School Readiness Checklist for Autistic Children in Ontario

Key Readiness Areas for Autistic Children

Communication: Can your child express basic needs (verbally, with AAC, or through gestures)? Can they follow simple 1-2 step instructions? Can they indicate when they need help or are in distress? School communication demands are significantly higher than home environments, so building a functional communication system before school entry is critical.

Self-regulation and sensory: Can your child manage transitions between activities with support? Can they tolerate a noisy, visually busy classroom for periods of time? Do they have sensory coping strategies (headphones, fidgets, movement breaks)? Identifying your child's sensory profile and developing a sensory diet before school helps educators provide appropriate support from day one.

Self-care: Can your child manage toileting independently or communicate toileting needs? Can they eat a lunch or snack with minimal assistance? Can they manage outerwear (coat, boots) with some help? Ontario schools vary in the level of personal care support available, so understanding your school's resources helps set realistic expectations.

Social participation: Can your child tolerate proximity to other children? Can they participate in parallel play? Can they follow simple group routines (circle time, lining up)? Full social reciprocity is not expected at school entry, but basic group participation skills reduce stress for the child and ease the transition.

Navigating the Ontario School System

Request a school visit before the first day — many Ontario schools offer orientation visits for children with exceptionalities. Meet the principal and Special Education Resource Teacher (SERT) to discuss your child's needs. Provide the school with copies of your child's diagnostic report, intervention reports, and any relevant medical information.

An Individual Education Plan (IEP) should be developed within the first 30 school days for students identified with an exceptionality. The IEP documents accommodations, modifications, alternative programs, and measurable goals. Parents are legally entitled to participate in IEP development and review.

Educational Assistant (EA) support is allocated by the school board, not the school. The Identification, Placement and Review Committee (IPRC) process formally identifies your child's exceptionality and determines placement. Parents can request an IPRC at any time. Some children benefit from dedicated EA support, while others thrive with environmental accommodations and modified expectations.