School & Education

Accessibility in education means that every student can genuinely access learning — not just the building itself, but also the materials, communication, technology, routines, activities, and supports that make school meaningful. For autistic students or those with other support needs, this can look like visual schedules, sensory-friendly spaces, alternative communication tools, flexible seating, or modified assignment formats. The goal is that each child can participate and learn in ways that work for them.

Alternative curriculum focuses on learning goals outside of standard academic subjects like reading, math, or science. For some children, the most important skills to build include communication, self-regulation, personal care, life skills, social participation, or orientation and mobility. This kind of curriculum is designed to meet a child where they are and support their growth in ways that are meaningful for their everyday life.

Assistive technology, often called AT, includes any tool, device, software, or piece of equipment that helps a student participate more fully in learning and daily school activities. For autistic children or those with other support needs, AT might include text-to-speech software, speech-generating devices, visual timers, word prediction programs, noise-cancelling headphones, or adapted keyboards, among many other options. The goal of AT is to reduce barriers so a child can communicate, learn, and engage as independently as possible.

A Behaviour Support Plan (BSP) is a written document that describes how the adults around a child will proactively support them when they are experiencing distress or when certain behaviours arise. Rather than focusing on consequences, a good BSP looks at what a child is communicating through their behaviour, what supports and environmental changes can help prevent difficulty, and how the team will respond in a consistent, caring way. It is built around understanding and skill-building, not punishment.

A communication device is a tool that helps a child share their thoughts, needs, and ideas when speech alone may not be the most reliable or comfortable way for them to communicate. These devices range from simple picture boards or paper-based systems to high-tech speech-generating devices and tablet-based apps that produce spoken words when a child selects symbols or types messages. Communication devices are often part of a broader Augmentative and Alternative Communication, or AAC, approach, and they can be powerful tools for children across a wide range of communication abilities.

Daycare transition refers to the process of helping a child move into a new child care setting, adjust to changes within their current setting, or move on to a new program or school. For children on the spectrum or with other support needs, changes in routine, environment, and caregivers can be a significant source of stress, and having a thoughtful plan in place helps everyone involved feel more confident. This might include gradual start schedules, sharing strategies that work for your child, or connecting daycare staff with therapists or support workers.

Duty to accommodate is a legal concept that requires schools, employers, and service providers to take reasonable steps to remove barriers so that people with disabilities can fully participate. In a school setting, this might mean providing a quieter space for a child who is overwhelmed by noise, allowing alternative ways to complete tasks, or adjusting schedules to meet a student's needs. Accommodation continues until it would cause what is called 'undue hardship' — a high bar that organizations must demonstrate.

An Educational Assistant, often called an EA, is a school staff member who works alongside students who need extra support during the school day. An EA might help a child with communication, self-regulation, personal care, safety, participating in class activities, or navigating the sensory and social demands of the school environment. They typically work under the direction of the classroom teacher and, where one exists, the child's Individual Education Plan team.

An Identification, Placement and Review Committee, or IPRC, is a formal process within Ontario's publicly funded school system that determines whether a student is identified as exceptional and what educational placement best meets their needs. The committee includes school board staff and parents or guardians, and its decisions are documented in writing. For families of autistic children in Ontario, the IPRC process is one pathway toward accessing additional school-based supports and a dedicated placement.

Inclusive education means every student, including autistic children and those with other support needs, is welcomed, valued, and supported to participate meaningfully alongside their peers in school. It goes beyond simply being in the same building — it means access to the right supports, adaptations, and belonging in the learning community. In Canada, inclusive education is a guiding principle in most provinces and territories, though how it looks in practice can vary widely from school to school.

An Individual Education Plan, or IEP, is a written school plan that describes a student’s learning needs, accommodations, modifications, goals, and supports. For autistic students, an IEP can help clarify how the school will support communication, sensory needs, regulation, learning, safety, and participation.

Kindergarten transition refers to the planning, preparation, and supports that help a child move into school for the very first time. For autistic children and children with other support needs, this step can feel both exciting and overwhelming, and thoughtful planning can make a huge difference. Kindergarten transition often involves visits to the school, sharing information with the new teacher and team, and putting key supports in place before the first day.

