Autism Ontario Responds to RECOMMENDATIONS BY THE
TRANSITIONS SUB-COMMITTEE FOR ACCESSIBLE TRANSITIONS FOR STUDENTS WITH DISABILITIES IN KINDERGARTEN TO GRADE 12
In this document, Autism Ontario has provided point-by-point commentary on the Recommendations we agree mostly strongly with, have suggestions for or question. (See Transition Recommendations, Point by Point Response, in below document). Here, we would like to summarize our response. We are concerned we will never get any further ahead with this conversation until there is measurable and consistent outcome tracking for all pathways within the K-12 education system, not just for secondary schooling, which is the case currently and is only partially helpful. Currently there are students who have aged out of secondary extension options without a clear next step. More careful tracking and accountability would provide the kind of data required to a) assure that completed programming has been successful and b) clarify post-secondary options. Consistency, measurability and accountability at every level would build the groundwork required for successful transition out of the K-12 education system and toward meaningful and productive lives for people with disabilities. Read the full recommendations made by Autism Ontario in the below document.