Ministry of Education

Standards for
School Boards
Special Education Plans

2000

CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Boards Consultation Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Special Education Programs and Services . . . . . . . . . . . . . . . . . . . . . . . . . .

The Boards General Model for Special Education . . . . . . . . . . . . . . . . . . . . .

Roles and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Early Identification Procedures and Intervention Strategies . . . . . . . . . . . . . .

The Identification, Placement, and Review Committee (IPRC) Process and

Appeals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Educational and Other Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Specialized Health Support Services in School Settings . . . . . . . . . . . . . . . . .

Categories and Definitions of Exceptionalities . . . . . . . . . . . . . . . . . . . . . . . .

Special Education Placements Provided by the Board . . . . . . . . . . . . . . . . . .

Individual Education Plans (IEPs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10

Provincial and Demonstration Schools in Ontario . . . . . . . . . . . . . . . . . . . . .

11

Special Education Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11

Staff Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12

Equipment

.................................................

12

Accessibility of School Buildings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13

Transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13

The Boards Special Education Advisory Committee . . . . . . . . . . . . . . . . . .

15

Coordination of Services With Other Ministries or Agencies . . . . . . . . . . . .

16

Submission and Availability of School Board Plans . . . . . . . . . . . . . . . . . . .

17

Appendices
Appendix A: Roles and Responsibilities in Special Education . . . . . . . . . . . . .

19

Appendix B: Sample Parents Guide to Special Education . . . . . . . . . . . . . . .

23

Appendix C: Specialized Health Support Services . . . . . . . . . . . . . . . . . . . . .

31

Appendix D: Categories and Definitions of Exceptionalities . . . . . . . . . . . . . .

32

Appendix E: Provincial Schools and Demonstration Schools . . . . . . . . . . . . .

35

Appendix F: Special Education Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

39

Cette publication est galement offerte en franais sous le titre suivant :

Normes concernant les plans de lenfance en difficult des conseils scolaires.
This publication is available on the Ministry of Educations website at
http://www.edu.gov.on.ca.

INTRODUCTION

On January 27, 2000, the Minister of Education announced the governments plans
for improving the quality of special education programs and services in Ontario and
for ensuring greater accountability in the area of special education. This document
describes the new province-wide standards that school boards1 must meet when
developing their special education plans. These standards support the governments
goal of ensuring that exceptional students in Ontario receive the best-quality education possible. System-wide implementation of these standards will make school
boards more accountable to students, parents2, and taxpayers.
School boards must comply with the requirements for special education plans set
out in Regulation 306 under the Education Act, entitled Special Education Programs
and Services, and in this policy document. These requirements for standards build
on requirements for school boards special education plans previously set out in
memoranda from the ministry.
In accordance with Regulation 306, each school board is required, every two years,
to prepare and approve a report on the special education programs and special
education services provided by the board, and to submit it to the ministry. Each
board is required to maintain a special education plan, to review it annually, to
amend it from time to time to meet the current needs of its exceptional students,
and to submit any amendment(s) to the Minister for review.
One of the purposes of a school boards special education plan is to inform the
Ministry of Education and the public about special education programs and services that are provided by the board in accordance with legislation and ministry
policy on special education.
Beginning in 2001, the Ministry of Education will review each school boards
special education plan to determine whether it complies with the standards mentioned above. The aim of the review is to ensure that certain standards are maintained across the province in the development and provision of special education
programs and services. Where the ministry determines that a boards plan does
not comply with the standards, the ministry will require the board to amend its
plan. Amending the plan will include responding to identified omissions. Boards
will make the necessary changes and submit the amendments to the ministry the
following year.
Regulation 306 permits the Minister, at any time, to require a board to amend its
special education plan in a manner that the Minister considers necessary so as to
ensure that the board provides special education programs and services to meet
the current needs of the exceptional students of the board.

1. In this document, school board and board refer to district school boards and to school authorities.
2. In this document, parent(s) refers to parent(s) and guardian(s).
3

THE BOARDS
CONSULTATION PROCESS
Purpose of the Standard
To provide details of the boards consultation process to the ministry and to the
public
Requirements of the Standard
In developing and modifying their special education plan, boards must take into
consideration issues and feedback from members of the community such as parents,
members of school councils, community organizations, and students. This public
consultation, which takes place with the assistance of the boards Special
Education Advisory Committee (SEAC), must be maintained on a continuous basis
throughout the year.
The boards special education plan must describe the consultation process and
must include the following materials:
a statement of how, in accordance with Regulation 464/97 made under the
Education Act, the board ensures that its SEAC is involved in the annual review
of the boards special education plan
a description of any majority or minority reports concerning the boards
approved plan that have been received from members of the boards SEAC
the boards response to these reports
a statement of how members of the community, particularly parents of children
who are receiving special education programs and services, are informed of the
timelines and methods for providing input into the boards special education plan
a summary of feedback received as a result of consultation with members of the
community
The special education plan must also provide information on the results of any
internal or external reviews of existing special education programs and services
within the board that have taken place in the previous or current school year. A
list of internal and external reviews of the boards special education programs and
services that are planned for the following year must also be included.
Compliance With the Standard
The ministry will review each school boards special education plan to ensure that
these materials are included and that the consultation process meets the ministrys
requirements. The ministry will review the SEACs reports and summary of parent
feedback to determine whether concerns have been raised about possible inconsistencies between the boards plan and priorities and legislation and ministry policy
and whether the boards response adequately addresses these concerns.