A Learning Resource Teacher, or LRT, is a school-based educator who provides targeted support to students who need help developing learning strategies, building literacy or numeracy skills, strengthening executive functioning, or finding ways to participate more fully in school. An LRT may work with a student one-on-one, in small groups, or by consulting with the classroom teacher to adjust how material is taught. For children who are autistic or have other neurodevelopmental differences, an LRT can be a valuable member of the school support team.

Modified curriculum means that a student is working toward learning goals that have been adjusted from the standard expectations for their grade level — for example, focusing on foundational skills in reading or math that are below grade level, or working on a smaller set of learning outcomes. This is different from accommodations, which change how a student learns but not what they are expected to learn. Decisions about modified curriculum are typically made by the school team together with the family, and are documented in the student's Individual Education Plan.

A quiet space, sometimes called a regulation space or calm corner, is a low-stimulation area where a child can take a break from noise, activity, and sensory input when they are feeling overwhelmed or need to regroup. It is not a place of punishment — it is a supportive tool that recognizes a child's need to regulate before they can re-engage with learning or social situations. A quiet space might be a corner of a classroom with soft seating and calming materials, a small room nearby, or any spot where a child feels safer and less stimulated.

A safety plan is a written document that helps everyone supporting a child know exactly what to do in situations that could put the child or others at risk, such as elopement, self-injury, severe distress, or medical needs. It describes warning signs to watch for, steps adults should take, and how to help the child feel safe and regulated again. Having a safety plan means the team is prepared and can respond calmly and consistently rather than reacting in the moment.

School accommodations are changes to how a student learns, is assessed, or participates — without changing what they are expected to learn. Examples include extra time, sensory breaks, quiet spaces, assistive technology, and visual supports.

School refusal describes significant distress or difficulty attending school that goes beyond typical reluctance — a child may experience anxiety, emotional overwhelm, physical symptoms, or meltdowns connected to the school environment. For autistic children or those with other support needs, school refusal often signals that something in the environment, routine, or support plan is not quite fitting their needs. It is not defiance or laziness, and it is a sign that the child and family may need additional understanding and support.

A sensory room, sometimes called a sensory space, is a dedicated area in a school or other setting that is thoughtfully designed to help children regulate their nervous systems through carefully chosen sensory experiences. It might include soft lighting, calming sounds, weighted items, swings or movement equipment, textured surfaces, or quiet corners — all aimed at giving a child the input or calm they need to feel more settled and ready to engage. For many autistic children or those with sensory processing differences, having access to a sensory room can be an important part of their daily routine.

Special education refers to programs, services, and supports schools provide for students with additional learning needs. It can include accommodations, modified expectations, specialized programs, and planning documents like an IEP.

A Special Education Resource Teacher, commonly known as a SERT, is a specially trained educator who works with students who have identified or emerging learning, developmental, communication, or behavioural needs. SERTs play a central role in developing and monitoring Individual Education Plans, collaborating with classroom teachers, connecting families with school and community resources, and making sure students have the supports they need to participate and thrive. Families often work closely with the SERT as their main point of contact for their child's school-based support plan.

A transition plan outlines the supports, strategies, and steps that will help a child move smoothly from one situation to another — whether that's switching between activities during the day, moving to a new classroom or school, changing between programs, or preparing for a major life stage like moving from school to adult services. Transitions can be challenging for many autistic children and children with other support needs, and having a plan in place makes a real difference. A good transition plan is built with input from the child's family and takes into account what works best for that individual child.

Universal Design for Learning, or UDL, is an educational approach that builds flexibility into how lessons are taught, how students take in information, and how they show what they have learned — right from the start, rather than as an afterthought. Instead of designing one rigid way of doing things and then trying to adapt it later, UDL plans ahead for the range of ways different learners think, communicate, and engage. For autistic children or those with other learning differences, UDL can mean a classroom environment that already works better for them without requiring constant individual modifications.