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Education Series
The most requested, and most denied, resource in Ontario schools. Here is the truth about how EA allocation actually works.
Direct answer
Ontario Ministry SIP funding, as cited in this guide · Verified 2026-08-10
In brief
“1-to-1 Support” is almost never written in an IEP anymore. School boards assign EAs to the school, not the student. The principal then decides where the EAs go based on safety needs first, then learning needs. Most support is “Shared Support” (e.g., 1 EA for 3 students).
While you can't always demand a dedicated person, you CAN demand that your child's needs are met. If the need involves safety, the legal duty to accommodate kicks in.
If a student is a flight risk (elopement) or has severe aggression/self-injury, constant supervision is a safety requirement.
Focus your advocacy here: “My child is unsafe without supervision.”
Toileting, feeding (g-tubes), and mobility usually require dedicated support times.
This is often non-negotiable for human rights reasons (dignity).
Need for prompting or staying on task is usually met with “Shared Support”.
Boards will rarely provide a 1:1 EA just for academic focus.
Support during recess to help with social skills.
Often overlooked, but can be argued if safety/bullying is a risk.
A strong EA support request is specific, documented, and ties directly to your child's safety and learning needs. Here is what to include.
EA Support Request Template
"Dear [Principal],
I am writing to request increased Educational Assistant support for [Child's Name]. [Child] has documented needs that require dedicated supervision:
- Safety: [e.g., elopement risk, has left the classroom/building X times]
- Personal care: [e.g., requires toileting support, assistance with feeding]
- Learning access: [e.g., cannot access curriculum without 1:1 prompting]
Under the Ontario Human Rights Code, the school has a duty to accommodate these disability-related needs to the point of undue hardship. Please confirm:
1. How these needs will be met in the school day
2. Whether a SIP (Special Incidence Portion) claim has been submitted
3. What level of EA support will be provided and for which hours
If you are unable to provide the requested support, please provide a written explanation of the rationale.
Sincerely, [Your Name]"
An EA decision is easier to challenge when you can show what happened, when, and what the school committed to in writing.
For a full step-by-step system, see the Parent Documentation Toolkit.
Escalate in order. Each step gives the school a documented chance to respond before you move to the next one.
Put the request in writing to the teacher
Use the template above. Ask for a written response and a timeline.
Request an IEP or IPRC meeting
Ask that EA hours, purpose, and SIP status be documented in the IEP itself, not just discussed verbally.
Escalate to the superintendent of special education
If the school cannot meet a documented safety or personal-care need, ask the superintendent for a written rationale and next steps.
Consider a Human Rights Tribunal application
If a documented disability-related need is still not accommodated, this may be a duty-to-accommodate issue under the Ontario Human Rights Code. This is not legal advice, consider consulting an education rights advocate or legal clinic.
The Special Incidence Portion (SIP) claim is extra money the board applies for from the Ministry for students with extraordinarily high needs (usually safety/medical).
Source: Ontario Ministry maximum (2022-23), as stated in this guide. · Updated
OHRC policy guidance says schools have a duty to accommodate students with disabilities to the point of undue hardship, and that necessary EA support forms part of that obligation.
Can autistic students get an educational assistant (EA)?
School boards may assign educational assistants (EAs) to autistic students based on needs identified through the IEP process. How EAs are allocated varies by board and school, so ask the principal how support is assigned for your child.
Source: Ontario Ministry of Education — special education · Open source record
Do autistic children have more gastrointestinal problems?
Research indicates autistic children have significantly higher rates of GI issues including constipation, diarrhea, and food sensitivities. [WHO] These medical problems often manifest as behavior challenges, yet many Ontario families wait years for autism-aware medical providers who recognize physical causes behind behavioral symptoms.
Source: World Health Organization [WHO] · Open source record
What rights do autistic students have in Ontario schools?
In Ontario, students with autism have the right to an Individual Education Plan (IEP) and reasonable accommodations without a formal diagnosis, based on need. Parents can request an IPRC meeting to identify their child as 'exceptional', guaranteeing specific rights to support services.
Source: Ontario Education Act · Open source record
To get EA support: (1) Document your child specific needs and safety risks, (2) Request an IPRC meeting for formal identification, (3) Request EA support in the IEP with measurable details (hours, purposes), (4) Connect the request to specific needs: safety, personal care, learning access, (5) If denied, request the rationale in writing, (6) Escalate to superintendent if supports are not provided. Remember: EAs are assigned to schools, not students, but safety needs must be accommodated.
Dedicated EA means one EA assigned specifically to your child for all or part of the school day. Shared EA means one EA supports multiple students, dividing their time among them. Most Ontario EA support is shared due to resource constraints. If your child has significant safety risks (elopement, aggression, self-injury) or complex personal care needs, advocate for dedicated support based on the duty to accommodate to the point of undue hardship.
SIP (Special Incidence Portion) funding is extra money the school board applies for from the Ministry for students with extraordinarily high needs. It provides up to $28,803 extra per year (about half an EA). The board must prove the student requires 2+ staff members for support. Ask "Has a SIP claim been submitted for my child?" SIP claims are typically for students with: Severe safety risks, Complex medical needs, Extreme behavioural challenges requiring constant supervision.
Budget alone is not sufficient justification to deny an accommodation under the Ontario Human Rights Code. However, the specific form of support, including whether a dedicated or shared EA is required, must be determined through an individualized accommodation process. A school may use professional judgment about what level of support meets the duty to accommodate, but that determination must be made on the basis of your child's documented needs, not cost. If the school claims budget as its reason, request a written explanation and ask what alternatives they will provide to address your child's safety and learning needs. Consider consulting with an education rights advocate.
An effective EA support request should include: Specific safety concerns (elopement history, aggression, self-injury), Personal care needs (toileting, feeding, mobility), How EA support will enable access to education, Requested hours and specific purposes, Reference to Human Rights Code duty to accommodate, Request for written response if denied. Attach any relevant assessments or medical documentation supporting the request.
Ready to take the next step? Learn how other families have successfully advocated for their children.
Guides and tools related to this page.
Sources on this page
Key claims are paired with their source, evidence tier, and verification date so readers can inspect the public record directly.
Under Ontario Regulation 181/98, an Identification, Placement and Review Committee (IPRC) can place a student in a special education program. Once that placement starts, the principal has 30 school days to make sure an Individual Education Plan (IEP) is completed. Ministry policy (PPM 140) also lets boards write IEPs for students who have not been formally identified by an IPRC
Check the author’s context, review method, and how to report an error.
Founder & Autism Advocate
Lived experience: Parent of autistic child navigating OAP system