Autism Spectrum Disorder (ASD)

Fact Sheet

What is Autism Spectrum Disorder (ASD)?

Autism Spectrum Disorder (ASD) is one of the most commonly diagnosed developmental disorders in Canada. It is characterized by challenges with social communication skills /interaction and restricted / repetitive behaviours. Autism is known as a spectrum disorder because characteristics vary greatly from person to person and everyone with a diagnosis of ASD has a distinct set of strengths and challenges. It is estimated that around one third of people with ASD also have an intellectual disability.

The cause of autism is not yet understood but doctors believe that it is caused by a combination of genetic and environmental influences. Because autism has been found to run in families this continues to be an area of interest to researchers. ASD is considered a lifelong disorder, however, supports and services can greatly improve how individuals are affected and can improve their ability to function day to day.

How is it manifested?

Signs of autism usually appear by the time a child is 2 or 3 years of age, but it can be diagnosed as early as 12 -18 months of age.

Parents and caregivers may notice that a child has missed language milestones such as not having any language by 16 months of age or no two- word phrases by their second birthday. Some children with ASD may lose language or previously acquired skills.

Children with ASD may experience a variety of sensory sensitivities to sounds, smells, light levels and textures. They can be sensitive to the fit of their clothing and be particular about what they wear. They may refuse to wear clothing that feels too tight or loose, has sleeves that are an uncomfortable length or has irritating tags or seams. Children with ASD may appear to have a high pain threshold and may be able to tolerate extremes of temperature without showing discomfort. Sensitivity to textures can also lead to challenges with feeding as children can develop very strong preferences for certain types of foods and refuse to eat other types.

Gastrointestinal issues, seizures, disrupted sleep patterns, anxiety and depression are some of the common physical and mental health effects experienced by children and youth with ASD.

Some behaviours that parents and caregivers may observe, the child

may not point out or show things of interest to others. They may not attempt to get the attention of their parent or caregiver.
may lack eye contact with people who are unfamiliar (directing the child to make eye contact may make them uncomfortable and upset)
may not engage in back in forth verbal or non-verbal communication with others. They may not respond to the expressions on people’s faces and they may be observed to focus on objects.
may not wave or greet others spontaneously.
may appear to be content to spend extended periods of time on their own.
may not consistently respond to their name being called.
may avoid or ignore their peers or caregivers when they are approached and attempt to interact with them.
may move their hands or fingers in repetitive ways, they may rock or pace or may be seen to walk on their toes.
may show a lack of interest in toys or they may play in an unusual way – lining up toys, spinning or smelling them or repeatedly opening and closing a part of a toy. They may look for a prolonged period at an item and may like to hold things close to their eyes.
may become preoccupied with light and movement – flicking light switches, opening and closing doors or watching fans and wheels go around. It may be difficult to distract the child or get them to move on from these interests once engaged.
may experience difficulty with changes to their routine – they may have to perform tasks in a particular order, or they may become upset if things don’t follow the sequence.

Who is affected?

In 2018 the National Autism Spectrum Disorder Surveillance System (NASS) released the statistic that 1 in 66 Canadian children and youth aged 5-17 are diagnosed with ASD. Boys receive the diagnosis 4 times more frequently than girls although the ratio is likely closer to 3:1 as research suggests that girls with ASD, especially those without accompanying intellectual disability may be missed under current diagnostic procedures. Girls have also been found to be diagnosed with ASD at significantly later ages than boys.

How is ASD diagnosed or detected?

The first step in diagnosing ASD is for the family to discuss their concerns with child’s doctor or pediatrician. The doctor or pediatrician will refer the child to a developmental pediatrician for a formal developmental assessment to assess the following areas: social, cognitive, communication and motor skills. ASD is diagnosed when a combination of specific behaviours, communication delays, and/or developmental disabilities is confirmed.

In 2013, the American Psychiatric Association published the Developmental Statistical Manual 5^th edition (DSM–5). In previous editions individuals could be diagnosed with Autistic Disorder, Asperger’s Disorder, Childhood Disintegrative Disorder or Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS). The DSM-5 now encompasses all four diagnoses under the umbrella of Autism Spectrum Disorder.

If the child receives a diagnosis of autism spectrum disorder, they will receive an accompanying severity level: Level 1 (requiring support), Level 2 (requiring substantial support), or Level 3 (requiring very substantial support).

Resources:

Autism Ontario

Autism Ontario provides information about programs and services available to people with a diagnosis of autism in Ontario. Links are provided to different chapters in regions of the province with local information and events. https://www.autismontario.com/

They also provide a newsletter that can be signed up for using the link below. https://www.autismontario.com/newsletter

Autism Speaks Canada

Autism Speaks Canada is a national Canadian charity that offers information and support to persons with autism and their families. https://www.autismspeaks.ca/

Geneva Centre for Autism

The Geneva Centre for Autism provides programs, training and resources for people with an autism diagnosis as well as their families and caregivers. https://www.autism.net/

They also offer a newsletter that you can sign up for using the link below. https://www.autism.net/newsletter

Ontario Government

Ontario.ca is the official website of the Ontario Government. The most up to date information on the Ontario Autism Program can be found at the link below. https://www.ontario.ca/page/ontario-autism-program

SNOW Inclusive Learning & Education

SNOW is a branch of the Inclusive Design Research Centre at OCAD University that focuses on Inclusive Education and Learning. They provide information and training about technologies and inclusive practices for both in and outside of the classroom. https://snow.idrc.ocadu.ca/

Surrey Place

Surrey Place supports children and adults living with developmental disabilities, autism spectrum disorder and visual impairments.

They also provide Coordinated Service Planning for children and youth with multiple and/or complex special needs and their families through the support of a Service Planning Coordinator. https://www.surreyplace.ca/

The content contained in this document is for general information purposes. It is not the intention to diagnose or treat a child.

All About Me

Creating Books to Share Experiences

Making a book with your child can be a special and enjoyable experience for both of you. It can increase your child’s self-esteem, while providing opportunities to develop his language and fine motor skills. When the book is finished, it will be a lasting memory for your child and family.

What is an “All About Me” Book?

An “All About Me” book can be created for your child. It is a special book that tells a child’s life story. Photographs, or mementos, of special events and milestones can be added to the book at any time. Celebrating your child’s accomplishments is important because it builds self-esteem and motivates him to continue learning. Finally, creating an “All About Me” book shows your child that he is loved, unique and special.

“All About Me” Book Contents

To get you started, we have created several sections that can be included in your child’s “All About Me” book. The book is an on-going project that you and your child can complete over time. Depending on your child’s interests and attention span, you may wish to include only a few sections. Here is a brief description of each section:

Hello!

This page should include a recent picture of your child.

My Birthday

If you have a copy of your child’s birth announcement you can add it to this section. You may also want to add a picture of him on each birthday.

