Education Guide
Case file
What's happening
The Peel District School Board (PDSB) is one of the largest school boards in Canada, serving Brampton, Mississauga, and Caledon. With over 155,000 students, PDSB has developed specialized autism support structures including ASD-specific classrooms, Autism Resource Teams, and transition programs. Families moving to or within the Peel Region should understand the supports available before enrollment.
Ask for it in writing today
Whatever you decide to request, put it in writing and date it — a verbal answer leaves no record. The School Support Navigator can draft a letter for your specific situation.
What records to keep
A dated log of calls, emails, and meetings matters more than memory once a dispute runs past a few weeks. The Parent Documentation Toolkit walks through what to track.
The rule or duty that applies
2 governing sources for this topic, listed below with what each one covers.
The escalation ladder
If the first request does not resolve it, there is a standard next step — from the school, up through the board, to the Ombudsman and the Tribunal.
The evidence
4 verified figures for this topic, sourced below.
What to do next
A short list of concrete next actions, including where to raise this with your MPP.
Evidence
Over 155,000 students
PDSB total enrollment
Peel District School Board — Annual Report
Brampton, Mississauga, Caledon
Communities served
Peel District School Board
Elementary and secondary levels
ASD classroom availability
PDSB Special Education Plan
Age 14 for secondary-to-adult transition
Transition planning start
Ontario Ministry of Education — Transition Planning Requirements
Guide
PDSB operates Autism Spectrum Disorder (ASD) classrooms at the elementary and secondary levels. These classes have smaller student-to-teacher ratios and are staffed with trained EAs. The classrooms focus on academics, communication, and social skills development.
Placement in an ASD classroom is determined through the Identification, Placement, and Review Committee (IPRC) process. Parents can request an IPRC meeting to discuss whether an ASD classroom is appropriate. The child's IEP team provides input on placement.
Students in ASD classrooms may also participate in regular classroom activities for parts of the day. This integration is planned based on the student's readiness and goals. The aim is to provide the least restrictive environment possible.
Guide
PDSB employs Autism Resource Teachers and behaviour consultants who support autistic students across the board. These specialists provide classroom strategies, staff training, and direct student support. They work alongside the school-based special education team.
Families can request involvement of the Autism Resource Team through their child's school. The team conducts classroom observations, reviews the IEP, and recommends strategies. They also assist with transition planning between grades and schools.
The Autism Resource Team coordinates with external service providers. This includes Ontario Autism Program (OAP) funded therapists, community agencies, and hospital programs. Collaboration between school and community supports leads to better outcomes.
Guide
PDSB has structured transition processes for key stages: entry to kindergarten, elementary to secondary, and secondary to post-secondary or community. Each transition point includes planning meetings with parents and receiving school staff.
For the kindergarten transition, PDSB offers school visits and gradual entry options. Families can share reports from private therapists. The school team reviews this information before the child starts.
The secondary-to-adult transition begins at age 14 and includes community living skills, employment preparation, and connections to adult services like Developmental Services Ontario (DSO).
Escalation ladder
This is general information, not legal advice, and no outcome is guaranteed at any rung. It is the same escalation path used across End The Wait Ontario's School Support Navigator.
Put your concern in writing to the principal. Most issues resolve at this level once there is a dated, written record — and every later rung will ask what you raised here.
If the principal does not respond in writing or the issue continues, escalate to the board's superintendent responsible for special education, attaching your correspondence with the school.
The board level: the Director of Education, and in parallel the board's SEAC (Special Education Advisory Committee) for systemic issues. Suspension appeals also live here — with a 10-school-day notice window (Education Act, s. 309(3)).
Since September 1, 2015, the Ontario Ombudsman takes complaints about school boards. It reviews how the board handled your concern — bring your dated chronology and the record of the steps you already took.
The HRTO hears applications about discrimination, including disability discrimination in education services. Applications must be filed within one year of the incident (or the last in a series) — Human Rights Code, s. 34(1). This site provides general information only; get advice from the Human Rights Legal Support Centre (hrlsc.on.ca) or a lawyer before filing.
Questions
Governing rule
Peel District School Board
Special Education Plan and Annual Report (peelschools.org)
Ontario Ministry of Education
Special Education in Ontario: Policy and Resource Guide
Continue Reading
Written by Spencer Carroll
Founder & Autism Advocate
Evidence on this page
Key claims are paired with their source, evidence tier, and verification date so readers can inspect the public record directly.
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)
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