Special Education

The ultimate goal of special education in the SCDSB is to support students achieve the curriculum to the best of their ability and to become as independent as possible as they do so.

The SCDSB provides special education supports and services to students with special education needs through an asset-based and inclusive model of support and intervention. There are special education resource teachers at every school. In addition, there are some specialized county classes for students who require significant levels of support to meet their needs. Students who are identified as requiring this level of specialized support may receive transportation to a school which has the county class if they reside outside the designated walk zone for that school.

Students do not have to be identified as exceptional and/or have a diagnosis to receive special education support. The principal and special education teacher work with classroom teachers and families to provide support to students who need it.

Please speak to the principal or a teacher if you would like more information about the special education support available in your child's school.

Special Education Advisory Committee (SEAC)


The role of SEAC is to make recommendations to the Board in respect of any matter affecting the establishment, development, and delivery of special education programs and services relating to exceptional pupils of the Board. SEAC may advise the board in a range of policy areas pertaining to special education.

Video Recording Of Meetings

Special Education Advisory Committee meetings are video recorded and made available for public viewing. To obtain a DVD recording of a SEAC meeting please contact Lori Wright, Executive Assistant – Special Education, at [email protected] or (705) 734-6363 x11412.

For meeting minutes, refer to the meeting archives.

Special Education Resources


SCDSB Special Education Plan

The SCDSB's Special Education Plan outlines the Board’s philosophy of special education and describes the special education programs, supports, and services available. It has been designed to be as inclusive as possible in order to meet the needs of all students. If you require further information on the Special Education Plan please contact the Special Education Department.

Individual Education Plan

Individual Education Plans (IEPs) are learning and teaching plans developed for students who learn in a very different way or at a very different rate than their classmates. Ontario Regulation 181/98 requires the writing of an IEP for all students who are identified as exceptional through the Identification, Placement, and Review Committee (IPRC) process. This written record outlines a child’s individual program and helps parents/guardians and teachers track the student's progress and plan next steps in learning. Read our IEP brochure which outlines parent and guardian roles in the IEP process.

Parent's Guide to Special Education

This guide was intentionally designed to provide information on the Identification, Placement, and Review Committee (IPRC), and to set out for you the procedures involved in identifying a pupil as 'exceptional', deciding the pupil's placement, or appealing such decisions if you do not agree with the IPRC. Download the Parent's Guide to Special Education.

SCDSB Handbooks
Education and Community Partnership Program (ECCP), also known as Section 23

ECCP educational programs are funded by the Ministry of Education and are for students unable to attend regular or special education classes within a community school. These programs are offered in partnership with community agencies. Some of the programs take place in SCDSB schools, while others are in residential settings. The programs follow Ministry guidelines but are delivered in a flexible manner to meet the individual needs of the students. The focus is on treatment in conjunction with academic and functional life skills, depending on the type of program. Students in secondary programs can earn credits and work towards a diploma.

Autism Parent Resource Kit

The Autism Parent Resource Kit is a document published by the Ministry of Children, Community and Social Services as a support for families and caregivers of children with autism spectrum disorder (ASD).

Psychoeducational Assessments

A psychoeducational assessment is completed by a qualified psychology team member. The goal of the assessment is to understand how your child learns and how they can be supported in their learning environment. Learn more about psychoeducational assessments

Right to Read Inquiry/Report

In October 2019, the Ontario Human Rights Commission (OHRC) initiated an inquiry into challenges faced by students with reading disabilities in Ontario’s public education system. Throughout the inquiry, the OHRC heard from students, parents/guardians, organizations, educators, school boards, as well as other professionals as to their experiences and expertise in the area of learning and teaching students to read. On February 28, 2022, the OHRC released its findings from the Right to Read public inquiry.

The inquiry focused on five overall areas, including:

  • curriculum and instruction (emphasizing structured literacy);

  • early screening;

  • evidence-based reading intervention programs;

  • appropriate accommodations; and,

  • timely availability of professional assessments.

The OHRC summarized 157 recommendations in the report, including recommendations to the Ministry of Education, school boards, and faculties of education on how to address systemic issues that impact students learning to read.

The SCDSB is committed to implement effective and efficient reading programs and interventions that maximize available funding to ensure students learn to read. The SCDSB developed short, medium, and long-term actions to address the recommendations of the report. Specific supports implemented by the SCDSB to support early reading success include school based-reading facilitators, early screening for all students in Year 2 Kindergarten to Grade 2, and structured classroom instruction focusing on foundational reading skills, as well as tiered interventions for students requiring additional supports.