My Family

You may want to have a page for each family member that includes their name and a photograph. Close friends can also be included in this section.

My School

Once your child starts school, you may want to add class photos. You can also add programs from school events, such as concerts, in which he has participated.

My Favourites

This is a great place to add information on your child’s hobbies and interests.

I Can!

A record of your child’s accomplishments can be kept in this section. Each time he reaches a goal, such as taking his first steps, tying his shoelaces or achieving another goal that he’s been working on, a new page can be added.

How to Make the Book

You will need:

a computer and printer
a blank scrap book
photographs or pictures from magazines
crayons, markers and stickers
glue

Steps:

Print the pages for the book found at the end of this document.
Glue the first page to the cover of the scrap book.
Complete each page by filling in the blanks and decorating the pages with crayons, markers and stickers. When there is space for a picture, either glue a photograph in the square, or have your child draw a picture.
Add each completed page to the scrap book.

Hints:

If you don’t have a scrap book on hand, you can make your own. Use some construction paper to make a cover, punch holes on each page, and attach it all together by tying a piece of string through all of the holes.
Make sure to leave some blank pages in each section. This way you can add extra pictures later on.
Whenever you add new pictures to the book, write a short sentence about what is happening, or who is in the picture.
The use of photographs is suggested because it makes the book more personal. However, if you do not have many photographs, you and your child can draw pictures, or cut them out of magazines.

Your “All About Me” book is ready to share!

Using the “All About Me” Book to Build Communication Skills

Develop Your Child’s Sense of Self-Awareness

Self-awareness is an important skill for any child to develop because it helps him understand that other people are different and separate from him. When a child has a sense of self-awareness, he will be able to communicate more successfully with other people.

Self-awareness involves:

Recognizing your face in the mirror or in a photograph.
Responding to your name when someone calls you.
Understanding that people need “personal space”.
Recognizing your name in print.
Understanding that everyone has different needs and feelings.

When creating the “All About Me” book with your child, encourage him to point to himself in photographs. Prompt him by asking, “Where are you?”, or “Where’s Jimmy?” If your child needs help, take his hand and point to his picture and say, “There you are!”, or “Look! It’s Jimmy!”

Once your child is able to identify himself in photographs, he can practise finding and naming family members and friends.

Making Choices

Encourage your child to make choices by looking at, pointing to, or telling you which item he wants to include in the book. This will provide him with opportunities to practise making eye contact with you and to learn ways in which questions can be asked and answered. To begin, it is best to present your child with two choices.

Here are some choices your child can make:

Which pictures or photographs to use.
Where to glue a picture.
What colour crayon to use.
Which stickers to use.

When he reaches school or goes to child care, your child may be better able to make choices and to share during play and other activities with his friends.

Increase Vocabulary

As you complete the book together, emphasize words with which your child is unfamiliar, to help him understand what they mean and to learn how to say or sign them. Talk about what is happening in each of the photographs that you are adding to the book. As you describe each photograph, emphasize the important words and point to them. For example, “Grandma is sitting under a tree.”

Here are some word categories:

Actions: in, out, on, under, sit, stand, walk, run, eat, drink
Activities: draw, paint, game, swim, cook, music, play
People: mom, dad, teacher, friend, brother, sister
Objects: book, bike, t.v., radio, doll
Places: home, school, park, library

For familiar words for your child, you can point to a person, object, or place and ask him to name it. “Jimmy! Who’s under the tree?” Another option is to say a word and ask him to point to it in the picture. “Jimmy, can you show me the tree?”

Conversation Aid

If the whole family is involved in creating “All About Me” books, your child will have many opportunities to participate in conversations by sharing materials and experiences with his brothers and sisters.

While gathering information to include in each section, you can try asking your child some questions. Here are some common social questions other children or adults might ask your child. For example:

How old are you?
What’s your name?
What games do you like to play?

Your child may not be able to answer these questions on his own, or right away.

You may want to coach him in answering a few basic ones. If your child communicates verbally, ask the question, then provide the answer yourself.

Keep answers as short as possible. For example, “Jimmy, how old are you?” Wait at least 5 seconds for your child to respond. If he doesn’t, you can say his age, “Four”. If your child communicates nonverbally, you can show him how to answer with a simple gesture. For example, holding up fingers to show how old he is.

Using the “All About Me” Book to Build Fine Motor Skills

By encouraging your child to help you put together his “All About Me” book you can also work on fine motor skills, such as gluing and pasting pictures, writing his name or cutting out pictures and shapes.

Gluing or Pasting

Pour some glue into a small container and encourage your child to apply it using a popsicle stick. Show him how to dip the popsicle stick into the glue and spread it on the paper. Point out how glue goes on the back of the picture. If a popsicle stick is too narrow for your child to grasp, try using a paintbrush with a wide handle. Some children do not like the stickiness of glue, or getting their hands messy. If this is the case, try using a glue stick.

Drawing and Writing

If your child has difficulty grasping narrow pencils or crayons, they can be enlarged with hair curlers or clay. You can also purchase some thicker or “chubby” crayons for your child. Depending on your child’s skill level, you can guide him to:

Hold a crayon or pencil and make marks on the paper.
Colour inside lines.
Make lines or circles.
Trace or practise printing letters.

If your child is interested in printing and writing, you can show him how to print his name. Start by printing his name and having him trace the letters, on his own, or with some help.

Cutting

Make sure you have a pair of plastic, child-safe scissors. Show your child how to hold a pair of scissors and make cutting motions before giving him some paper to cut. Once he is able to do this, sit beside him and hold out a thin piece of paper for him to cut. When he is able to cut on his own, have him cut out the larger shapes. You can help to cut out the smaller shapes, or finer details.

Download the All About Me template

Acquired Brain Injury

Fact Sheet

What is Acquired Brain Injury?

Acquired Brain Injury (ABI) is a non-degenerative injury to the brain that has occurred since birth. It can be caused by an external physical force, or by a disturbance of the regular metabolic order.The term “Acquired Brain Injury” includes traumatic brain injuries such as open or closed head injuries, and non-traumatic brain injuries such as those caused by

strokes and other vascular accidents
tumours, infectious diseases
hypoxia
metabolic disorders (e.g., liver and kidney diseases or diabetic coma)
toxic products taken into the body through inhalation or ingestion

How is it manifested?

unable to concentrate
misunderstands instructions
forgets instructions
tires easily
has difficulty learning new information or concepts
has difficulty planning complex tasks
has difficulty organizing ideas
has difficulty organizing school materials
has difficulty getting started on tasks
is easily distracted by surrounding activities

Brain injury may occur in one of two ways:

Closed brain injuries occur when there is a non-penetrating injury to the brain with no break in the skull. A closed brain injury is caused by a rapid forward or backward movement and shaking of the brain inside the bony skull that results in bruising and tearing of the brain tissue and blood vessels. Closed brain injuries are usually caused by car accidents and falls. Shaking a baby can also result in this type of injury (Shaken Baby Syndrome).A concussion is a mild type of closed Traumatic Brain Injury (TBI), caused by a bump, blow or jolt to the head or body which causes the brain to move back and forth in the skull. Without attention, diagnosis and treatment, the damage to the brain does not have the opportunity to recover, and can easily worsen.
Penetrating, or open head injuries occur when there is a break in the skull, such as when an object pierces the brain.