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Standards for School Boards Special Education Plans

SPECIAL EDUCATION PROGRAMS

AND SERVICES
The Boards General Model for Special Education
Purpose of the Standard
To provide the ministry and the public with information on the boards philosophy
and service-delivery model for the provision of special education programs and
services
Requirements of the Standard
The school boards special education plan must outline in detail the boards general philosophy and service-delivery model for the provision of special education
programs and services. The boards special education plan must be designed to
comply with the Canadian Charter of Rights and Freedoms, the Ontario Human
Rights Code, the Education Act and regulations made under the act, and any other
relevant legislation. The board must include a statement in the plan confirming
that the plan has been designed in accordance with this requirement.
Compliance With the Standard
The ministry will review each school boards special education plan to ensure that
the above information is included.

Roles and Responsibilities

Purpose of the Standard
To provide the public with information on roles and responsibilities in the area of
special education
Requirements of the Standard
The boards special education plan must provide information on the roles and
responsibilities of the following in the area of special education in Ontario (for
details, see Appendix A to this document):
the Ministry of Education
the school boards
the boards SEAC
principals and teachers of the board
parents or guardians
students

Compliance With the Standard

The ministry will review the school boards special education plan to ensure that
the roles and responsibilities given in the boards plan are consistent with ministry
policy.

Early Identification Procedures and Intervention Strategies

Purpose of the Standard
To provide details of the boards early identification procedures and intervention
strategies to the ministry and to the public
Requirements of the Standard
As stated in Policy/Program Memorandum No.11, Early Identification of
Childrens Learning Needs, boards must have in place procedures to identify
each childs level of development, learning abilities, and needs, and they must
ensure that educational programs are designed to accommodate these needs and
to facilitate each childs growth and development. The boards special education
plan must explain these procedures for school staff and for parents and other
members of the public. The plan must also include the statement that these procedures are a part of a continuous assessment and program planning process which
should be initiated when a child is first enrolled in school or no later than the
beginning of a program of studies immediately following Kindergarten and should
continue throughout a childs school life (Policy/Program Memorandum No. 11).
The school boards special education plan must contain a description of the
following:
the guiding principles or philosophy used by the board for early identification of
childrens learning needs
the teachers role in early identification
the parents role in early identification
policies and procedures on screening, assessment, referral, identification, and
program planning for students who may be in need of special education programs and services
procedures for providing parents with notice that their child is having difficulty
procedures used within the board for referring a student for an assessment (e.g.,
an assessment by an in-school team or by professional resource staff) should
learning problems be identified that might result in the students being referred
eventually to an IPRC (these procedures include notifying parents and involving
them in the process)
procedures for providing parents with notice that their child is being considered
for referral to an IPRC
procedures for providing parents with notice that their child is being considered
for a special education program and related services if the child is not referred
to an IPRC

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Standards for School Boards Special Education Plans

 the types of assessment tools/strategies used to gather appropriate information

on students in order to assist in the development of appropriate educational
programs
the types of early intervention strategies that are used to support students prior
to referral to an IRPC
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that
all of the above information is included and that the boards early identification
procedures and intervention strategies are relevant and appropriate.

The Identification, Placement, and Review Committee (IPRC)

Process and Appeals
Purpose of the Standard
To provide details of the boards IPRC process to the ministry and to the public
Requirements of the Standard
A boards special education plan must include a description of the boards IPRC
process, as well as the number of IPRC referrals, reviews, and appeals conducted
within the board in the previous school year.
The plan will also include a copy of the boards guide for parents. At a minimum,
the parents guide to special education must contain the information set out in the
sample guide that is included in Appendix B to this document. The guide gives
parents information on the procedures involved in identifying a student as exceptional and determining the students placement, as well as information on appealing the decision of the IPRC if the parents do not agree with the decision.
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that
the plan includes the above information.

Educational and Other Assessments

Purpose of the Standard
To provide details of the boards 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
Requirements of the Standard
A boards special education plan must provide information on the types of assessment tools used within the board, including educational assessments for students
who are in need of special education programs and services.

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Special Education Programs and Services

For each type of assessment tool described, the school boards special education
plan must include the following information:
the qualifications of categories of staff who conduct the assessment and/or provide diagnoses; that is, staff who are governed by the Education Act; the
Regulated Health Professions Act, 1993; the Health Care Consent Act, 1996; or
other legislation, as appropriate (the board must specify which legislation applies)
average waiting times for assessments to be conducted and the criteria for managing waiting lists if they exist
an acknowledgement that requirements for obtaining parental consent are met
prior to conducting the assessment
an explanation of how results of an assessment are communicated to parents
a description of protocols for sharing information with staff and outside agencies
an explanation of how the privacy of information is protected
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that
the above information has been provided and that the content is consistent with
ministry policy.

Specialized Health Support Services in School Settings

Purpose of the Standard
To provide details of the boards specialized health support services to the ministry
and to the public
Requirements of the Standard
A boards special education plan must describe the provision of specialized health
support services for students who require them in school settings. The plan must
outline specific information about each type of specialized health support service
provided by Community Care Access Centres (CCACs), school board staff, or other
service providers. The board must provide this information using the form supplied in Appendix C to this document.
For each type of specialized health support service described, the plan must
describe the following:
the agency or the position of the person who performs the service (e.g., CCAC,
board staff, parent, student)
eligibility criteria for students to receive the service
position of the person who determines whether a student is eligible to receive
the service and what the level of support will be
criteria for determining when the service is no longer required
review or appeal procedures (if any) available for parents who dispute the provision of these services, including any time limits on requesting reviews or appeals

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Standards for School Boards Special Education Plans

Compliance With the Standard

The ministry will review the school boards special education plan to ensure that
the above information is provided and that the content is consistent with ministry
policy.

