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Ontario 2026
York Region Education GuideYork Region District School Board serves approximately 128,000 students across Markham, Richmond Hill, Vaughan, Newmarket, and Aurora. This guide covers every step of securing school-based autism support, from requesting an IPRC to accessing Kinark services in your child's classroom.
The children in these classrooms
York Region families in Markham, Richmond Hill, and Vaughan navigate YRDSB's special education system for 128,000 students.
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 |
students enrolled across Markham, Richmond Hill, Vaughan, Newmarket, Aurora, and surrounding communities
maximum wait after written IPRC request before YRDSB must convene the committee, per Ontario Education Act
ASD placement types: regular class with support, partial withdrawal, and self-contained ASD class, chosen based on individual need
Submit a written request to your child's principal asking for an Identification, Placement and Review Committee (IPRC). Under the Education Act, YRDSB must hold the IPRC within 30 school days. You can also request the school initiate the process. Gather any private diagnosis reports, medical records, and prior assessments before the meeting.
The IPRC committee includes school representatives and may include psychologists, social workers, and special education leads. As a parent, you have the right to attend, bring an advocate or support person, present information, and receive written reasons for any decision. The committee determines whether your child has an ASD exceptionality and recommends placement type. Request an interpreter if needed, minimum 5 business days notice required.
Within 30 school days of placement, YRDSB must complete an Individual Education Plan (IEP). The IEP documents your child's current levels of achievement, annual program expectations (modified or alternative), transition planning, and required accommodations. Parents must be consulted during IEP development. Review every IEP carefully, ensure EA support hours, assistive technology, and sensory accommodations are explicitly documented.
IPRC placements are reviewed annually, and parents can request a review at any time. If you disagree with the IPRC decision, you have 15 days to request a second IPRC meeting. If still unresolved, you can appeal to the Ontario Special Education Tribunal. Parents who disagree with IEP content should document concerns in writing and request a meeting with the principal and special education lead.
| Placement Type | Setting | Best For | EA Support |
|---|---|---|---|
| Regular Class, Indirect/Resource | General ed class, full time | Students needing accommodations only, with strong adaptive skills | As needed, often shared |
| Regular Class, Partial Withdrawal | Mostly general ed, resource room for specific periods | Students requiring targeted skill instruction in structured settings | Dedicated during withdrawal periods |
| Self-Contained ASD Class | Specialized classroom, typically 6-8 students | Students with intensive support needs, significant behavioural or communication challenges | High EA ratio |
Placement decisions are made by the IPRC based on the individual student's educational needs. Integration into less restrictive settings is reviewed annually.
Kinark Child and Family Services is the primary OAP provider delivering school-based autism services in York Region. Kinark BCBAs and behaviour therapists can work directly within your child's YRDSB school, supporting IEP goals and providing ABA-based instruction during the school day.
York Hills is a mental health agency serving York Region that bridges clinical mental health supports with school settings. For autistic students with co-occurring anxiety, depression, or behavioural challenges, York Hills provides an additional layer of support beyond what YRDSB and Kinark can offer.
York Region is home to large Chinese, South Asian, and Korean communities, particularly in Markham and Richmond Hill. YRDSB recognizes that navigating special education can be especially challenging for families whose first language is not English.
Both boards are governed by the Ontario Education Act. Autism support rights are identical regardless of which board your child attends.
The Special Education Advisory Committee (SEAC) is a legislated body that advises the YRDSB Board of Trustees on special education programs, services, and expenditures. Active SEAC participation is one of the most powerful tools available to York Region autism families for systemic change.
SEAC meetings are open to the public and held monthly during the school year at YRDSB offices in Aurora. Autism Ontario's York Region Chapter holds a SEAC representative seat. Contact YRDSB Special Education at 905-884-2044 or visit yrdsb.ca for meeting schedules.
Whether you are beginning the IPRC process or seeking to expand your child's school supports, Ontario law is on your side. Use these resources to advocate effectively.
This page is part of the Regional Information topic cluster. Location-specific resources and data.
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