Who is affected?

According to Brain Injury Canada 160,000 Canadians sustain brain injuries each year. Incidence (and reporting rates) are rising. Over a million Canadians live with the effects of an acquired brain injury. About 50% of all acquired brain injuries in Canada are caused by falls and motor vehicle accidents.

The Think First National Injury Prevention Fundation reports that thirty per cent of all traumatic brain injuries are sustained by children and youth, many of them while participating in sports and recreational activities.

The incidence and prevalence of brain injury outnumbers breast cancer, spinal cord injury, multiple sclerosis and HIV/AIDs combined.

Each year, two million people in the U.S.A. experience a brain injury, and 99,000 suffer from long-term disability. Over five million people today are living with an ABI-related disability.

Recovery:

Most studies suggest that once brain cells are destroyed or damaged, generally, they do not regenerate. Recovery after a brain injury can take place in some cases. However, as other areas of the brain compensate for the injured tissue, the brain learns to reroute information and function around the damaged areas. The exact amount of recovery is not predictable at the time of injury and may be unknown for months or even years. Each brain injury and rate of recovery is unique. Recovery from a severe brain injury often involves a prolonged or life-long process of treatment and rehabilitation.

In spite of the fact that survival rates have increased with advanced trauma services and improved treatment options the impact of an acquired brain injury is widely felt by the survivor, family, caregivers, their communities, and in fact, the country as a whole.

Additional Resources:

HEALTH CARE AT HOME

http://healthcareathome.ca
Local Health Integration Networks (LHINs) provide one-stop access to health and personal support services to help individuals live independently in their homes or assist them in making the transition to a long-term care facility. They also provide information about, or link individuals to, services available in the community. Anyone can make a referral – a family member, caregiver, friend, physician or other health care professional.

ONTARIO BRAIN INJURY ASSOCIATION (OBIA)

www.obia.ca
The Ontario Brain Injury Association’s Caregiver Information Support Link (CISL) is a program, supported by the Ministry of Health, donations and other fundraising activities, to assist persons living with the effects of injury to the brain. This FREE service offers support, empowerment, advocacy and education to survivors, family members and friends. Staff can assist with issues such as rehabilitation, long-term care, housing and employment, auto insurance, disability benefits, worker’s compensation benefits, etc. Brain injury survivors and their caregivers (family, friends, etc.) are invited to become members of OBIA. This FREE membership is available after completing an annual questionnaire. The CISL questionnaire is a tool that measures an individual’s level of community integration and disability.

CANADIAN HEALTH NETWORK (CHN)

https://www.canadianhealthcarenetwork.ca/
The Canadian Health Network (CHN) is a national, bilingual health promotion program. The CHN’s goal is to help Canadians find the information they are looking for about how to stay healthy and prevent disease. The CHN does this through a unique collaboration – one of the most dynamic and comprehensive networks in the world. This network of health information providers includes the Public Health Agency of Canada, Health Canada and national and provincial/territorial non-profit organizations, as well as universities, hospitals, libraries and community organizations.

THINK FIRST NATIONAL INJURY PREVENTION FOUNDATION

https://parachute.ca/en/
The Think First Foundation provides onsite or online chapter training to hospitals and health related facilities. It offers programs to students of all ages: “Street Smart”; the “Safety Super Hero” and thought-provoking programs with VIP speakers –Voices For Injury Prevention – who explain how a traumatic injury needlessly changed their life.
Think First is your resource for educational material and resources; injury prevention programs for all grade levels; training and injury prevention involvement. Think First has joined with Safe Communities Canada, SMARTRISK, and Safe Kids Canada to create Parachute, a national, charitable organization dedicated to preventing injury and saving lives.

The content contained in this document is for general information purposes. It is not the intention to diagnose or treat a child.

Tips for Transitions from Elementary School

Transitioning your child from elementary school to junior high school or high school can be a daunting task for many parents. For the parent of a child with an intellectual disability, it can be even more difficult. You need to realize that no school is going to be “perfect”. Every parent has a different vision of what they want for their child and for their child’s education. Each child is different and their needs are different.

When looking for a junior high and/or high school, networking with other parents can be useful. You may also wish to consult with your child’s current teacher and principal. Talk to the elementary school principal prior to the Identification Placement Review Committee (IPRC).

Remember, you know your child best, but you should try to involve your child as much as possible in the decisions as this is one of the most important decisions that will affect their future.

Decide together what you both would like to see your child doing in high school while keeping the bigger picture of what they may be interested in doing after high school in mind.

The following are some suggestions you may wish to think about when looking for a junior high or high school:

Start checking out high schools 2-3 years before your child is going to graduate.

This will give you an idea of what is available and will help you decide when the time actually arrives.

Don’t limit yourself to your community high school.

Visit high schools within a reasonable distance from your home. Nowadays, many students diverge out of their community to attend the high school that will best meet their needs.

Watch for open houses at the schools; there are tours and information nights for both parents and students. If your child is not able to attend with their class, make sure they have the opportunity to go with you. Talk to your child about their impressions and feelings of this new school environment and listen carefully if they are expressing concerns or asking questions. If you can’t answer the questions, try to get the answers from the appropriate school board personnel.

Have a list of questions to ask.

Examples: What types of programs do they have? How many students in the program? Do they offer inclusive as well as segregated settings?

Have the current school set up or accompany you on a visit to the feeder school.

If you are looking to enroll in a school that is not the feeder school, the principal may not be able to facilitate the visit.

Plan your visit for first thing in the morning.

You can learn a lot about a school by the way the students enter the school. Some schools are noisy, some are calm.

When going on a school visit, take someone along.

Write down your impressions and gut feelings then discuss them with your friend. Complete writing about one school before you visit the next one.

Develop a relationship with the school you feel is the best choice.

Establish a contact person for the school.

There is the possibility of turn over in staff and funding changes.

What you saw the first time might not be in place when your child is ready to go. Keep up to date on any changes.

Ask what you can do to prepare your child for high school.

What goals can be worked on at elementary school and at home?

Supporting Children in Their Steps Towards Independence

Children who know how to look after their self-care needs are proud of themselves. This sense of pride and accomplishment is important in building a child’s self-esteem. Each of your child’s steps towards independence should be applauded no matter how small!