Categories and Definitions of Exceptionalities

Purpose of the Standard
To make information on the categories and definitions of exceptionalities available
to the public, including parents and community associations
Requirements of the Standard
A boards special education plan must list the ministrys categories and definitions
of exceptionalities (see Appendix D to this document), and must describe the ways
in which the boards IPRC applies them in making decisions on identification and
placement.
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that
the information provided is consistent with the ministrys categories and definitions
of exceptionalities, and that these are the terms used by the IPRC in its statement
of decision.

Special Education Placements Provided by the Board

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
Requirements of the Standard
The boards special education plan must:
describe the ways in which the boards SEAC is involved in providing advice on
determining the range of placements offered;
acknowledge that placement of a student in a regular class is the first option considered by an IPRC;
outline ways in which a student can be integrated into the regular classroom
when the placement meets the students needs and is in accordance with the parents preferences;
outline specific information about each type of placement provided at the elementary and secondary levels;

9
Special Education Programs and Services

 list for each category of exceptionality the range of placement options available,
along with the criteria for admission, the admission process, and the criteria for
determining the level of support provided in each placement, including the
boards criteria for assigning intensive support for students who are in need of a
great deal of assistance;
state the maximum class size for each type of special education class;
list the criteria used for determining the need to change a students placement;
describe the alternatives that are provided when the needs of a student cannot
be met within the boards range of placements and the ways in which the
options are communicated to parents.
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that
the above information is provided and that the content is consistent with ministry
policy and the appropriate legislation, including Regulation 181/98.

Individual Education Plans (IEPs)

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
Requirements of the Standard
The school boards special education plan must describe the following:
the boards plan for implementing the ministrys standards for IEPs
any processes for dispute resolution where parents and board staff disagree on
significant aspects of the IEP
the boards results of the ministrys review for the previous year, along with the
boards plans for a response to these results (when available)
The school board must include a copy of its IEP form in the plan.
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that
all of the above information is included and that the boards procedures are consistent with ministry policy on the IEP.

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Standards for School Boards Special Education Plans

Provincial and Demonstration Schools in Ontario

Purpose of the Standard
To provide the public with information about the Provincial and Demonstration
Schools that are operated for students who are deaf, blind, or deaf-blind, or who
have severe learning disabilities, which may include attention-deficit hyperactivity
disorder (ADHD)
Requirements of the Standard
The school boards special education plan must include the following:
information on programs and services offered by Provincial and Demonstration
Schools that is provided by the ministry in Appendix E to this document
current statistics, by program, on the number of students who are qualified to be
resident students in the board who are currently attending Provincial and
Demonstration Schools
information about how transportation is provided for students to and from the
Provincial or Demonstration School, including transportation of an assistant, if
necessary
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that it
includes the information listed above.

Special Education Staff

Purpose of the Standard
To provide specific details on board staff to the ministry and to the public
Requirements of the Standard
The school boards special education plan must include information on the types
of staff who provide special education programs and services. The board must
complete and include the form in Appendix F to this document, outlining the
range of programs and services offered and the qualifications required for the
categories of staff listed on the form.
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that it
includes the information noted above and that staff providing the programs and
services have the appropriate qualifications.

11
Special Education Programs and Services

Staff Development
Purpose of the Standard
To provide details of the boards professional development plans for special
education staff to the ministry and to the public
Requirements of the Standard
The board must outline its plans for the professional development of its special
education personnel. The special education plan must describe the following:
the overall goal of the special education staff development plan
ways in which staff provide input for the plan
ways in which the school boards SEAC is consulted about staff development
methods of determining priorities in the area of staff development
courses, in-service training, and other types of professional development activities offered by the board
ways in which staff are trained with regard to the legislation and ministry policy
on special education, with particular attention to training for new teachers
details of the boards budget allocation dedicated to the staff development plan
in the area of special education
any cost-sharing arrangements with other ministries or agencies for staff
development
ways in which school board staff are made aware of the boards special education plan and of professional development opportunities
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that it
includes the information listed above, that it reflects the implementation of any
new legislation or ministry policy, and that it reflects the results of consultation
described above.

Equipment
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
Requirements of the Standard
The school boards plan must describe how the board determines whether a student requires individualized equipment, such as assistive technology, and how the
board allocates its budget for equipment, including the criteria used for purchasing
individualized equipment.

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Standards for School Boards Special Education Plans

Compliance With the Standard

The ministry will review the school boards special education plan to ensure that it
includes the information noted above.

Accessibility of School Buildings

Purpose of the Standard
To provide the ministry with further details of the boards multi-year plan, which
was previously submitted to the ministry, for improving accessibility for students
with physical and sensory disabilities, and to provide the public with this
information
Requirements of the Standard
The school boards special education plan must include the following:
a summary of the boards multi-year capital expenditure plan for improving
accessibility to its school buildings, grounds, and administration offices, including resources dedicated to providing barrier-free access in the coming school
years
a statement outlining how members of the public can obtain a copy of the complete plan from the board
a summary of the boards progress in implementing the capital expenditure plan
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that it
includes the information listed above and that it shows that progress is being made
in improving physical accessibility in schools.

Transportation
Purpose of the Standard
To provide details of the boards transportation policies to the ministry and to the
public
Requirements of the Standard
The boards special education plan must describe the types of students with special
needs who are eligible to receive transportation and the ways in which these students can access the transportation. The types of students are as follows:
students in special education programs, including students who are in regular
classrooms
students in educational programs in care, treatment, and correctional facilities
students attending Provincial and Demonstration Schools
students who require transportation in order to attend summer school programs

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Special Education Programs and Services

The special education plan must also describe the following:

the process for deciding whether a student with special needs will be transported with other children or whether it is in the best interests of the student to
be transported separately
the safety criteria that are used by the board in the tendering and the selection
of transportation providers for exceptional students (e.g., drivers must have firstaid training; wheelchairs must be secured during transit; a criminal record
check must be done on drivers)
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that it
includes the information listed above and that the content complies with ministry
policy and the legislation.

