Read through the full diagnosis report so you understand every section. Note the recommendations that are relevant to school settings. Highlight specific accommodations the clinician has suggested, as these will guide your conversation with the school.
Email the school principal to request a meeting. Ask that the Special Education Resource Teacher (SERT) attend. A written request creates a record and signals that this is a formal discussion. Suggest two or three possible meeting times.
Bring copies of the diagnosis report for the school to keep on file. Walk the team through the key findings and recommendations. Explain your child's strengths as well as their challenges so the school has a balanced understanding.
Based on the clinician's recommendations, request specific accommodations. Examples include preferential seating, sensory breaks, extended test time, or access to assistive technology. Be specific about what your child needs rather than making general requests.
Ask the school to begin developing an Individual Education Plan (IEP). The IEP formalizes accommodations and sets measurable goals. Under the Education Act, the school must develop an IEP within 30 school days of a student being identified as exceptional.
After the meeting, send an email summarizing what was discussed and agreed upon. Include a list of the accommodations requested, the timeline for the IEP, and the name of the person responsible for next steps. This written record is essential if you need to escalate later.
Ontario Ministry of Education
Individual Education Plan standards and resource guide (ontario.ca/education)
Ontario Human Rights Commission
Guidelines on accessible education for students with disabilities (ohrc.on.ca)
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
Evidence supports autism screening and intervention commencing in the first 2 years of life — earlier identification directly enables earlier intervention during the highest neural plasticity window
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
WHO recommends accessible, community-based early interventions for children with autism — timely evidence-based psychosocial interventions improve communication and social engagement
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