“No more diapers!”
“I can sip from a cup!”
“Great work! You sat in the chair for five minutes!”
“Wow! You used your pictures to let Daddy know you want to use the washroom!”
“I can tie my shoelaces!”

Parents sometimes have a difficult time knowing when their child is ready to participate more in his self-care. This is especially the case when a child has special needs. Most parenting books that outline child development milestones are written with the typically developing child in mind. If your child has special needs, focus on the progression of skills rather than the age at which a child is ‘supposed’ to be able to do something. It also helps to follow your child’s lead. For example, if he likes to watch you wash the dishes and enjoys the soapy bubbles, you could start teaching him how to wash his hands.

For many adults, it is tempting to jump in and help a child who appears to be struggling with a self-care task. Sometimes adults are quicker to offer assistance when a child has special needs because they assume that he needs help. We often forget that part of learning, for both children and adults is to struggle.

In order to be able to take care of himself, a child should have the physical ability to carry out the activity. Children with physical disabilities might find it difficult to complete certain tasks without some assistance from a friend or adult. Your child should also know when and who to ask for help. In a school setting, just knowing that someone is available to help can ease a child’s anxiety about taking care of himself.

While some children will ask for help when they need it, others may struggle in silence. Let’s use the example of a child who is trying to put on his boots to look for some behaviours that can help determine whether he is:

Truly struggling with the task OR
Trying to ‘figure things out’.

He is probably trying to ‘figure things out’ if he:

Appears to be talking himself through the process, “Foot in boot.”
Follows a visual sequence through the process.
Is testing different solutions to the problem such as taking his foot out of a boot if it doesn’t fit properly and trying the other boot.

He is probably struggling if he:

Appears angry or frustrated.
Looks from shoe to boot without taking any action.
Repeatedly does something incorrectly such as putting his right foot in wrong boot.
Looks at, or, gestures to those around him.

If a child is struggling with a self-care task, an adult can help by simply stating, “I see you want to put your boots on. ”Suggestions or help can be offered by asking, “Can I help?” or saying, “Try……” or “Let’s try…..” When help is offered in a warm and friendly manner, it maintains a child’s selfesteem. We must always consider whether we are asking or expecting a child to complete a self-care task before he is ready. If a child repeatedly experiences great difficulty, has frequent accidents, or is unable to complete a self-care task, it is best to give him all the support he needs to be successful.

When your child requires assistance or has the occasional accident, it is important to let him know that these things happen to everyone. If a child feels punished for wetting his pants or spilling food, his self-esteem may suffer. You can assist your child by helping him wash and change into clean clothing. When your child spills food, try to include him in the cleanup even if it is only to hand you a paper towel. As your child gets older, he will know that he is responsible for cleaning any messes he makes.

Some children may resist becoming more responsible for their own self-care. They may show this by refusing to participate in their self-care or deliberately having ‘accidents’. Receiving care from a parent or a loved one is very comforting for children. If your child is experiencing a lot of changes in his life or wants to spend more time with a particular adult, he may ’resist’ independence in order to maintain the security of receiving care. Preschoolers often ‘forget’ new independence skills they have learned when a new baby is in the house.

The road to independence can sometimes be rocky but setting small, realistic goals and having a sense of humor can make it smoother for both you and your child.

About Kids Health

The Hospital for Sick Children has recently launched AboutKidsHealth.ca – providing support for children and youth and promoting the best health outcomes and the best quality of life for children and their families.

Marcella and Me inclusion stories

Marcella and Me

This is an inclusion story describing the experiences of a young girl’s typical day in a child care program. Her best friend is Marcella she requires additional supports in the classroom. The story explains how the program is adapted to include Marcella in every aspect of the daily routine.
Download a PDF of the book
Order a bound copy of the book online

Marcella and Music

A sequel to “Marcella and Me” that demonstrates specific strategies for teachers to use during circle time. For example, how to keep children’s attention and how to promote greater participation in group times are explored. Picture symbols and sign language signs are included for directions and songs.
Download a PDF of the book
Order a bound copy of the book online

So your Child will be going to High School Next Year

So your Child will be going to High School Next Year It can be a scary time, but also an exciting time of meeting new people, opportunities & challenges for both you & your child!

Ask your son or daughter’s school if they will be holding a ‘Transition Night’ or something similar, where parents & students are invited to hear about moving to high school. At my daughter’s school they held it in the fall & also had some representatives from a number of different high schools in the area available to speak to & answer questions. They also handed out Choices 2004-2005 Secondary School Course Selection and Planning Guide for Students and Parents, which you can get from the Toronto District School Board (TDSB)’s website: www.tdsb.on.ca Click on ‘Quick Links’ & scroll down to ‘Choices for Secondary School’. High Schools usually hold Open Houses that you & your child can attend. You may be given this list at the school’s Transition Night, but you can also get the dates from the individual Board web sites. The dates are usually from November to February. The Toronto Catholic District School Board (TCDSB)’s website is: www.tcdsb.org If you click on the ‘Parents’ tab, & then on the ‘Admission/Registration’ tab, you will find information on their ‘Secondary School Admission Process’. Your child’s school may organize trips to the local high schools for the students, & you could go along to those. If your child did not attend the TCDSB prior to grade 9, they may apply to the Catholic Board by filling out a Waiting List Application Form which you can get from your local Catholic High School or the TCDSB Admissions Office.

Where you live will dictate which high school your son or daughter will attend. There may be more than one option for the elementary school your child is currently attending. Someone at your child’s present school will be able to provide you with this information.

If you wish your child to be included in a regular classroom when they begin high school, you should speak with the Principal of the school your son or daughter will attend to begin to ensure they are aware of your child’s support needs and can begin to plan for a successful transition. If you are looking for a Special Education program, you will need to speak with the Special Education Consultant assigned to your area who will inform you where programs are located and which have space in them. The important thing is to ensure that your child will have the support they need to have a successful high school experience. You will also want to look at ways your child can be included into the life of the school. Even if your child is in a Special Education program, they can be included into regular classrooms with support.

Community Living Toronto recommends that it is a good idea to take someone along with you when meeting with the school; it is always helpful to have someone with you so they can help you to both remember to ask your questions and the outcome of your discussions.

If your child has had an Identification Placement Review Committee (IPRC) meeting in the past, you may want to ask that the one in grade 8 be held in the fall, so that recommendations for a high school placement can be made early on, leaving you & your child more time to visit schools & consider your options. Remember the IPRC Committee only makes recommendations, which you can either agree or disagree with.

Another tool available to your child which might help with this process is the Annual Education Plan (AEP) which all children (with or without a disability) should be completing beginning in grade 7. This is a planning process which should help students set goals, review & assess their achievements and progress along the way. It has been my experience that you sometimes have to insist on having one completed if you feel it is important. Some students do in their Teacher Advisory Group (TAG) & the school’s Guidance department should be able to help with as well. You can get a copy of the AEP off the Ministry of Education’s website www.edu.gov.on.ca Click on ‘Elementary/Secondary’, then ‘Publications’, then ‘Forms & Applications’ & finally ‘Annual Education Plan, grades 7 to 12’.

