Required Documentation

A primary diagnosis of autism disorder under the Pervasive Developmental Disorder (PDD) category, as specified by DSMIV is required before a student may be considered for placement within this program. The diagnosis must be in the form of a diagnostic assessment report (i.e., a psychological or medical assessment report). Other relevant documentation may also be considered if necessary. Documentation must indicate evidence of impaired communication, social skills and an uneven learning profile.

Application Procedures

Entry into this program is based on both the student’s specific needs and the availability of space within the program.

Step 1 Application:

An application is submitted by the principal of the student’s community school. This application is completed in collaboration with the *parent (s) and the in-school team, and in consultation with the multi-disciplinary team (school psychologist, speech-language pathologist, social worker and

learning support consultant). The application must be signed and supported by the student’s *parent (s).

* parent denotes custodial parent(s) or guardian(s)

Step 2 Central Recommendation Committee:

This committee a) reviews the student’s learning profile in relation to the program’s entry criteria, b) determines whether or not there is space available in the program, and c) decides on the location of placement based upon the age/grade of the student in relation to the ages/grades of current students within the program, the learner’s profile, and the distance between specific locations and the students’ home addresses. When placement is a possibility, the sending principal is informed of the recommendation. Student and parents are informed of implications of the program placement. The student and parents have an opportunity to visit the class location recommended by the central recommendation committee. Within 48 hours, parents confirm acceptance of this placement and their intention to proceed to an IPRC meeting.

Step 3 Identification Placement and Review Committee (IPRC):

The IPRC will a) formally identify the area(s) of the student’s exceptionality (ies) according to the categories and definitions provided by the ministry of education, and b) formally place the student into the specialized program class.

The Student

Academic Profile

Students may demonstrate the following:

• Primarily visual learners and have significant difficulty processing auditory information
• Require frequent/constant support for task completion and attending to or participating in groups
• Require an Individual Education Plan with alternative curriculum expectations

Behaviour Profile

Students may demonstrate the following:

• Aggressive to self and/or others
• • Difficulty with self-regulatory behaviours
• Behaviour (s) which threaten (s) the safety of self or others

Communication Profile
Students may demonstrate the following:

• Impairments in verbal/non-verbal basic communication skills
• Significant oral-motor difficulties
• Require augmentative or alternative communication systems

Social Profile

Students may demonstrate the following:

• Inappropriate social interactions
• Pragmatic/social language impairment

Ministry Definition of Autism Exceptionality

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.

The Program

The Autism Program is for exceptional students at the primary, junior, intermediate and senior levels. In addition to modified academic expectations in literacy and numeracy, the Autism Program emphasizes the development of communication

skills, self-help skills, life skills, and age-appropriate

behaviour. It is expected that students will integrate into regular classrooms and /or school activities to the greatest degree possible in order to prepare for the possibility of returning to a regular classroom.

Programming is based on the learning expectations outlined in the Individual Education Plan (IEP). The IEP is developed and coordinated by the classroom teacher in consultation with parent (s), the assigned speech and language pathologist and psychologist, Learning Support Services personnel, and subject-area teachers. The IEP is designed for each student according to individual learning needs and strengths. The goals in the IEP are specific, measurable, attainable, relevant and timely (SMART) and chosen from the following domains: behaviour, communication, life skills, academics, gross and fine motor skills, community living and integration. The plan is developed, revised and updated based on the results of ongoing assessment and evaluation.

The Classes and Resources

The Autism Program classes are limited in size as outlined in the OCDSB’s Special Education Report. There are typically between six and eight (6-8) students in each Autism Program class. Classes are equipped with special education resources

including educational assistants and consultation with an assigned speech language pathologist (elementary and secondary levels) and an assigned psychologist (elementary)

or school psychologist (secondary level). The Autism Program is located in designated schools across the OCDSB.

The Teachers

The Autism Program is taught by teachers with special education qualifications (Parts I and II). Learning Support Services personnel provide assessment and consultative services to the program teacher.

Evaluation and Review

Assessment is ongoing and evaluation occurs throughout the year. Student progress is formally reported as per the reporting structure of the OCDSB on the provincial report card and alternative report cards. The progress of a student, who has been identified exceptional and has a placement through an IPRC, is formally reviewed on an annual basis during an IPRC meeting.

Change in Placement

Students may be demitted from the Autism Program based on the following criteria:

The student: 

• Has academic and or social needs that could be met more successfully within another specialized placement

• No longer benefits from the Autism Program placement

• Evidence of on-going successful integration

Alternative Placements

The in-school special education team will meet with *parents to discuss alternative placements if necessary. Alternative placements may include the following:

• Care and treatment programs/ Section 23

• Regular classroom with monitoring from the Learning Support Teacher (LST) or the Learning Resource Teacher (LRT),

• Regular classroom with support from the LST/LRT, or

• Other special education placement options, if appropriate.

For Further Information

Please consult the OCDSB Learning Support Services’ Special Education Parent Guide and The Identification, Placement and Review Committee: Parent Guide.

As well, you may contact the school principal or the OCDSB Learning Support Services personnel serving the school.