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Standards for School Boards Special Education Plans

THE BOARDS SPECIAL EDUCATION

ADVISORY COMMITTEE
Purpose of the Standard
To provide details of the operation of the boards SEAC to the ministry and to give
members of the public information to which they are entitled
Requirements of the Standard
The boards special education plan must provide the following information concerning its SEAC:
names and affiliation of members
meeting times and locations
a contact address, telephone number, and/or e-mail address for each member
procedures for selecting members
where applicable, a note that a board has membership to represent the interests
of Native students
The plan must provide a description of ways in which the boards SEAC fulfilled
its roles and responsibilities during the school year in which the plan was developed. This description should include information on the documentation that has
been provided to the SEAC to enable it to fulfil its responsibilities. The roles and
responsibilities of the SEAC are as follows:
making recommendations to the board with respect to any matter affecting the
establishment, development, and delivery of special education programs and
services for exceptional students within the board
participating in the boards annual review of its special education plan
participating in the development of the boards annual budget for special
education
reviewing the financial statements of the board as they relate to special education
The plan must also include a description of ways in which parents and other members of the public can make their views known to the SEAC.
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that it
includes the information listed above and that it is consistent with Regulation 464/97.

15

COORDINATION OF SERVICES
WITH OTHER MINISTRIES OR AGENCIES
Purpose of the Standard
To provide the ministry and the public with details of the boards strategies to
ensure a smooth transition for students with special needs who are entering or
leaving a school
Requirements of the Standard
The special education plan must provide specific details about advance special
education planning that is done for students with special needs who are arriving
from other programs, such as the following:
preschool nursery programs
preschool programs for students who are deaf
preschool speech and language programs
intensive early intervention programs for children with autism
care, treatment, and correctional programs
programs offered by other boards of education
The special education plan must indicate whether it is the boards policy or practice to accept assessments accompanying the students from these programs or
whether it is the boards policy or practice to reassess all incoming students. If
reassessment is the policy or practice, the plan must state the estimated waiting
time for completing an assessment.
The special education plan must also provide details about the way in which information is shared for students leaving the board to attend programs offered by
other school boards or by care, treatment, and correctional facilities.
In the special education plan, the board must identify the position of the person
responsible for ensuring the successful admission or transfer of students from one
program to another.
Compliance With the Standard
The ministry will review the school boards special education plan to ensure that
it includes the information listed above and that the content is consistent with the
legislation and with ministry policy.

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Standards for School Boards Special Education Plans

SUBMISSION AND AVAILABILITY

OF SCHOOL BOARD PLANS
Each board is required to make its special education plan available to the public at
the same time that it submits the plan to the ministry. The board must inform the
public in a variety of ways about how to access the plan. If the board maintains an
Internet website, the board is required to include information on ways in which
members of the public may access the plan, and is encouraged to make the plan
available on the website.
Two copies of the special education plan approved by the school board, and any
amendments, must be forwarded to the local district office of the Ministry of
Education. The complete plan must be submitted along with the following
documents:
a letter from the director of the school board3 that confirms that the school
boards special education plan is being submitted in compliance with the
requirements of Regulation 306 and of this policy document
a copy of the boards motion of approval of the plan, including the date of
approval
a copy of any related motions or recommendations from the boards SEAC

3. In the case of school authorities, this letter would be provided by the secretary of the school
authority.
17

APPENDIX A: ROLES AND RESPONSIBILITIES

IN SPECIAL EDUCATION
The Ministry of Education has begun to define roles and responsibilities in
elementary and secondary education in several key areas:
legislative and policy framework
funding
school system management
programs and curriculum
It is important that all involved in special education understand their roles and
responsibilities, which are outlined below.
The Ministry of Education:
defines, through the Education Act, regulations, and policy/program memoranda,
the legal obligations of school boards regarding the provision of special education programs and services, and prescribes the categories and definitions of
exceptionality;
ensures that school boards provide appropriate special education programs and
services for their exceptional pupils;
establishes the funding for special education through the structure of the funding model. The model consists of the Foundation Grant, the Special Education
Grant, and other special purpose grants;
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 maintain special education plans, review them annually, and submit amendments to the ministry;
requires school boards to establish Special Education Advisory Committees
(SEACs);
establishes Special Education Tribunals to hear disputes between parents 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 deaf-blind, or who have severe learning disabilities.

19

The district school board or school authority:

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 from time to
time to meet the current needs of the exceptional pupils of the board;
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 parent guide to provide parents with information about special education programs, services, and procedures;
establishes one or more IPRCs to identify exceptional pupils and determine
appropriate placements for them;
establishes a Special Education Advisory Committee;
provides professional development to staff on special education.
The Special Education Advisory Committee:
makes recommendations to the board with respect to any matter affecting the
establishment, development, and delivery of special education programs and
services for exceptional pupils of the board;
participates in the boards annual review of its special education plan;
participates in the boards annual budget process as it relates to special education;
reviews the financial statements of the board as they relate to special education;
provides information to parents, as requested.
The school principal:
carries out duties as outlined in the Education Act, regulations, and policy/
program memoranda, and through board policies;
communicates Ministry of Education and school board expectations to staff;
ensures that appropriately qualified staff are assigned to teach special education
classes;
communicates board policies and procedures about special education to staff,
students, and parents;