School principles are required to ensure that a transition plan is prepared, as part of the Individual Education Plan, for each exceptional student who is 14 years of age or older. Again, you can get a copy of the Ministry’s Transition Planning Guide from the Ministry of Education’s website www.edu.gov.on.ca

Another issue for your consideration is the graduation recognition that your son/daughter will be working towards. The Ministry of Education has outlined 3 options:

Ontario Secondary School Diploma (OSSD) is granted to students who meet all diploma requirements, including the literacy graduation requirement
Ontario Secondary School Certificate (OSSC) is given, on request, to students who are leaving secondary school with a minimum of 14 credits, 7 of which are compulsory credits.
Certificate of Accomplishment may be given to students who leave school before fulfilling the requirements for the OSSD or OSSC. This certificate may be used to recognize achievement for students who plan to take certain vocational programs or other kinds of further training or who plan to find employment after leaving school.

You may want to consider having your child complete the 40 hours of Community Service even if receiving the Certificate of Accomplishment as it could provide a volunteer experience that they could put on their resume.

Co-op placements are also an excellent way for your child to get some work experience. They usually start in grade 11. If you are interested in this, you may need to ask the appropriate school staff about involving your son or daughter.

All grade 9 students have the opportunity to be involved in ‘Take Your Child to Work Day’. If your child is in a Special Education placement, you may not hear about this. If you are interested in having your child participate, ask about it.

* The ODSP (Ontario Disability Support Program) provides employment supports service to students looking for a part time job, 16 years of age & over. (Do not use term “summer job” or they will reject the application). Individuals can apply by completing the Application for Employment Supports, which you can get by calling 416-325-0693 or by going on their website: www.mcss.gov.on.ca . Caution if the person is under 18 and the family income is over $50,000 ODSP could ask the family to help pay for the service.

Apply for ODSP Income Supports 6 months before your son or daughter turns 18. The phone numbers for the different offices can be found in the blue pages of your phone book under the Disability section.

If you are not receiving support from the Special Services at Home (SSAH) program, you may want to consider applying as it gives your family respite & your child individual support services. Call 416-325-0623 for an application.

Post 21

When your son or daughter starts high school is a good time to start looking. Your son or daughter’s school will help in this process. Agencies and the Guidance department of your son/daughter’s school can also be contacted for assistance with this.

A student with an intellectual disability can remain in school until age 21. If you chose that option, it means that your child will be spending 7 years in high school. The Transition Plan will help you prepare for life
after high school.

In the TCDSB, they have designated a staff person, Penny McCormick, from their Career Access Dept. who can assist with after high school transition planning. Ask to have her attend one of your meetings.

The TDSB also has a Career Advisory Committee for Students with Special Needs that hosts “Career Carousel’s” & other interesting presentations. Ask for information about at you child’s school.

It is often suggested that you & your child think about what they want to do after graduating and then work backwards to help you decide what you need to do to get there. Taking note of what your child’s gifts & strengths are and where their talents & interests lay will be help with planning.

Some students want to continue their education after graduating & one program you may want to look at is Humber College’s CICE Program, “Community Integration Through Cooperative Education”. Seneca & George Brown Colleges also offer college vocational programs. You will need to check the admission criteria as it has been reported that the student must be at a grade 5 literacy level.

There are also a number of day programs running in the city. There is a listing of “Day Activities For People who have a Developmental Disability” which is available through Community Living Toronto. (I would be willing to have one sent to you. Please email your request to me at pasfaw@cltoronto.ca)

Competitive Employment is another option for some individuals. ODSP Employment Supports provide vocational assessments as well as support. See * on page 3 for contact information.

Some individuals choose to include some time spent doing volunteer work and/or being involved in some sort of recreational activity as part of their week’s schedule. Some have even chosen to start their own businesses!

The possibilities are endless and should be as individual as your child is. It is never too early to start planning & to build a network of support around your child & yourself that will help your family throughout your child’s life.

One last suggestion would be to become a member of a local organization that serves individuals with intellectual disabilities. It is one of the best ways to be kept abreast of all the information that is available as well as activities/workshops that you &/or your child may be interested in participating in. If you’re able to get involved, it also provides you with one way of connecting with other parents, from whom I believe you learn the most from and helps to develop a united voice.

Frequently Asked Question:

Parents often wonder when exactly their child graduates & wonder if it has to do with which month they turn 21. I just had it explained to me, & here it is: A student graduates in June of the calendar year he/she turns 21 – Eg. If someone is born Jan. 1, 1985, they graduate in June 2006. If someone is born Dec. 31, 1985, they also graduate in June, 2006. The month of birth does not matter, only the year of birth. The rationale for this is that when the call goes out for JK registration, it is for children who were born in a specific year – Eg. 2001. In September of the first school year, some children will be 3 years old, some will be 4 years old – but in the 2004 calendar year, by Dec.31 all will be 4 years old. When these students graduate in June of the year they turn 21, some will be 20 and others will be 21 – BUT they will all have had the exact same number of years in school.

Good luck. Your efforts will pay off!

Simon Says Game

This game is a fun and interactive way for children to learn about parts of the body and get some exercise! It can also improve their listening and observation skills.

How to Make

You will need

Computer and printer
Pencil
Ruler
Scissors
Glue or a glue gun
1 roll of Mactac
A 27cm by 34 cm piece of Bristol Board
A thin piece of Velcro approximately 30 cm long.
Small piece of coloured construction paper.
1 brass paper fastener

Steps

Print out a copy of the Simon Says cards.
Cut out the cards. Apply Mactac to both sides of each card.
Create the spinner. Start by drawing an arrow on a small piece of construction paper. Apply Mactac to both sides of the arrow. Using the paper fastener attach the flat end of the arrow to the card that says, ‘Simon Says’.
To make the game board, use a pencil and ruler to draw nine square grid on the Bristol board.
Pull the Velcro strip apart. There are now two strips of Velcro.
Take one strip of Velcro and cut it into ten pieces. Glue one piece to the back of each card.
Take the remaining strip of Velcro and cut it into ten pieces. Glue one piece to the middle of each square on the game board.
When the glue dries, the cards can be attached to the game board. Attach the ‘Simon Says’ card with the spinner to the middle square. The remaining cards can be placed wherever you like.

You are ready to play Simon Says!

Hints

Velcro is often sold as ‘hook and loop tape’ in craft stores.
You can use ‘instant tack’ instead of Velcro to attach the cards to the board.
Add new directions by replacing some of the cards on the board with your own hand-drawn ones. For example, “touch your toes”.

How to Play

Instructions are given for two players but more people can be included.

