Real autism support — in your child's actual classroom.

Not always — schools can and do support based on observed need. But a formal autism diagnosis often unlocks identification (in Ontario, under 'Communication: Autism'), more robust IEPs, and certain board-level supports such as autism team consultation.

That's usually a school-level statement, not a board or ministry policy. We help test whether it's actually a written rule — and how to push if it isn't.

In most boards, yes — with parent consent. Outside clinicians often dramatically change the tone and outcome of meetings by translating clinical needs into classroom language.

Sometimes, with parent consent and a written safety or transition plan. But repeated modified days that exclude your child from instruction can be a form of informal exclusion, which most boards have explicit policies against.

Common evidence-informed accommodations include alternative seating, sensory tools (fidgets, noise-reducing headphones), access to a quiet space, sensory breaks, visual schedules, transition warnings, and flexible lighting. The right blend depends on your child's specific profile.

It usually means your child is masking — using significant cognitive and emotional energy to appear regulated. This is sometimes called the 'regulation cost' of school. It's a real, documentable need that warrants support, even if behaviour at school looks unremarkable.

EA allocation is a board-level decision, not a school-level one. There are documented pathways to request review, demonstrate need with data, and escalate. We help families build the case.

If social communication is a documented area of need, yes — and it should be specific. 'Try playing with peers' is not a goal. Structured social programming, peer modelling, and explicit teaching of perspective-taking are all examples of meaningful goals.

In Ontario, autism is identified under the 'Communication: Autism' exceptionality at an IPRC. This is a formal designation under Ministry of Education categories and unlocks the documented placement and review process — though autistic students can also receive an IEP without IPRC identification.

Yes — SEA funds individualized equipment (AAC devices, sensory equipment, specialized seating, FM systems) where there is a documented need linked to an assessment. The school principal initiates the SEA claim with supporting documentation. Ask for the SEA process in writing if it hasn't been raised.

Policy/Program Memorandum 149 sets out provincial expectations for collaboration between school boards and community/regulated professionals supporting students with ASD — including ABA methods. It's the document to cite when you're asking for outside clinicians to consult into school programming.

Repeated modified days that exclude your child from instruction can function as informal exclusions. Ontario's PPM 145 (Progressive Discipline and Promoting Positive Student Behaviour) and the Education Act §265(1)(m) exclusion power both have specific procedural requirements — including written notice and appeal rights to the board.