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Standards for School Boards Special Education Plans

 ensures that the identification and placement of exceptional pupils, through an

IPRC, is done according to the procedures outlined in the Education Act, regulations, and board policies;
consults with parents and with school board staff to determine the most appropriate program for exceptional pupils;
ensures the development, implementation, and review of a students Individual
Education Plan (IEP), including a transition plan, according to provincial
requirements;
ensures that parents are consulted in the development of their childs 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
parental 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 practices;
where appropriate, works with special education staff and parents to develop
the IEP for an exceptional pupil;
provides the program for the exceptional pupil in the regular class, as outlined in
the IEP;
communicates the students progress to parents;
works with other school board staff to review and update the students IEP.
The special education teacher, in addition to the responsibilities listed above
under the teacher:
holds qualifications, in accordance with Regulation 298, to teach special education;
monitors the students progress with reference to the IEP and modifies the program as necessary;
assists in providing educational assessments for exceptional pupils.
The parent/guardian:
becomes familiar with and informed about board policies and procedures in
areas that affect the child;
participates in IPRCs, parent-teacher conferences, and other relevant school
activities;
participates in the development of the IEP;
becomes acquainted with the school staff working with the student;

21
Appendix A

 supports the student at home;

works with the school principal and teachers to solve problems;
is responsible for the students attendance at school.
The student:
complies with the requirements as outlined in the Education Act, regulations,
and policy/ program memoranda;
complies with board policies and procedures;
participates in IPRCs, parent-teacher conferences, and other activities, as
appropriate.

22
Standards for School Boards Special Education Plans

APPENDIX B: SAMPLE PARENTS GUIDE

TO SPECIAL EDUCATION
District School Board Name

Mission Statement of the Board [optional]

Philosophy of the Board [optional]

Notes:
1. If you wish to receive this parents guide in Braille, large print, or audio-cassette format,
please contact the board at the address or telephone number shown on the last page of this
guide.
2. When used in this guide, the word parent includes guardian.
The Education Act requires that school boards provide, or purchase from another board, special education programs and services for their exceptional pupils. The purpose of this parents
guide is to provide you with information about the Identification, Placement, and Review
Committee (IPRC), and to set out for you the procedures involved in identifying a pupil as
exceptional, deciding the pupils placement, or appealing such decisions if you do not
agree with the IPRC.
If, after reading this guide, you require more information, please see the boards list of contacts at the end of the document.

What is an IPRC?
Regulation 181/98 requires that all school boards set up IPRCs. An IPRC is
composed of at least 3 people, one of whom must be a principal or a supervisory
officer of the board.
[School boards may list the members, identifying the member who is a principal or a
supervisory officer.]
1.
2.
3.
Parents are invited and encouraged to attend the meeting.

23

What is the role of the IPRC?

The IPRC will:
decide whether or not your child should be identified as exceptional;
identify the areas of your childs exceptionality, according to the categories and
definitions of exceptionalities provided by the Ministry of Education;
decide an appropriate placement for your child [here the board should list the full
range of placement options offered by the board]; and
review the identification and placement at least once in each school year.
Who is identified as an exceptional pupil?
The Education Act defines an exceptional pupil as a pupil whose behavioural,
communicational, intellectual, physical or multiple exceptionalities are such that
he or she is considered to need placement in a special education program....
Students are identified according to the categories and definitions of exceptionalities provided by the Ministry of Education.
What is a special education program?
A special education program is defined in the Education Act as an educational
program that:
is based on and modified by the results of continuous assessment and evaluation; and
includes a plan (called an Individual Education Plan or IEP) containing specific
objectives and an outline of special education services that meet the needs of the
exceptional pupil.
What are special education services?
Special education services are defined in the Education Act as the facilities and
resources, including support personnel and equipment, necessary for developing
and implementing a special education program.
What is an IEP?
The IEP must be developed for your child, in consultation with you. It must
include:
specific educational expectations;
an outline of the special education program and services that will be received;
a statement about the methods by which your childs progress will be reviewed;
and
for students 14 years and older (except those identified as exceptional solely on
the basis of giftedness), a plan for transition to appropriate postsecondary school
activities, such as work, further education, and community living.
The IEP must be completed within 30 days after your child has been placed in the
program, and the principal must ensure that you receive a copy of it.
24
Standards for School Boards Special Education Plans

How is an IPRC meeting requested?

The principal of your childs school:
must request an IPRC meeting for your child, upon receiving your written request;
may, with written notice to you, refer your child to an IPRC when the principal
and the childs teacher or teachers believe that your child may benefit from a
special education program.
Within 15 days of receiving your request, or giving you notice, the principal must
provide you with a copy of this guide and a written statement of approximately
when the IPRC will meet.
May parents attend the IPRC meeting?
Regulation 181/98 entitles parents and pupils 16 years of age or older:
to be present at and participate in all committee discussions about your child;
and
to be present when the committees identification and placement decision is made.
Who else may attend an IPRC meeting?
the principal of your childs school;
other resource people such as your childs teacher, special education staff, board
support staff, or the representative of an agency, who may provide further information or clarification;
your representative that is, a person who may support you or speak on behalf
of you or your child; and
an interpreter, if one is required. (You may request the services of an interpreter
through the principal of your childs school.) [Boards may wish to list the types of
interpreters available, e.g., sign language, oral, specific language.]
Who may request that they attend?
Either you or the principal of your childs school may make a request for the attendance of others at the IPRC meeting.
What information will parents receive about the IPRC meeting?
At least 10 days in advance of the meeting, the chair of the IPRC will provide you
with written notification of the meeting and an invitation to attend as an important
partner in considering your childs placement. This letter will notify you of the
date, time, and place of the meeting, and it will ask you to indicate whether you
will attend.
Before the IPRC meeting occurs, you will receive a written copy of any information about your child that the chair of the IPRC has received. This may include the
results of assessments or a summary of information.

25
Appendix B

What if parents are unable to make the scheduled meeting?