First player spins the arrow. When the arrow stops he says, “Simon Says” and reads the directions printed on the card the arrow is pointing to. The picture on the card shows players what to do.
Both players do the action on the card.
The second player takes a turn.

The game continues until the arrow has landed on each card or each player has had four turns.

Teaching Tips

To start, this game is best played with just you and your child. As he becomes more familiar with it, you can include a sibling or a playmate.

Begin by showing your child the game board and cards. Point to each card and read the directions out loud. For example, “Clap your hands.” Demonstrate the action while repeating the directions. Emphasize the action words and names of body parts. For example, “clap”, “touch”, “shake”, “hands”, and “head”.

Encourage your child to participate by calling his name and repeating the direction. “Billy, clap your hands!” If your child needs to learn the movements, guide him physically. You can do this by standing behind your child and repeating the directions while slowly moving his body. This will help him associate the directions with certain body movements. If your child is uncomfortable with people approaching him from behind, you can guide him face-to-face instead.

Show your child the spinner and how it moves. You can take turns spinning the arrow. When the arrow lands on a card, say “Simon Says,” read the direction out loud, and do the action. With practice, your child will learn to follow the directions by imitating your actions, looking at the card, or listening to the directions.

This game can also be used to develop your child’s language skills by having him say the directions out loud with you. For example, when the arrow lands on a card your child can start by saying “Simon says” and you can finish by reading the direction printed on the card. You can also prompt your child to describe the action on the card by saying, “Simon says…Clap your_________,” while pointing to the card and giving him a chance to complete the sentence. When the sentence has been completed you can do the action together.

Variation 1

Improve your child’s matching skills by playing this simple variation.

How to Make

Print out 2 copies of the game cards and cut them out.
Glue one set of cards to the Bristol board and cover with Mactac.
Take the remaining set and apply Mactac to both sides of each card.

How to Play

Arrange the deck of cards face down.
One player takes the top card from the deck and places it (face up) on top of the matching picture on the board
All players do the action on the card.
The next player takes a turn.
The game ends when all cards have been matched on the board.

Variation 2

This version of the game is more challenging because it emphasizes listening to what ‘Simon’ says rather then copying ‘Simon’s’ actions. It is often played with a larger group of children.

One person is chosen to be ‘Simon’. ‘Simon’ stands in front of the group and says a direction out loud while doing an action. Each person in the group must do what ‘Simon’ says. This can be tricky as ‘Simon’ will sometimes do one thing while saying another. For example, ‘Simon’ may shake his head while telling the group to, “touch your nose.” People who do not do listen to ‘Simon’ and do what he says are out of the game. The winner is the person left at the end.

Parent’s Education Handbook

“YES, My Child Belongs”

A parent handbook to help with understanding special education in Toronto and to ensure the acceptance and belonging of children with additional learning support needs.

Prepared by Community Living Toronto, 2009

You will find information on:

Registering for School
Meeting with the Principal or Vice-Principal
Identification Placement Review Committee (IPRC)
Individual Education Plans (IEP)
Secondary School
Ontario Student Record – OSR
Community Resources

The information in this handbook was prepared by members of the Education Committee of the Community Living Toronto Board of Directors. To the best of our knowledge the information in this handbook is accurate but should be used as a guide only. We will try to provide updates as procedures, systems, or legislation changes. Please watch for updates on our website www.communitylivingtoronto.ca

Registering for School

Kindergarten

Registration for kindergarten in both the Toronto District School Board (TDSB) and the Toronto Catholic District School Board (TCDSB) usually begins early in the calendar year. Most schools schedule specific days for registration (generally begins in February); you should call your local school to determine the dates they have set. Should you miss this registration period you can contact the school at any time. However, DO NOT wait until the beginning of the school year to register your child or to discuss their support needs.

For Junior Kindergarten the child must be turning 4 before December 31st and for Senior Kindergarten the child must be turning 5 before December 31st.
Parents register their child at the neighbourhood school (the school that is closest to your home). The school cannot refuse to register your child because they have special needs. This is the same whether you are looking for a regular class or special education placement
If your child attends a child care program that is located within an elementary school building, this school becomes your home school as long as your child is in that child care
At the time of Registration, Community Living Toronto staff recommends that you tell the board staff that your child has special support needs and that you request a meeting, at another time with the principal.(see meeting with the principal)
All parents are required to bring several pieces of information:
- Proof of Age (Birth Certificate);
- Proof of Citizenship or Permanent Resident Card, (there are different registration requirements for families who do not have Permanent Resident Status)
- Proof of Immunization (yellow card from the doctor)
- Proof of custody (if applicable)
- Proof of address (e.g. phone bill, lease, etc.)
- Catholic schools will require proof of baptism.

Registering an Older Child

If you are registering an older child, (e.g. transferring from another school) follow the same procedure as outlined above. It is recommended that you contact the school as soon as you know your child will be attending that school. If possible, do not wait until the beginning of the school year to register your child or to discuss their support needs.

Meeting with the Principal or Vice Principal

Effective Communication

In the Ministry of Education’s “Shared Solutions Document” (see resources below) schools need to promote a “positive school climate”. Achieving and maintaining a positive school climate requires teamwork from educators, parents and students. Effective communication is the key to building relationships of mutual trust and cooperation. It is critical that you help the educators see your child from your perspective. Understanding each other will help everyone to acknowledge the differing experiences and perspectives as well as the contributions of everyone involved with your child. When everyone acknowledges and respects these perspectives, it is possible to arrive at a shared solution, including an enhanced positive school climate and better relationships.

If the lines of communication are open, you should feel at ease about contacting your child’s teacher to discuss progress or concerns that may arise. When people have a comfortable relationship, they are more willing to ask questions, offer opinions and discuss options in an open, honest way.

Open dialogue can lead to mutually acceptable solutions.

Differences in opinion can represent an opportunity; if everyone responds constructively, creative solutions can be found.

Introduce your child in a positive manner

It is important that you help the school to see the strengths and capabilities of your son or daughter. Focus on what your child can do. Think about the times when your child does NOT need extra help. What are the specific activities, locations, etc. in which he/she is already successful without extra support? What strategies work well to assist your child to learn and to participate? Tell stories about things that your child has learned, what they enjoy doing, what programs they have attended, and what they can do independently. While it is important that you are honest with the school regarding the extra support your child may need to be successful, keep the focus on your child’s ability to learn.

At this meeting, share all relevant information or reports that outline your child’s strengths, learning styles, and areas that will require additional support.

It is important that you build a positive relationship with both the principal (or vice-principal) and the teacher. Parents are encouraged to think of this time in their child’s life as a new partnership with the school. When talking to school staff, stress the point of partnership and collaboration and explain that you want to be consulted about all decisions and that you will be actively involved in all aspects that will affect your child’s education. It is critical that you keep the communication channels open. Offer to meet or exchange written or verbal communication with them regularly. You can request a separate meeting to discuss a plan to ensure a smooth transition for your son or daughter from their current childcare arrangement to kindergarten.

