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)
Ontario 2026
TVDSB Autism Support: IEP, IPRC, and Special Education Rights (2026)
The Thames Valley District School Board serves London, St. Thomas, Woodstock, and surrounding southwestern Ontario communities across approximately 160 schools. If your child is autistic, TVDSB's ASD Resource Program supports most students in their home school. This guide explains your rights under the Ontario Education Act — IEPs, IPRCs, EA allocation, and formal appeals.
The children in these classrooms
Thames Valley District School Board serves southwestern Ontario families, most without adequate autism support.
Registered
89,799Children registered
Total in the Ontario Autism Program queue
MCCSS FOI · Mar 2026
Funded
20,633Have active funding
Only 23% of registered children
MCCSS FOI · Mar 2026
Waiting
69,166Still waiting
Registered. Diagnosed. Un-funded.
MCCSS FOI · Mar 2026
Verified , MCCSS FOI · Mar 2026
| Metric | Value |
|---|---|
| Children registered | 89,799 |
| Have active funding | 20,633 |
| Still waiting | 69,166 |
Quick Summary
- You can request an IEP in writing at any time, TVDSB must respond within 30 school days of formal IPRC identification
- The IPRC formally identifies your child as exceptional and recommends a placement; you have the right to attend and appeal
- Most TVDSB students with ASD attend their home school via the ASD Resource Program; congregated ASD Classrooms exist for higher-needs students
- Educational Assistants are allocated by classroom need, not 1:1; document all concerns in writing
Medical Disclaimer
This page provides general information about autism and related therapies for educational purposes only. It is not medical advice. Every child is unique—consult qualified healthcare professionals (pediatricians, developmental pediatricians, BCBAs) to determine appropriate interventions for your child's specific needs.
TVDSB Special Education: By the Numbers
~160
schools across London, St. Thomas, Woodstock, and surrounding southwestern Ontario communities (132 elementary and 29 secondary)
30
school days TVDSB has to convene an IPRC after a written parent request, a legal deadline under Ontario Regulation 181/98
Home School
Most students with ASD at TVDSB attend their home school, supported in regular class placements through the ASD Resource Program
Individual Education Plans (IEPs) at TVDSB
An IEP is a written plan that describes the special education program and services your child receives. It is not a legal contract, but TVDSB staff are professionally obligated to implement it. Understanding what must be in an IEP, and what parents can challenge, is essential advocacy.
What a TVDSB IEP Must Include
- Student strengths and areas of need (present levels of performance)
- Annual program goals linked to Ontario curriculum or alternative expectations
- Specific accommodations (extra time, scribing, assistive technology)
- Modifications or alternative subjects where curriculum expectations are changed
- Transition plans (mandatory from age 14)
- Assessment and evaluation strategy consistent with the IEP
- EA or other support service hours allocated
Parent Rights Regarding the IEP
- !You must receive a copy of the IEP within 30 school days of your child being identified
- !You can review and discuss the IEP with the principal at any time
- !You may provide written comments that must be attached to the IEP
- !TVDSB must review the IEP at least once per year (annual review)
- !You can request an interim review at any time in writing
- !If you disagree with the IEP, document objections in writing, this creates an accountability record
The IPRC Process: Formal Identification at TVDSB
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.
1
Request the IPRC in Writing
Submit a written request to the school principal. TVDSB must convene the IPRC within 30 school days. Keep a copy of your request with the date you submitted it.
2
Receive Advance Notice
TVDSB 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.
3
Attend the IPRC Meeting
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).
4
Receive the Written Statement
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.
5
Annual Review
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.
Placement Options for Autistic Students at TVDSB
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. TVDSB's ASD Resource Program means most students with ASD attend their home school. 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 ASD Classroom | 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 |
Educational Assistants (EAs) at TVDSB: What Parents Need to Know
How EAs Are Allocated
TVDSB 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.
What EAs Can Do
- Implement strategies outlined in the IEP under teacher direction
- Provide personal care and health support
- Facilitate social interaction with peers
- Support use of assistive technology and AAC devices
- Assist with transitions between activities and environments
- Collect data for progress monitoring as directed by the teacher
What EAs Cannot Do
- -Deliver independent instruction or design programming (that is the teacher's role)
- -Be solely responsible for a student's educational progress
- -Substitute for appropriate teacher supervision
- -Make placement or programming decisions
Advocacy Tip: Documenting EA Concerns
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.
TVDSB ASD Resource Program
TVDSB's ASD Resource Program is designed so that most students with Autism Spectrum Disorders attend their home school, supported in regular class placements. Understanding what the program can and cannot provide helps you make effective requests.