If you are unable to make the scheduled meeting, you may:
contact the school principal to arrange an alternative date or time; or
let the school principal know you will not be attending. As soon as possible after
the meeting, the principal will forward to you, for your consideration and signature, the IPRCs written statement of decision noting the decision of identification and placement and any recommendations regarding special education programs and services.
What happens at an IPRC meeting?
The chair introduces everyone and explains the purpose of the meeting.
The IPRC will review all available information about your child. The members
will:
consider an educational assessment of your child;
consider, subject to the provisions of the Health Care Consent Act, 1996, a
health or psychological assessment of your child conducted by a qualified
practitioner, if they feel that such an assessment is required to make a correct
identification or placement decision;
interview your child, with your consent if your child is less than 16 years of
age, if they feel it would be useful to do so; and
consider any information that you submit about your child or that your child
submits if he or she is 16 years of age or older.
The committee may discuss any proposal that has been made about a special
education program or special education services for the child. Committee members will discuss any such proposal at your request or at the request of your
child, if the child is 16 years of age or older.
You are encouraged to ask questions and join in the discussion.
Following the discussion, after all the information has been presented and considered, the committee will make its decision.
What will the IPRC consider in making its placement decision?
Before the IPRC can consider placing your child in a special education class, it
must consider whether placement in a regular class with appropriate special education services will:
meet your childs needs; and
be consistent with your preferences.
If, after considering all of the information presented to it, the IPRC is satisfied that
placement in a regular class will meet your childs needs and that such a decision
is consistent with your preferences, the committee will decide in favour of placement in a regular class with appropriate special education services.
If the committee decides that your child should be placed in a special education
class, it must state the reasons for that decision in its written statement of decision.

26
Standards for School Boards Special Education Plans

What will the IPRCs written statement of decision include?

The IPRCs written statement of decision will state:
whether the IPRC has identified your child as exceptional;
where the IPRC has identified your child as exceptional,
the categories and definitions of any exceptionalities identified, as they are
defined by the Ministry of Education;
the IPRCs description of your childs strengths and needs;
the IPRCs placement decision; and
the IPRCs recommendations regarding a special education program and
special education services;
where the IPRC has decided that your child should be placed in a special education class, the reasons for that decision.
What happens after the IPRC has made its decision?
If you agree with the IPRC decision, you will be asked to indicate, by signing
your name, that you agree with the identification and placement decisions made
by the IPRC.
If the IPRC has identified your child as an exceptional pupil and if you agree
with the IPRC identification and placement decisions, the board will promptly
notify the principal of the school at which the special education program is to
be provided of the need to develop an Individual Education Plan (IEP) for your
child.
Once a child has been placed in a special education program, can the placement
be reviewed?
A review IPRC meeting will be held within the school year, unless the principal
of the school at which the special education program is being provided receives
written notice from you, the parent, dispensing with the annual review.
You may request a review IPRC meeting any time after your child has been in a
special education program for 3 months.
What does a review IPRC consider and decide?
With your written permission, the IPRC conducting the review will consider the
progress your child has made in relation to the IEP. It will consider the same
type of information that was originally considered by the IPRC, as well as any
new information.
The IPRC will review the placement and identification decisions and decide
whether they should be continued or whether a different decision should now
be made.

27
Appendix B

What can parents do if they disagree with the IPRC decision?

If you do not agree with either the identification or the placement decision
made by the IPRC, you may:
within 15 days of receipt of the decision, request that the IPRC hold a second
meeting to discuss your concerns; or
within 30 days of receipt of the decision, file a notice of appeal with [boards
should fill in the name and address of the secretary of the board].
If you do not agree with the decision after the second meeting, you may file a
notice of appeal within 15 days of your receipt of the decision.
If you do not consent to the IPRC decision but you do not appeal it, the board will
instruct the principal to implement the IPRC decision.
How do I appeal an IPRC decision?
If you disagree with the IPRCs identification of your child as exceptional or with
the placement decision of the IPRC, you may, within 30 days of receipt of the original decision or within 15 days of receipt of the decision from the second meeting
described above, give written notification of your intention to appeal the decision to
[boards should fill in the name and address of the secretary of the board].
The notice of appeal must:
indicate the decision with which you disagree; and
include a statement that sets out your reasons for disagreeing.
What happens in the appeal process?
The appeal process involves the following steps:
The board will establish a special education appeal board to hear your appeal.
The appeal board will be composed of three persons who have no prior knowledge of the matter under appeal, one of whom is to be selected by you,
the parent.
The chair of the appeal board will arrange a meeting to take place at a convenient time and place, but no later than 30 days after he or she has been selected
(unless parents and board provide written consent to a later date).
The appeal board will receive the material reviewed by the IPRC and may interview any persons who may be able to contribute information about the matter
under appeal.
You, the parent, and your child, if he or she is 16 years old or over, are entitled
to be present at, and to participate in, all discussions.
The appeal board must make its recommendation within 3 days of the meetings
ending. It may:
agree with the IPRC and recommend that the decision be implemented; or
disagree with the IPRC and make a recommendation to the board about your
childs identification or placement or both.