Student Supports

School Boards assign resources to a school based on the needs of all students within that school. It is then the responsibility of the principal to assign the job duties of the assistants where they feel they are most needed. It is the responsibility of the parent to ensure the principal has a thorough understanding of the strengths, and support needs (these may include health, medical, safety, academic etc.) of their child
Encourage everyone involved with your child to think creatively about the types of supports available within the school, other than paid educational assistants. These may include:
- students from other grades
- volunteers
- parents (other than yourself)
- friends from their class
- resource teachers

Resources:

The Toronto Catholic District School Board and the Toronto District School Board have information on schools in your area and registration requirements on their website.
TCDSB – www.tcdsb.org
TDSB – www.tdsb.on.ca

ConnectABILITY – www.connectability.ca

Ministry of Education –
Planning Entry to School – A Resource Guide (2005) http://www.edu.gov.on.ca/eng/parents/planningentry.html

Special Education in Ontario: Kindergarten to Grade 12
http://edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs
www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf

Kindergarten Program
http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html

Identification Placement Review Committee (IPRC)

What is the Purpose?

The purpose of an IPRC meeting is to discuss the exceptionality (the type of disability) and the educational placement of a student. Placements will be either in a regular class or a special education class. If the recommendation is for a special education class, the board must provide written reasons for this recommendation. Placements are required to be reviewed at least once each school year; this usually occurs in the spring of each year, unless the parent provides the principal with written notice dispensing with the review.

What is required from the School Board?

School Boards must give you 10 days notice, in writing, of the date of the meeting. If you cannot attend the meeting you should let the principal know as soon as possible so that another date and/or time can be arranged.
The notification of the meeting date is to be accompanied by the School Board’s “Parent Guide to Special Education”. As well, this document is available at every school or may be downloaded from the Board of Education web sites.
5 days before the IPRC, the parent should receive a copy of any information about their child that the Chair of the IPRC has received and the committee will be considering
To provide an interpreter if you require and request one

How is my child referred to an IPRC?

You may ask that your child be referred to an IPRC by informing the principal of your request, IN WRITING. The principal must honour this request and cannot deny an IPRC. The principal must respond within 15 school days giving you an approximate date for the IPRC.
A school principal may, upon written notification to you, refer your child to an IPRC when the school staff believe your child will benefit from a special education program
You can request a review IPRC every 3 months

What are the Parents’ rights?

Parents have the right to be present and participate in all discussions and decisions about their child. Do not hesitate to ask for clarification during any discussions. (If the scheduled time of the IPRC is not convenient for you, notify the principal as soon as possible to make alternate arrangements)
Community Living Toronto strongly recommends that parents always attend the IPRC meeting and that parents should never sign the form giving permission for the IPRC meeting to happen without them present.
Government regulations state that if you want your child in a regular class, you have the right to request this placement. The IPRC is required to consider placement in a regular class before making a recommendation for a special education class placement. If a decision is made in favour of a special education class, the IPRC must state the reasons for this on the decision sheet.
You have the right to have a person(s) present who may provide you with support. Community Living Toronto strongly recommends that you take someone with you, even if it is just to listen, take notes, or help you remember and understand what happens at the meeting.
You are to receive all information that the IPRC will be considering, during the meeting at least 5 days before the meeting

What to expect from the meeting?

The meeting begins with a discussion of the strengths and needs of your child. Annual review meetings should also include a discussion of the achievements that occurred during that school year.
The IPRC members will then discuss the type of placement they feel will best meet the needs of your child. Be sure that you request the type of placement you desire for your child.
In making its decision, the IPRC may consider a range of options, but must consider regular class as the first choice. The other options include:
- A regular class with indirect support. The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services.
- A regular class with resource assistance. The student is placed in the regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.
- A regular class with withdrawal assistance. The student is placed in the regular class and receives instruction outside of the classroom for less than 50% of the school day, from a qualified special education teacher.
- A special education class with partial integration. The student is placed in a special education class for at least 50% of the day, but is integrated with the regular class for at least one instructional period daily.
- A special education class full time. The student is placed in a special education class for the entire school day.

Understanding “Special Education Program” vs. “Placement”

A special education program is a plan based on and modified by results of continuous assessments and evaluations to meet the needs of the student (see IEP section)
Placement is the physical location that the student attends school, either in the regular class in the neighbourhood school or a special education class

The IPRC Decision Sheet

The IPRC decision sheet will include the following information:

Whether your child has been identified as exceptional and the category as defined by the Ministry of Education
A description of the strengths and needs as described during the meeting
Placement decisions, including reasons if the recommendation is for a special education class
Recommendations with regards to special education programs and services

The Review IPRC

The Review IPRC is conducted in the same manner as the original one and must discuss, strength and needs, exceptionality, and placement
Parents can request a discussion of support services and have these recommendations included on the second page of the IPRC decision sheet

Other suggestions for parents

You may wish to bring a picture of your child to the meeting. This will help to remind committee members that they are discussing a person not just a placement, especially as some of the professionals may not have met your child.
Community Living Toronto recommends that you focus on the positives of your child and that you stop conversations that are focusing only on the negative by asking people to talk about accomplishments and what has worked.
Community Living Toronto also recommends that parents do not sign the paperwork presented in the meeting, but instead, take it home, review it and make sure that you understand what has been recommended.
Any additional information that you want included with the IPRC decision sheet (e.g. additional strengths/needs; service recommendations etc.) must be attached using the Ministry of Education language as an “addendum”.
The strengths and needs from the IPRC decision sheet, are used as the basis for the development of the IEP (see next section)
There is also an appeal process in the event that you disagree with either the exceptionality or the placement decision. This process is outlined in both the parent guide from the boards of education and in the Ministry of Education documents as listed below.

The School Day

The Education Act requires that children over the age of 6 attend school for a full day. It defines a “full day’ as 300 instructional minutes. This does not include recesses or lunch breaks.
If your child has medical concerns or is unable to cope with the full day, there is a provision for their school time to be shortened. School boards cannot use lack of support, or funding as a reason to shorten a student’s day.

Resources

The Ministry of Education website has information available on the IPRC process, how the process should work, and if necessary the appeal process.

Highlights of Regulation 181/98
www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html

Special Education in Ontario: Kindergarten to Grade 12
http://edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs
www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf

TDSB – Parent guide: Link

TCDSB – Parent guide: Link

ConnectABILITY – www.connectability.ca

Individual Education Plans (IEP)

What is an IEP?

