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Ontario 2026
Education GuideThe Toronto District School Board is Canada's largest school board, 583 schools and roughly 247,000 students. If your child is autistic, navigating TDSB's special education system involves IEPs, IPRCs, EA allocation, and a formal appeals process. This guide explains every step and your rights under the Ontario Education Act.
The children in these classrooms
Toronto District School Board serves Canada's largest urban student population, most without adequate autism support.
Registered
88,175Children registered
Total in the Ontario Autism Program queue
CBC FOI Jan 2026
Funded
20,666Have active funding
Only 23.4% of registered children
CBC FOI Jan 2026
Waiting
67,509Still waiting
Registered. Diagnosed. Un-funded.
CBC FOI Jan 2026
Verified , CBC FOI Jan 2026
| Metric | Value |
|---|---|
| Children registered | 88,175 |
| Have active funding | 20,666 |
| Still waiting | 67,509 |
schools across Toronto, making TDSB the largest school board in Canada and one of the largest in North America
school days TDSB has to convene an IPRC after a written parent request, a legal deadline under Ontario Regulation 181/98
placement levels on the TDSB continuum, from regular class with indirect support to full congregated programming
An IEP is a written plan that describes the special education program and services your child receives. It is not a legal contract, but TDSB staff are professionally obligated to implement it. Understanding what must be in an IEP, and what parents can challenge, is essential advocacy.
The IPRC (Identification, Placement and Review Committee) is the formal legal mechanism under the Ontario Education Act for identifying a student as having an exceptionality and recommending an appropriate placement. It is distinct from the IEP: identification comes first, then the IEP follows.
Submit a written request to the school principal. TDSB must convene the IPRC within 30 school days. Keep a copy of your request with the date you submitted it.
TDSB must notify you at least 10 days before the meeting. The notice must include the date, time, and location, and inform you of your right to attend.
You can attend, bring a support person, present written or oral information, and ask questions. The committee reviews assessments and determines whether your child has an "exceptionality" under Ontario categories (including Autism Spectrum Disorder).
The IPRC produces a written statement of decision naming the exceptionality and recommending a placement. You have three options: agree, disagree and request a review within 30 days, or disagree and request a Special Education Appeal Board hearing.
The IPRC must be reviewed at least once per year. You can request an earlier review in writing at any time. This is an opportunity to request a different placement if your child's needs have changed.
Ontario law requires the least restrictive environment appropriate to your child's needs. The IPRC recommends a placement, but parents can advocate for any level on the continuum. The table below describes each option.
| Placement Type | Description | Best For |
|---|---|---|
| Regular Class, Indirect Support | Resource Teacher consults with classroom teacher; no direct pull-out | Mild needs, strong peer models, minimal sensory challenges |
| Regular Class, Resource Assistance | Student leaves classroom for up to 50% of the day for specialized instruction | Moderate needs; benefits from peer interaction and specialized skill-building |
| Regular Class, Withdrawal | More than 50% of instruction outside regular class | Significant support needs but social inclusion remains a goal |
| Special Education Class, Partial Integration | Congregated class with planned integration into regular class for specific subjects | Higher needs with targeted integration goals (e.g., gym, arts) |
| Congregated Autism (ADP) Class | Full-time autism-specific class; lower student-to-teacher ratio; structured environment | Intensive support needs; difficulty in large group settings |
| Section 23 Program | Highly specialized programs for students with intensive mental health or behavioural needs | Crisis or complex needs requiring therapeutic school environment |
TDSB allocates EA hours to schools based on the aggregate needs of all students with IEPs, not on a 1:1 basis. A single EA is often responsible for supporting multiple students in a class. The principal determines how EA time is distributed within the school.
If your child's IEP specifies EA support, the school must provide it, but the form and intensity are at the principal's discretion unless your child's plan specifies otherwise.
If you believe your child is not receiving adequate EA support, send a written email to the principal documenting your concerns. Request a meeting and ask for the EA allocation hours in writing. If unresolved, escalate to the Superintendent of Education for your child's school cluster. Written records are critical if the matter proceeds to an Appeal Board.
TDSB's ADD department provides consultative and professional development support to schools, not direct therapy to students. Understanding what they can and cannot provide helps you make effective requests.
Ontario law requires the IEP to include a Transition Plan for all students aged 14 and older with an exceptionality. The plan must address goals for community living, employment or post-secondary education, and recreation.
The Special Education Advisory Committee advises TDSB trustees on special education policy and budget. Meetings are monthly and open to the public. Check the TDSB website for the schedule. Autism Ontario holds a SEAC seat and can raise parent concerns at the board level.
TDSB can conduct psychoeducational assessments at no cost, but wait times are often 12-18 months. You can request a board assessment in writing and simultaneously pursue a private assessment if timing is critical. TDSB must consider a private assessment when making IEP and IPRC decisions.
Principal → Superintendent of Education → Superintendent of Special Education → Director of Education → TDSB Trustees → IPRC Appeal Board → Ontario Special Education Tribunal. Always escalate in writing and keep copies of all correspondence.
Navigating TDSB's special education system is easier with the right documentation and an autism diagnosis in hand. Start with a diagnosis, then use the IEP and IPRC process to secure the support your child is entitled to.
This page is part of the Family Resources topic cluster. Support resources for families.
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
Under the Ontario Education Act, every student with special needs is entitled to an Individual Education Plan (IEP) and access to an Identification, Placement and Review Committee (IPRC)
88,175, children are registered in the Ontario Autism Program
1 in 50, According to the 2019 Canadian Health Survey on Children and Youth, about children and youth aged 1 to 17 in Canada had an autism diagnosis
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