Services Provided
- Autism-specific instructional strategy consultation for classroom staff
- Staff training on visual supports, structured teaching, and AAC
- Behaviour support plan consultation
- Sensory environment assessment and recommendations
- Support for students transitioning into or out of congregated ASD Classrooms
- Assistive technology assessment referrals
How to Access ASD Resource Support
- 1.Request involvement through your child's in-school Resource Teacher or principal
- 2.Ask specifically that an ASD resource consultant be included at the next IEP review meeting
- 3.For urgent concerns, the principal can contact the ASD Resource team directly
- 4.For students with more intensive needs, ask whether a congregated ASD Classroom placement is appropriate
Transition Planning for Autistic Students
Elementary to Secondary (Grade 8 to 9)
- Request a transition planning meeting in January or February of Grade 8
- Ensure the sending school forwards the full IEP, IPRC decision, and any behaviour support plans to the receiving school
- Visit the receiving secondary school with your child before June, ask to meet the in-school Resource Teacher
- Confirm course pathway choices (Academic, Applied, or modified) align with the IEP goals
- Identify which congregated or specialized programs exist at the receiving secondary school
Secondary to Post-Secondary (Age 14+)
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.
- Request that the Transition Plan be substantive, not generic boilerplate
- Connect with TVDSB's Continuing Education programs for students who need extended secondary supports
- Explore pathways to Developmental Services Ontario (DSO) registration (begin at age 16)
- Investigate Fanshawe College's programs and disability services in London
- Connect with Community Living London for independent living support planning
Parent Advocacy at TVDSB
Attend SEAC Meetings
The Special Education Advisory Committee advises TVDSB trustees on special education policy and budget. Meetings are monthly and open to the public. Check the TVDSB website for the schedule. Autism Ontario holds a SEAC seat and can raise parent concerns at the board level.
Request Independent Assessments
TVDSB can conduct psychoeducational assessments at no cost, but wait times can be significant. You can request a board assessment in writing and simultaneously pursue a private assessment if timing is critical. TVDSB must consider a private assessment when making IEP and IPRC decisions.
Escalation Path
Principal → Superintendent of Education → Superintendent of Special Education → Director of Education → TVDSB Trustees → IPRC Appeal Board → Ontario Special Education Tribunal. Always escalate in writing and keep copies of all correspondence.
TVDSB Special Education Contact Information
Thames Valley District School Board1250 Dundas Street, London, ON N5W 5P2
Phone519-452-2000 (main switchboard)
Special Education InquiriesRequest your school's Superintendent cluster through the main line; ask to be directed to Special Education Services for your school
TVDSB Websitetvdsb.ca
Autism Ontario SEAC Representativeautismontario.com
Frequently Asked Questions: TVDSB Autism Support
Next Steps for TVDSB Families
Navigating TVDSB'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.
Related Topics
This page is part of the Family Resources topic cluster. Support resources for families.
Verified References & Sources
Updated:Government Reports & Data
- [2023]Exclusion of Students With Disabilities — 2023 SurveyVerified FAO DataCommunity Living Ontario • Report • 2023-10-01
- [2024]Inclusion Without Proper Support Is AbandonmentVerified FAO DataElementary Teachers' Federation of Ontario • Report • 2024-06-01
- [2020]Autism ServicesVerified FAO DataFinancial Accountability Office of Ontario (FAO) • Report • 2020-07-21
- [2024]Ministry of Children, Community and Social Services: Spending Plan ReviewVerified FAO DataFinancial Accountability Office of Ontario (FAO) • Report • 2024-06-05
- [2026]MCCSS bi-weekly OAP Core Clinical Services progress reports (FOI release CSS2026-0749)Verified FAO DataMinistry of Children, Community and Social Services (Ontario) • Report • 2026-03-04
Medical Disclaimer
This page provides general information about autism and related therapies for educational purposes only. It is not medical advice. Every child is unique—consult qualified healthcare professionals (pediatricians, developmental pediatricians, BCBAs) to determine appropriate interventions for your child's specific needs.
- MCCSS bi-weekly OAP Core Clinical Services progress reports (FOI release CSS2026-0749). Ministry of Children, Community and Social Services (Ontario) (March 2026)
- Ministry of Children, Community and Social Services: Spending Plan Review (2024). Financial Accountability Office of Ontario (2024)
About This Article
Written by Spencer Carroll
Founder & Autism Advocate
Evidence on this page
The source chain stays visible.
Key claims are paired with their source, evidence tier, and verification date so readers can inspect the public record directly.
Facts5
Sources4
89,799
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%
Only 20,633 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
Last system verification: 2026-06-13. Next scheduled update: 2026-09-10.