An IEP is a written plan of learning goals and expectations for a student who requires modifications or accommodations to the regular school program. These goals and expectations may differ from those defined in the appropriate grade level of the Ontario curriculum.
An IEP describes the strengths and needs of an individual exceptional pupil, 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.
IEP’s are required for any child who has been identified through the IPRC process. However, a student who has not been identified may also receive an IEP.
IEP’s are to be completed within 30 school days of the start of a placement; this is usually at the start of the school year.
Principals are legally required to make sure that, as a parent, you are consulted in the setting of the IEP goals. (The IEP Resource Guide and the Shared Solutions documents elaborate on the consultative and cooperative approach that should be used.)
The IEP is required to be reviewed at each report card time and revised to reflect progress; or to break the goals into smaller steps if learning is proceeding at a slower rate. The grade on the student’s report card for subjects identified in an IEP should be based on the learning goals in the IEP.

What does an IEP look like?

The IEP will include the exceptionality as stated in the IPRC, the type of placement, any relevant medical or assessment data, the subjects to which the IEP applies and the student’s strengths and needs.
IEP’s should only contain subjects or goals that are different from everyone else in the class.
The IEP will identify whether each subject or goal in the IEP will differ from the Ontario curriculum by being modified or by applying accommodations, or whether the goal is an alternative to the curriculum.
- Accommodated – refers to subjects/courses in the Ontario curriculum that require accommodations only for the student to access the regular grade expectations. For example, more time to write tests, allowing oral responses, or using audio-visual equipment in class.
- Modified – refers to subjects/courses from the Ontario curriculum that require the development of modified expectations that differ from the regular grade expectations. The student may also require specific accommodations for these subjects/courses.
- Alternative – refers to programs that assist students to develop skills/knowledge and that are not included in the Ontario curriculum. Examples of alternative programs include: speech/language therapy, occupational therapy, behaviour management or personal care programs.
Learning expectations are to be written in such a way that you are able to understand exactly what they mean. They must be observable and measurable
In addition to goals or learning expectations, the IEP should also include what strategies the teacher will use and how the student’s knowledge will be assessed, as well as the current level of achievement, which acts as a baseline from which to measure progress.

Transition Plans

Every identified student who is 14 years of age or older, is required to have a Transition Plan. The purpose of this plan is to ensure that the student is prepared to meet post-secondary goals, such as work, further education, and community living.

Transition plans must contain:

Specific goals that are realistic and reflect the strengths, needs and interests of the student
The actions required, now and in the future, to achieve these goals
The person (people) or agency responsible or involved in completing or assisting in the completion of each goal
Timelines for the implementation for each of the identified actions

Resources

The Individual Education Plan (IEP): A Resource Guide (2004)
www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf

Special Education in Ontario: Kindergarten to Grade 12
http://edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs
www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf

Learning for All
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

The Ministry of Education publishes curriculum expectations for every grade, these are available at:
www.edu.gov.on.ca/eng/parents/curriculum.html

Secondary School

As your child enters the later years of elementary school (grade 7 & 8), you will need to begin to think about the next phase; secondary school.

Talk to other parents in the area, guidance counsellors, special education department staff etc. about the kinds of programs and/or courses that are available at that school.
Attend information sessions hosted by the school for parents of grade 8 students. This is an important time for you to explore the options available.
Students with special education needs are legally entitled to remain in school until June of the year in which they will turn 21.

Graduation

There are three ways in which student achievement is recognized in Ontario.

The Ontario Secondary School Diploma (OSSD) is granted to students who earn a minimum of 30 credits , pass the secondary school literacy test and complete 40 hours of volunteer community service
The Ontario Secondary School Certificate (OSSC) is given, on request, to students who are leaving secondary school with a minimum of fourteen credits (7 of which are compulsory and 7 that are optional credits)
Students who leave school before fulfilling the requirements for the OSSD or OSSC may be granted a Certificate of Accomplishment. This certificate may be used to recognize achievement for students who plan to take certain vocational programs or other kinds of further training, or who plan to find employment after leaving school.

Resources

Ministry of Education – Ontario Secondary Schools, Grade 9 to 12 Program and Diploma Requirements http://www.edu.gov.on.ca/eng/document/curricul/secondary/oss/oss.pdf

Ontario Student Record – OSR

The OSR is the ongoing, confidential record of a student’s progress throughout school. It is filed in the school office. All students and their parents (if the student is under 18 years of age) have a right to review the contents.
The OSR file may include:
- Identifying information such as name, address, telephone numbers, and emergency contacts, as well as a picture of your child.
- Report Cards
- Any additional information considered relevant for improving the instruction of the student
- If, in examining your child’s OSR, you feel that certain kinds of information are not relevant, you may submit a written request to the principal asking to have it removed.

General Resources

Complete information on the OSR is available on the Ministry of Education website at:
www.edu.gov.on.ca/eng/document/curricul/osr/osr.html

Documents related to the Ontario Human Rights Code are available at:
http://www.ohrc.on.ca/english/index.shtml

All Ministry of Education documents are available at the Government bookstore or may be downloaded from the Ministry of Education website: www.edu.gov.on.ca

Community Resources

Community Living Toronto
www.communitylivingtoronto.ca
Membership Services: 647-426-3220
Education Liaison; Tracey O’Regan 416-371-3162

Holland Bloorview Kids Rehabilitative Hospital
Phone: 416-425-6220
www.hollandbloorview.ca

Canadian Association for Community Living & the Roeher Institute
Phone: 416-661-9611
www.cacl.ca

CACL – Inclusive Education Canada
www.inclusiveeducation.ca

Community Care Access Centres
Phone: 416-506-9888
healthcareathome.ca/

Community Living Ontario: Education Advocacy
An inclusion resource library. https://communitylivingontario.ca/en/inclusive-education/
Phone: 416-447-9576
www.communitylivingontario.ca

ConnectABILITY
www.connectability.ca

Down Syndrome Association of Toronto
Phone: 416-966-0990
http://dsat.ca

Extend-A Family
Phone 416-484-1317
www.extendafamily.ca

Family Alliance Ontario
Phone: 416-661-9611
www.family-alliance.com

Geneva Centre for Autism
Phone: 416-322-7877
www.autism.net

Ontario Coalition for Inclusive Education
Phone: 416-531-8553
www.inclusive-education.ca

Ontario Ministry of Education
Mowat Block, 900 Bay Street
Toronto, Ontario ,M7A 1L2
Phone:(416) 325-2929 or 1-800-387-5514
www.edu.gov.on.ca

Parent Outreach Program
Phone: 416-645-6000 ext. 1167
www.woodgreen.org

People First of Ontario
Phone: 416-441-6172

Surrey Place Centre
Phone: 416-925-5141
www.surreyplace.ca

Toronto Catholic District School Board
Phone: 416-222-8282
www.tcdsb.org

Toronto District School Board
Phone: 416-397-3000
www.tdsb.on.ca

Toronto Family Network
Phone: 416-484-1536
e-mail: torontofamilynetwork@gmail.com

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