Page 93 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Draft Part C: Early Identification, Assessment, and Transition Planning
In 2007, with the release of PPM No. 140, “Incorporating Methods of Applied Behaviour Analysis (ABA) into Programs for Students with Autism Spectrum Disorders (ASD)”, it became a requirement for school boards to provide transition planning, as appropriate, between various activities and settings, for students with autism spectrum disorders (ASD). This policy also required that, where appropriate, relevant applied behaviour analysis (ABA) methods be used to support transitions.
More recently, evidence gained from research and practice has confirmed the value and benefit of transition planning for all students, including students with special education needs, whether or not they have been identified as exceptional by an IPRC. Successful transition experiences help build resiliency, support improved student achievement and well- being, and, for students with special education needs, result in improved continuity of programs and services.
As of September 2014, PPM No. 156, “Supporting Transitions for Students with Special Education Needs”, requires all students who have an IEP, whether or not they have been identified as exceptional by an IPRC, to have an up-to-date transition plan at every stage of their journey through school.3 (For more details on the legislative and policy requirements for transition plans, see Part E.)
The key transitions in a student’s schooling can include the following:
• entry to school
• a change from one school to another
• the move from elementary to secondary school
• the transition from secondary school to postsecondary activities
• a move to a school following a prolonged absence for medical reasons or
after receiving care, treatment, or rehabilitation at another institution
The development of a coordinated and detailed plan for each key transi- tion will help ensure that school and board staff are prepared to meet the needs of the student, contributing to smooth transitions and paving the way for the student’s future success. The physical, emotional, and learning needs of a student must be considered when a transition plan is being developed as part of the IEP. For more information on this process and on the components of a transition plan, see Part E.
3. At the discretion of the school board, students who are receiving special education programs and/or related services, but who have not been formally identified as exceptional by an IPRC and who do not have an IEP, may also have a transition plan.
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