28
Standards for School Boards Special Education Plans

 The appeal board will report its recommendations in writing, to you and to the
school board, providing the reasons for its recommendations.
Within 30 days of receiving the appeal boards written statement, the school
board will decide what action it will take with respect to the recommendations
(boards are not required to follow the appeal board recommendation).
You may accept the decision of the school board or you may appeal to a Special
Education Tribunal. You may request a hearing by writing to the secretary of the
Special Education Tribunal. Information about making an application to the tribunal will be included with the appeal boards decision.
What special education programs and services are provided by the board?
[This section should indicate the extent to which the board provides special education
programs and services and the extent to which it purchases them from another board or
boards.]
What organizations are available to assist parents?
Many parent organizations are available to provide information and support to parents of exceptional children.
[Boards should list here the local associations eligible for membership on their SEAC.
Some boards may need to include the provincial office of a major exceptionality group if
there is no local association for that group in the community.]
What are the ministrys Provincial and Demonstration Schools?
The ministry operates Provincial and Demonstration Schools throughout Ontario
for deaf, blind, deaf-blind, and severely learning-disabled students, as well as those
with attention deficit hyperactivity disorder (ADHD). Residential programs are
offered at the schools Monday to Friday, for students who live too far from school
to travel daily.
Demonstration Schools for English-speaking students with severe learning
disabilities, including learning disabilities associated with ADHD
Amethyst School
1090 Highbury Avenue
London ON N5Y 4V9
Telephone: (519) 453-4408
Sagonaska School
350 Dundas Street West
Belleville ON K8P 1B2
Telephone: (613) 967-2830
Trillium School
347 Ontario Street South
Milton ON L9T 3X9
Telephone: (905) 878-8428

29
Appendix B

Schools for the deaf

Ernest C. Drury School
255 Ontario Street South
Milton ON L9T 2M5
Telephone: (905) 878-2851
TTY: (905) 878-7195
Robarts School
1090 Highbury Avenue
P.O. Box 7360, Station E
London ON N5Y 4V9
Telephone and TTY: (519) 453-4400
Sir James Whitney School
350 Dundas Street West
Belleville ON K8P 1B2
Telephone and TTY: (613) 967-2823
School for the blind and deaf-blind
W. Ross Macdonald School
350 Brant Avenue
Brantford ON N3T 3J9
Telephone: (519) 759-0730
French-language school for the deaf and Demonstration School for
French-speaking students with severe learning disabilities, including
learning disabilities associated with ADHD
Centre Jules-Lger
281 rue Lanark
Ottawa ON K1Z 6R8
Telephone: (613) 761-9300
TTY: (613) 761-9302 and 761-9304
Where can parents obtain additional information?
Additional information can be obtained from:
the school principal [provide name, school address, and school telephone number]; or
[provide the name, address, and telephone number of a contact at the district school
board].

30
Standards for School Boards Special Education Plans

31

Other

Toiletting

Feeding

Assistance with mobility

Lifting and positioning

Suctioning

Catheterization

Administering of
prescribed medications

Speech correction and

remediation

Speech and language

therapy

Nutrition

Physiotherapy

Occupational therapy

Nursing

Specialized Health
Support Service

Agency or position of
person who performs
the service
Eligibility criteria for
(e.g., CCAC, board
students to receive
staff, parent, student) the service

Position of person
who determines
eligibility to receive
the service and the
level of support
Criteria for
determining when
the service is
no longer required

APPENDIX C: SPECIALIZED HEALTH SUPPORT SERVICES

Procedures for
resolving disputes
about eligibility and
level of support
(if available)

APPENDIX D: CATEGORIES
AND DEFINITIONS OF EXCEPTIONALITIES
Behaviour
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:
a) an inability to build or to maintain interpersonal relationships;
b) excessive fears or anxieties;
c) a tendency to compulsive reaction;
d) an inability to learn that cannot be traced to intellectual, sensory, or other
health factors, or any combination thereof.
Communication
Autism
A severe learning disorder that is characterized by:
a) disturbances in:
rate of educational development;
ability to relate to the environment;
mobility;
perception, speech, and language;
b) 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:
a) involve one or more of the form, content, and function of language in communication; and
b) include one or more of the following:
language delay;
dysfluency;
voice and articulation development, which may or may not be organically or
functionally based.

32
Standards for School Boards Special Education Plans

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.
Learning Disability
A learning disorder evident in both academic and social situations that involves
one or more of the processes necessary for the proper use of spoken language or
the symbols of communication, and that is characterized by a condition that:
a) is not primarily the result of:
impairment of vision;
impairment of hearing;
physical disability;
developmental disability;
primary emotional disturbance;
cultural difference; and
b) results in a significant discrepancy between academic achievement and
assessed intellectual ability, with deficits in one or more of the following:
receptive language (listening, reading);
language processing (thinking, conceptualizing, integrating);
expressive language (talking, spelling, writing);
mathematical computations;
c) may be associated with one or more conditions diagnosed as:
a perceptual handicap;
a brain injury;
minimal brain dysfunction;
dyslexia;
developmental aphasia.
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:
a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service;
b) an inability to profit educationally within a regular class because of slow intellectual development;
c) a potential for academic learning, independent social adjustment, and economic
self-support.

33
Appendix D

Developmental Disability
A severe learning disorder characterized by:
a) an inability to profit from a special education program for students with mild
intellectual disabilities because of slow intellectual development;
b) an ability to profit from a special education program that is designed to accommodate slow intellectual development;
c) 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 pupils without exceptionalities who are of the
same age or developmental 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 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.

34
Standards for School Boards Special Education Plans

APPENDIX E: PROVINCIAL SCHOOLS

AND DEMONSTRATION SCHOOLS
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.
W. Ross Macdonald School: School for the Blind and Deaf-Blind
W. Ross Macdonald School is located in Brantford and provides education for students who are blind, visually impaired, or deaf-blind. The school provides:
a provincial resource centre for the visually impaired and deaf-blind;
support to local school boards through consultation and the provision of special
learning materials, such as Braille materials, audiotapes, and large-print textbooks;
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 nonsheltered environment;
are delivered by specially trained teachers;
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;
provide through home visiting for parents and families of preschool deaf-blind
children to assist in preparing these children for future education.

