Autism Support Programs in the Peel District School Board
Direct answer
Peel District School Board · Ontario Ministry of Education · Verified 2026-02-27
In brief
Key points
- Autism support in Peel Region (Ontario) schools: PDSB ASD classrooms, Autism Resource Teams, transition planning, Brampton, Mississauga & Caledon.
- PDSB total enrollment: Over 146,000 students (Peel District School Board)
- Communities served: Brampton, Mississauga, Caledon (Peel District School Board)
| Fact | Record | Source |
|---|---|---|
| PDSB total enrollment | Over 146,000 students | Peel District School Board |
| Communities served | Brampton, Mississauga, Caledon | Peel District School Board |
| ASD classroom availability | Not yet confirmed against the board's written policy | We are still checking the source for this figure |
| Transition planning start | Age 14 for secondary-to-adult transition | Ontario Ministry of Education |
- PDSB total enrollment
- Over 146,000 students
- Peel District School Board
- Communities served
- Brampton, Mississauga, Caledon
- Peel District School Board
- ASD classroom availability
- Not yet confirmed against the board's written policy
- We are still checking the source for this figure
- Transition planning start
- Age 14 for secondary-to-adult transition
- Ontario Ministry of Education
How this page is organized
ASD-Specific Programs and Classrooms
PDSB's May 2025 Special Education Plan lists full-time ASD classes at the elementary and secondary levels. The elementary options include classes for Grades 3 to 5 and Grades 6 to 8, while the secondary list includes a full-time ASD class.
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.
Autism Resource Teams
PDSB's May 2025 plan says Special Needs Itinerant Teachers would be replaced by Special Programs Resource Teachers in the 2024-2025 school year. The plan says these teachers support school teams, attend IPRC meetings for students eligible for an ASD identification, and help with school transitions. They also develop professional learning for educators and EAs and provide expertise in ABA, positive behaviour plans, assessment, and programming for students with complex needs.
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.
Transition Planning in Peel
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).
Evidence and sources
Peel District School Board
Special Education Plan and Annual Report (peelschools.org)
Ontario Ministry of Education
Special Education in Ontario: Policy and Resource Guide
If the first request doesn't resolve it
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.
School Principal
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.
Superintendent of Special Education
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.
Director of Education / School Board
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)).
Ombudsman Ontario
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.
Human Rights Tribunal of Ontario (information only)
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.
- See the full escalation ladder with citations and deadlines
Frequently asked questions
Write to your child's principal to request an IPRC referral. The committee reviews the child's learning portrait and discusses whether a special education identification and placement are required. PDSB's current contact page lists 905-890-1010.
PDSB does not provide ABA therapy directly. However, the board's Autism Resource Teachers use evidence-based strategies informed by ABA principles. Families receiving OAP-funded ABA can coordinate with the school to align strategies between home, therapy, and school.
You can ask about a school with an ASD classroom. Placement may depend on needs, space, transportation, and board criteria. Ask Special Education Services for the current process and reasons in writing.
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About this page
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