Direct answer
The IEP continues into high school, but the stakes get higher — the choice between accommodations and modifications directly affects whether your child earns an OSSD and qualifies for college or university. Accommodations (extended time, quiet room, word processor) do not change curriculum — student earns full OSSD. Modifications change curriculum expectations — student typically earns OSSC or Certificate of Accomplishment, not OSSD. With 71,263 children on the OAP waitlist, school supports carry even more weight.
This distinction is one of the most consequential decisions in an autistic student's high school years. The terms sound similar but have very different outcomes. Accommodations — same curriculum, different delivery: the student works toward the same grade-level curriculum expectations as peers. The accommodation changes how the student demonstrates learning (e.g., oral test instead of written, extra time, word processor). A student with accommodations can earn the full OSSD and apply to college and university.
Common high school accommodations: extended test time, quiet testing room, scribe, word processor, note-taker, reduced assignment length (with same content), extra breaks, sensory accommodations.
Modifications — different curriculum expectations: the student works toward expectations below grade level. Modified courses are documented in the IEP. The credential earned is typically the Ontario Secondary School Certificate (14 credits required) or the Certificate of Accomplishment — not the full OSSD. Use with care: modifications in compulsory courses significantly narrow post-secondary options. Discuss implications with the guidance counsellor from Grade 9.
Grade 9-10: Confirm the IEP includes post-secondary transition goals. Document employment and community living goals, not just academic ones. Choose course pathways with long-term credentials in mind. The student should begin attending their own IEP meetings.
Grade 11: Begin researching target post-secondary programs. Check disability services documentation requirements at target schools — most require a psychoeducational assessment completed within 5 years. Update the Disability Tax Credit (T2201) if it has expired.
Grade 12: Register with disability services at the target college or university before September of first year. Apply for OSAP disability funding (BSWD, up to $2,000/yr). Begin the DSO registration process if not already done. Ask guidance how co-op credits apply to the OSSD.
The Ontario curriculum offers four destination types: University, College, Mixed (University/College), and Workplace/Essential. For autistic students, the right pathway depends on individual goals and support needs. Many autistic students successfully complete university-prep courses with IEP accommodations. Applied courses cover the same credit requirements and can also qualify for some college programs.
Locally Developed Compulsory Credit (LDCC) courses are modified and affect OSSD eligibility. Discuss the long-term credential implications of each pathway with the SERT and guidance counsellor from Grade 9 onward.
Student self-advocacy: The Ontario Human Rights Code supports the right of students to participate in decisions about their own education as they mature. High school students should attend and be active participants in their own IEP meetings. This also prepares them to self-advocate with post-secondary disability services.
OSSD
Ontario Secondary School Diploma — 30 credits including compulsory requirements
OSAP
Ontario Student Assistance Program — disability-specific funding (BSWD)
OHRC
Ontario Human Rights Code — student participation in decisions about own education
Ontario autistic children have legal rights to an Individual Education Plan (IEP). Learn what schools must provide under the Education Act and Ontario Regulation 181/98.
How the Identification, Placement, and Review Committee (IPRC) works for autistic students in Ontario. Understand your rights under Ontario Regulation 181/98.
Autism accommodations at Ontario colleges and universities — AODA rights, disability office, OSAP bursaries, and transition planning from high school.
Commitment to Accuracy: Our data is verified against official government reports (FAO, MCCSS), peer-reviewed scientific literature, and accessible public records. Last updated: March 24, 2026.
What rights do autistic students have in Ontario schools?
In Ontario, students with autism have the right to an Individual Education Plan (IEP) and reasonable accommodations without a formal diagnosis, based on need. Parents can request an IPRC meeting to identify their child as 'exceptional', guaranteeing specific rights to support services.
Source: Ontario Education Act · Verify Link
Can autistic students get an educational assistant (EA)?
Schools may assign EAs based on IEP needs, but 47% of families report insufficient supports. EA availability varies by board and often fails to match clinical needs, leaving many autistic students without necessary classroom support.
Source: Ontario Education Act & OAC · Verify Link
Can my child get an IEP without an autism diagnosis?
You do NOT need a formal medical diagnosis to get an IEP (Individual Education Plan) in Ontario schools. Write to your principal requesting an IPRC meeting, state you have a 'medical referral in progress,' and focus on identifying your child's needs rather than diagnostic labels.
Source: Ontario Education Act
Does OAP funding continue after age 18?
No. OAP services and funding end strictly at age 18. Youth must transition to adult services (DSO, ODSP) which have separate extensive waitlists. Families are advised to begin the transition process at age 16 to mitigate service gaps.
Source: Ontario Autism Program Guidelines
Written by Spencer Carroll
Founder & Autism Advocate