Guide
You can request an IEP meeting at any time — you do not have to wait for the school-scheduled review. Contact the principal or special education teacher in writing. Request a copy of the current IEP at least one week before the meeting. Review it carefully, noting what is working, what is not, and what is missing. Highlight specific goals and accommodations you want to discuss.
Collect current reports and recommendations from your child's external clinicians (BCBAs, speech-language pathologists, occupational therapists, psychologists). Ask them to provide specific, school-relevant recommendations. If possible, invite a clinician to attend the meeting by phone or in person. Outside professional input carries significant weight in IEP discussions.
Identify 3-5 top priorities for the meeting. For autistic students, common priorities include: sensory accommodations, communication supports, social skills programming, transition planning between activities, modified assessment methods, and safety planning. For each priority, prepare specific examples of why it is needed and a proposed accommodation or modification.
Arrive prepared with copies of all documents and your priority list. You have the right to bring a support person or advocate. Take notes or ask permission to record the meeting. Listen to the school team's perspective, present your priorities clearly, and work toward consensus. If you disagree with a proposed decision, state your concerns and ask that they be documented.
After the meeting, the school will draft the updated IEP. Review it carefully to ensure it accurately reflects what was agreed upon. Check that accommodations are specific and measurable — "sensory breaks as needed" is less effective than "scheduled 10-minute sensory breaks at 10:00 AM and 1:00 PM in the designated quiet room." Sign the IEP only when you are satisfied.
An IEP is only effective if it is implemented consistently. Schedule regular check-ins with the classroom teacher and special education resource teacher. Keep a log of whether accommodations are being provided. If the IEP is not being followed, start with informal communication and escalate to the principal, then the school board, if needed.
Ontario Ministry of Education
Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide (ontario.ca/education)
People for Education
Parent resources on special education rights and IEP participation in Ontario schools
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