In Ontario, a modified curriculum means changing the grade-level expectations for a student, which is distinct from accommodations that change how the curriculum is delivered. Under Ontario Regulation 181/98, modifications are documented in the IEP and may affect the student's ability to earn an Ontario Secondary School Diploma (OSSD). Parents must provide written consent before modifications are implemented. The Ontario Certificate of Education (OCE) is available for students who complete modified secondary programming.
Start with the short answer, then reveal deeper context where helpful.
An accommodation changes how a student accesses the curriculum without changing the curriculum itself. Examples: extra time on tests, use of assistive technology, preferential seating. The student is still working toward the same grade-level expectations. Accommodations do not affect OSSD credits.
Parents have the right to be consulted before any modifications are made to their child's curriculum. Before agreeing to modifications, understand: the specific expectations being changed, the impact on credits and diploma eligibility, whether accommodations alone could enable the student to meet grade-level expectations, and what support would be needed to attempt the unmodified curriculum.
An accommodation changes how a student accesses the curriculum without changing the curriculum itself. Examples: extra time on tests, use of assistive technology, preferential seating. The student is still working toward the same grade-level expectations. Accommodations do not affect OSSD credits.
A modification changes what the student is expected to learn. Examples: reduced number of curriculum expectations, simplified content, alternative learning outcomes. Modified courses at the secondary level are noted on the transcript with "MOD" and may not count toward OSSD credit requirements. This is a significant decision with long-term implications for post-secondary pathways.
Parents have the right to be consulted before any modifications are made to their child's curriculum. Before agreeing to modifications, understand: the specific expectations being changed, the impact on credits and diploma eligibility, whether accommodations alone could enable the student to meet grade-level expectations, and what support would be needed to attempt the unmodified curriculum.
If you disagree with proposed modifications, you can request that accommodations be tried first. The school board must provide evidence that the student cannot meet expectations even with accommodations before implementing modifications. If disagreement persists, you can request a reassessment by the IPRC or file a complaint with the school board.
Education Act
Ontario Regulation 181/98 — Identification and Placement of Exceptional Pupils
Ontario Ministry
Ontario Ministry of Education — Policy/Program Memorandum No. 8: IEP Standards (2004)
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Transition planning from high school for autistic students in Ontario. Covers IEP transition plans, ODSP, post-secondary options, and Passport funding at age 18.
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.
Verified Facts
88,175, children are registered in the Ontario Autism Program
23.4%, Only 20,666 children have active funding agreements () — less than one in four
WHO recommends accessible, community-based early interventions for children with autism — timely evidence-based psychosocial interventions improve communication and social engagement