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"We believe that equity of opportunity and equity of access to our programs, services and resources are critical to the achievement of successful outcomes for all thos whom we serve, and for those who serve our school system. The board is therefore committed to ensuring that fairness, equity, and inclusion are essential principles of our school system and are integrated into all our policies, programs operations and practices"

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

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

The ³Ô¹ÏºÚÁÏÍø’s Special Education Plan is compliant with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Ontario Education Act, the Ontarians with Disabilities Act, and other relevant legislation. The plan is organized in sections as outlined in the Ontario Ministry of Education’s Standards for School Boards’ Special Education Plans, with the beginning of each section indicating the purpose of that section.

The ³Ô¹ÏºÚÁÏÍø values feedback on the Special Education Plan. Please click on the feedback icon at the beginning of each section of the plan to offer comments and suggestions on the ³Ô¹ÏºÚÁÏÍø’s Special Education Plan.

• Section A - Introduction
• Section B - The Board's Consultation Process
• Section C - The Board's General Model for Special Education
• Section D - Roles and Responsibilities
• Section E - Special Education Advisory Committee (SEAC)
• Section F - Educational and Other Assessments
• Section G - Early Identification Procedures and Intervention Strategies
• Section H - The Identication Placement and Review Committee (IPRC) Process and Appeals
• Section I - Categories and Definitions of Exceptionalities
• Section J - Special Education Placements Provided by the Board
• Section K - Individual Education Plans (IEPs)
• Section L - Specialized Health Support Services in School Settings
• Section M - Equipment
• Section N - Accessibility of School Buildings
• Section O - Transportation
• Section P - Provincial and Demonstration Schools
• Section Q - Coordination of Services with Other Ministries or Agencies
• Section R - Staff Development
• Section S - Special Education Staff
• Section T - Appendices

  • Appendix A: ³Ô¹ÏºÚÁÏÍø Special Education and Inclusion Guides for Parents/Guardians/Caregivers
  • Appendix B: English Language Learners: School-Based Considerations Prior to Referral for Psychological Assessment
  • Appendix C: English Language Learners and Special Education Support in ³Ô¹ÏºÚÁÏÍø Elementary Schools Q and A
  • Appendix D: Professional Support Services Referral Form
  • Appendix E: Examples of Accommodations
  • Appendix F: 2024-2025 Special Education Plan Checklist
  • Appendix G:
  • Appendix H:
• Section U - Glossary of Terms and Acronyms
• Special Education Plan 2024-2025
• Special Education Plan 2024-2025(Word Version)