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Ontario schools are required to plan transitions for autistic students at every stage — from kindergarten entry to post-secondary pathways. Most families are never told this.
PPM 156 addresses transitions that are especially challenging for autistic students. Each requires proactive planning, not reactive scrambling.
The first school transition. Planning should begin 6+ months before kindergarten. Connect OAP Entry to School program with school team.
Kindergarten guideGrade 8 to Grade 9 is often the most disruptive transition. New building, new staff, new routines. IEP must transfer with updated accommodations.
High school planningThe most consequential transition. Planning must start by age 14. Covers college, university, trades, employment, and community living.
Moving between schools (family move, program change) requires the IEP to transfer and a new transition plan in the receiving school.
Annual transitions to a new teacher and classroom. For autistic students, even this "routine" change can be highly disruptive without planning.
Moving from a self-contained classroom to integrated, or vice versa. Requires careful planning and gradual introduction to the new setting.
By age 14, the IEP must contain a transition plan addressing life after secondary school. PPM 156 specifies what must be in it.
What does the student want to do after school? College, university, trades apprenticeship, supported employment, community living? Goals must be specific, not vague.
Who does what? The plan must identify specific actions, who is responsible for each, and deadlines. Not "the school will help with transition" — but "the guidance counsellor will arrange a college accessibility office meeting by November 2026."
The school must connect families with relevant agencies: Developmental Services Ontario (DSO), Ontario Disability Support Program (ODSP), post-secondary disability services, vocational rehabilitation, and community living organizations.
For students who will need ongoing support, the transition plan should address daily living skills, transportation, financial management, self-advocacy, and community participation.
The plan must include clear timelines and be reviewed at least annually as part of the IEP review process. As the student approaches graduation, reviews should become more frequent.
This page is part of the Education & Schools topic cluster. School rights, IEPs, IPRC, and advocacy for autistic students in Ontario.
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