spectrum Disorder

BEH Behaviour

CAP Centrally Assigned Principal

CAS Children’s Aid Society

CCAC Community Care Access Centre

CL Curriculum Leader

CPI Non-Violent Crisis Prevention Intervention Training

CRRP Culturally Responsive and Relevant Pedagogy

CYC Child and Youth Counsellor

CYW Child and Youth Worker

DD Developmental Disability

DI Differentiated Instruction

EA Educational Assistant

Ele Elementary

FOI Freedom of Information

IEP Individual Education Plan

ILP Individual Learning Plan

IPRC Identification, Placement, and Review Committee

ISP Intensive Support Program (full time special education class)

244 Special Education Plan – Glossary of Terms and Acronyms

 IST In-School Team

LD Learning Disability

MART Methods and Resource Teacher (Elementary Panel only)

MID Mild Intellectual Disability

OSR Ontario Student Record

OT/PT Occupational Therapy / Physical Therapy

PD/PL Professional Development / Professional Learning

PD Physical Disability

PHIPA Personal Health Information Protection Act

PI Partially Integrated Delivery Model

POR Position of Responsibility

PSSP Professional Support Services Personnel

Psych Psychology

RA Resource Assistance

RES Resource Program

SEA Special Equipment Amount

SEAC Special Education Advisory Committee

SEPPA Special Education Per Pupil Amount

SEPRC Special Education Program Recommendation Committee

SIP Special Incidence Portion

SLP Speech-Language Pathologist

SNA Special Needs Assistant

SOE/SO Superintendent of Education / Supervisory Officer

SST School Support Team

SW Social Worker

UDL Universal Design for Learning

245 Special Education Plan – Glossary of Terms and Acronyms

 VP Vice-Principal

WA Withdrawal Assistance Delivery Model

246 Special Education Plan – Glossary of Terms and Acronyms