Request IEP reviews whenever sensory needs change significantly.
Video
How to Document Your Child's Sensory Needs for Ontario Schools Fluorescent lighting, hallway noise, cafeteria chaos, and unexpected fire drills can cause distress, shutdown, or meltdown. Compile findings into a one-page sensory profile summary for school staff. Bring your sensory documentation to an IEP meeting and request specific accommodations. Sensory processing can evolve with development, therapy, and changing environments. Request IEP reviews whenever sensory needs change significantly. Read the guide www.endthewaitontario.com/guides/document-sensory-needs-school
Download English captions (WebVTT)Request IEP reviews whenever sensory needs change significantly. A short explainer with music and captions. 55 seconds.
Sources on this page
Key claims are paired with their source, evidence tier, and verification date so readers can inspect the public record directly.
Early Start Denver Model (ESDM) delivered to children aged 18–30 months produced significant gains in IQ, adaptive behaviour, and autism severity — some children no longer met diagnostic criteria at follow-up
Cochrane systematic review finds evidence that early intensive behavioural intervention (EIBI) may produce positive effects on adaptive behaviour and communication for young children with ASD (low certainty of evidence)
WHO recommends accessible, community-based early interventions for children with autism. Timely evidence-based psychosocial interventions improve communication and social engagement
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
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Founder & Autism Advocate
Lived experience: Parent of autistic child in the OAP system