Understanding PPM 140 and PPM 156: A Guide for Parents of Children with Autism in Ontario Schools

As a parent of a child with autism, navigating the education system in Ontario can feel overwhelming. Understanding key policies like PPM 140 and PPM 156 can help you advocate effectively for your child's needs. These two policy and program memoranda (PPMs) set guidelines for how schools support students with autism and transition planning. Knowing your child’s rights and the school’s obligations can empower you to work collaboratively with educators and ensure the best possible learning experience.

What is PPM 140?

PPM 140 was introduced in 2007 to ensure that Applied Behaviour Analysis (ABA) strategies are incorporated into school programs for students with autism spectrum disorder (ASD). This means that school boards are required to:

Provide ABA-based methods where appropriate to support learning and behaviour management.
Offer individualized approaches tailored to each student’s unique strengths and needs.
Ensure educators and support staff receive training in ABA strategies.
Use data collection and analysis to monitor student progress.

How Can Parents Use PPM 140 to Advocate?

Request a meeting with your child's school team to discuss how ABA is incorporated into their learning plan.
Ask for specific accommodations based on ABA principles, such as visual schedules, reinforcement systems, and structured learning environments.
Ensure that educators working with your child have ABA training and understand how to apply it effectively.
If you feel that ABA strategies are not being implemented, refer to PPM 140 in your discussions with the school and request appropriate supports.

What is PPM 156?

PPM 156, established in 2014, mandates that all students with special education needs have individualized transition plans to support their movement between grades, schools, or post-secondary opportunities. This policy recognizes that structured transitions help students with autism adapt to new environments successfully.

According to PPM 156, schools must develop transition plans for students with an Individual Education Plan (IEP). These plans should:

Be personalized and detailed, considering the student's strengths, needs, and goals.
Include specific strategies and supports to help the student adjust to changes.
Be developed in consultation with parents, educators, and other professionals.
Cover key transition points, such as moving from elementary to secondary school or from school to post-secondary education, employment, or community programs.

How Can Parents Use PPM 156 to Advocate?

Ask your child’s school for a copy of their transition plan and ensure it is included in their IEP.
Work with the school to develop clear and achievable transition goals based on your child’s needs.
Request regular meetings to review and update the transition plan as needed.
Advocate for specific supports, such as social stories, peer mentors, or extra visits to a new school environment, to make transitions smoother.

Why These Policies Matter for Your Child

PPM 140 and PPM 156 ensure that children with autism receive the structured support they need in school. When properly implemented, these policies help create an inclusive learning environment where students can thrive. By understanding your child’s rights under these policies, you can work collaboratively with schools to advocate for meaningful accommodations, better learning experiences, and smoother transitions.

Final Thoughts

Navigating the education system as a parent of a child with autism can be challenging, but knowledge is power. By familiarizing yourself with PPM 140 and PPM 156, you can ensure that your child receives the support they deserve. If you need guidance, advocacy support, or assistance in working with your child's school, The Nest Family Behaviour Support Services is here to help families in York Region and beyond. Together, we can empower children with autism to reach their full potential.