While EA is required for some students, Jewell said there may be other ways to meet student needs.<\/p>\n
\u201cUltimately the board is responsible for meeting those needs, but there could be a number of ways of doing it,\u201d she said.<\/p>\n
There are several options depending on the needs of the students. Autism Ontario outlines options:<\/p>\n
Regular class with indirect support \u2013 the student stays in class all day, the teacher gets specialized consultative services.
\nRegular class with resource assistance \u2013 the student receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.
\nRegular class with withdrawal assistance \u2013 where the student is placed in a regular class and receives instruction outside the classroom for less than 50 per cent of the school day from a qualified special education teacher.
\nSpecial education class with partial integration \u2013 where the student is placed in a special education class for at least 50 per cent of the school day and is integrated with a regular class for at least one instructional period daily.
\nFull-time special education class.<\/p>\n
School boards choose how their funding is best used to meet the needs of students.<\/p>\n
Students\u2019 needs can change over time, Jewell added. Parents should advocate for meetings with their school, particularly before the school year begins.\u00a0<\/p>\n
\u201cSometimes parents are afraid to make a decision because if they pick this option or this option, they feel like it\u2019s the rest of the child\u2019s life for schooling, but we\u2019re talking about one school year,\u201d she said. \u201cSo let\u2019s look at what they need right now. Is there an option that a specialized classroom or more supports would help them?\u201d<\/p>\n
In one example, Jewell said she supported a family with a child who would wander away from school. The student was attracted to cars and water. But\u00a0this particular student was also a\u00a0very rigid rule follower, so in\u00a0this case, it was simply a matter\u00a0of using some spray paint and cones and marking a \u201cno-go zone.\u201d<\/p>\n
Of course, that won\u2019t work for every child.<\/p>\n
\u201cThe hardest part is there are\u00a0no quick answers,\u201d Jewell said. \u201cIt really is a dialog with the school. It\u2019s a process. We want to get everyone at the table. We want to get them brainstorming on every option available, so then we can\u00a0pick which ones we\u2019re going to try and go from there.\u201d<\/p>\n
Many school boards are under\u00a0financial pressure and Jewell suggests people work\u00a0together to make the most of it.\u00a0<\/p>\n
\u201cWhether it\u2019s\u00a0how do we best support the student, and then if we need to advocate for funding, let\u2019s advocate for funding,\u201d she said. \u201cBut let\u2019s make sure that our students\u2019 needs aren\u2019t lost and that we\u2019re not losing any options.\u201d<\/p>\n
If families have questions, need support, or are looking for opportunities to learn or connect through social and recreational programs, they can contact Autism Ontario<\/a>. The organization posts the latest information on social media and through monthly newsletters. If it\u2019s school specific, they also have tips and information in their School Collection<\/a>.<\/p>\n
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