35

Provincial Schools for the Deaf

The following Provincial Schools offer services for deaf and hard-of-hearing students:
Sir James Whitney School for the Deaf in Belleville (serving eastern Ontario)
Ernest C. Drury School for the Deaf in Milton (serving central and northern
Ontario)
Robarts School for the Deaf in London (serving western Ontario)
Centre Jules-Lger in Ottawa (serving francophone students and families
throughout Ontario)
(For contact information, see page 37.)
Admittance to a Provincial School is determined by the Provincial Schools
Admission Committee in accordance with the requirements set out in
Regulation 296.
These schools provide elementary and secondary school programs for deaf students from preschool level to high school graduation. The curriculum follows the
Ontario curriculum and parallels courses and programs provided in school boards.
Each student has his or her special needs met as set out in his or her Individual
Education Plan (IEP). 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.
Transportation to Provincial Schools for students is provided by school boards.
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-ofhearing preschool children by teachers trained in preschool and deaf education.

36
Standards for School Boards Special Education Plans

Provincial School Contacts

Teachers may obtain additional information from the Resource Services departments of the Provincial Schools and the groups listed below.
Provincial Schools Branch,
Ministry of Education

School for the Deaf, Blind,

and Deaf-Blind

Provincial Schools Branch

255 Ontario Street South
Milton, Ontario
L9T 2M5
Tel.: (905) 878-2851
Fax : (905) 878-5405

Centre Jules-Lger
281 rue Lanark
Ottawa, Ontario
Tel.: (613) 761-9300
Fax: (613) 761-9301
Provincial Demonstration Schools

Schools for the Deaf

The Ernest C. Drury School
for the Deaf
255 Ontario Street South
Milton, Ontario
L9T 2M5
Tel.: (905) 878-2851
Fax: (905) 878-1354
The Robarts School for the Deaf
1090 Highbury Avenue
London, Ontario
N5Y 4V9
Tel.: (519) 453-4400
Fax: (519) 453-7943
The Sir James Whitney School
for the Deaf
350 Dundas Street West
Belleville, Ontario
K8P lB2
Tel.: (613) 967-2823
Fax: (613) 967-2857
School for the Blind and Deaf-Blind
W. Ross Macdonald School
350 Brant Avenue
Brantford, Ontario
N3T 3J9
Tel.: (519) 759-0730
Fax: (519) 759-4741

The Ministry of Education provides

the services of four provincial
Demonstration Schools for Ontario
children with severe learning
disabilities.
These schools are the following:
Amethyst School
1090 Highbury Avenue
London, Ontario
N5Y 4V9
Tel.: (519) 453-4408
Fax: (519) 453-2160
Centre Jules-Lger
281 rue Lanark
Ottawa, Ontario
K1Z 6R8
Tel.: (613) 761-9300
Fax: (613) 761-9301
TTY: (613) 761-9302 and 761-9304
Sagonaska School
350 Dundas Street West
Belleville, Ontario
K8P 1B2
Tel.: (613) 967-2830
Fax: (613) 967-2482
Trillium School
347 Ontario Street South
Milton, Ontario
L9T 3X9
Tel.: (905) 878-8428
Fax: (905) 878-7540

37
Appendix E

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-Lger, 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 of
time.
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 students 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 (ADD/ADHD). These are highly intensive, one-year progams.
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.
Further information about the academic, residential, LEAD, and LD/ADHD, programs is available from the Demonstration Schools through the Special Needs
Opportunity Window (SNOW) website at http://snow.utoronto.ca.
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.

38
Standards for School Boards Special Education Plans

APPENDIX F: SPECIAL EDUCATION STAFF

Elementary Panel
Special Education Staff
1.

FTEs

Staff Qualifications

Teachers of exceptional students

1.1 Teachers for resource-withdrawal

programs
1.2 Teachers for self-contained classes
2.

Other special education teachers

2.1 Itinerant teachers

2.2 Teacher diagnosticians
2.3 Coordinators
2.4 Consultants
3.

Educational assistants in
special education

3.1 Educational assistants

4.

Other professional resource staff

4.1 Psychologists
4.2 Psychometrists
4.3 Psychiatrists
4.4 Speech-language pathologists
4.5 Audiologists
4.6 Occupational therapists
4.7 Physiotherapists
4.8 Social workers
4.9 Subtotal
5.

Paraprofessional resource staff

5.1 Orientation and mobility personnel

5.2 Oral interpreters (for deaf students)
5.3 Sign interpreters (for deaf students)
5.4 Transcribers (for blind students)
5.5 Interveners (for deaf-blind students)
5.6 Auditory-verbal therapists
5.7 Subtotal

39

Secondary Panel
Special Education Staff
1.

FTEs

Teachers of exceptional students

1.1 Teachers for resource-withdrawal

programs
1.2 Teachers for self-contained classes
2.

Other special education teachers

2.1 Itinerant teachers

2.2 Teacher diagnosticians
2.3 Coordinators
2.4 Consultants
3.

Educational assistants in
special education

3.1 Educational assistants

4.

Other professional resource staff

4.1 Psychologists
4.2 Psychometrists
4.3 Psychiatrists
4.4 Speech-language pathologists
4.5 Audiologists
4.6 Occupational therapists
4.7 Physiotherapists
4.8 Social workers
4.9 Subtotal
5.

Paraprofessional resource staff

5.1 Orientation and mobility personnel

5.2 Oral interpreters (for deaf students)
5.3 Sign interpreters (for deaf students)
5.4 Transcribers (for blind students)
5.5 Interveners (for deaf-blind students)
5.6 Auditory-verbal therapists
5.7 Subtotal

40
Standards for School Boards Special Education Plans

Staff Qualifications

Printed on recycled paper

ISBN 0-7794-0097-6
00-233
Queens Printer for Ontario, 2000