Ontario Human Rights Code
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Ontario Human Rights Code. Under the code, people have the right to equal treatment with respect to services and to treatment without discrimination on the basis of a number of grounds, including disability. Education is considered to be a service under the code, and service providers have an obligation to accommodate a person's needs, unless doing so causes “undue hardship” for the provider, “considering the cost, outside sources of funding, if any, and health and safety requirements, if any” (s. 17(2)).
Regulations
181/98 Identification and Placement of Exceptional Pupils
Governs the establishment and conduct of the Identification, Placement, and Review Committee (IPRC), and sets out the procedures involved in identifying a student as exceptional, deciding the student's placement, or appealing such decisions when the parent does not agree with the IPRC. (The requirements of the regulation for the IPRC are described in detail in Part D of this guide.)
Governs the establishment of the Individual Education Plan (IEP). (The requirements of the IEP are described in detail in Part E of this guide.) For more information on categories and definitions of exceptionality, see the Categories of Exceptionalities section in this part of the guide.
296 Ontario Schools for the Blind and the Deaf
Relates to the operation of the Ontario Schools for the Blind and the Deaf and sets out the requirements with respect to admissions, fees, and transportation, as well as the duties of students, teachers, residence counsellors, parents, and the superintendent.
298 Operation of Schools – General
Subsection 3(3) permits a reduction in the length of the instructional program for exceptional students to less than the required 5 hours per day. Section 11 sets out the duties of principals with respect to exceptional students, in addition to those in the Act. Section 19 sets out the qualifications teachers must hold to be placed in charge of or to teach in a special education program. Section 26 describes the supervisory relationship between principals and professional support staff, including psychiatrists, psychologists, and social workers, where such persons are performing duties in a school. Section 30 provides for special education programs for preschool children who are Deaf or hard of hearing. Section 31 sets out maximum enrolment for special education classes. Section 32 sets out the use of sign language in the classroom and as a language of instruction and in communications in regards to student discipline and management of the school.
306 Special Education Programs and Services
Requires each school board to maintain and regularly review a special education plan. (The requirements taken from Standards for School Boards' Special Education Plans (2000) are described in detail in Part B of this guide.)
464/97 Special Education Advisory Committees
Governs the appointment to and operation of Special Education Advisory Committees (SEACs).
(The requirements of Special Education Advisory Committees are described in detail in the Advisory Committees on Special Education section in this part of the guide.)
Source: OME, 2017a
