News & Views
Ontario Special Education System under strain
“Even though the funding has kept pace with inflation, it has not kept pace with the growth in special education needs.”
The role of Ontario’s Auditor General is critical to public accountability in the province. The office describes itself as an independent, non-partisan office of the Legislative Assembly that serves both Members of Provincial Parliament and the people of Ontario. On May 12th, 2026, it released four special reports, including a closely watched 77-page audit on special education.
That report has sparked strong reactions from education stakeholders and the broader public. For families (particularly Black, African, and Caribbean communities whose children are disproportionately represented in special education) the findings are reality.
The audit examined four of Ontario’s 72 school boards, all of which have a legal duty to provide students with equal access to education, no matter their abilities or disabilities. What it found raises serious concerns about whether that standard is being met.
Demand is rising. Between the 2014–2015 and 2023–2024 school years, the number of students identified with special education needs increased by seven percent, outpacing overall enrollment growth. While government funding for special education rose by 15 percent between 2019–2020 and 2024–2025, total spending increased by 19 percent, an indication that costs are outstripping allocations.
Auditor General Shelley Spence underscored the imbalance, “There is an increase in special education students compared to the increase in students overall. Even though the funding has kept pace with inflation, it has not kept pace with the growth in special education needs.”
Education Minister Paul Calandra, however, has questioned whether more funding alone will solve the problem, asking whether increased spending is translating into better outcomes for students.
The audit suggests systemic shortcomings go beyond funding levels. It found long wait times for assessments, with about one-third of students waiting over a year for formal evaluation. Without timely assessments, access to appropriate support is delayed, often at critical stages of a child’s development.
The report also identified a lack of standardized criteria for identifying and supporting students. Individual Education Plans (IEPs), a cornerstone of special education, were frequently inconsistent lacking measurable goals, insufficiently individualized, and not always reflecting input from parents or guardians.
Staffing challenges further compound the issue. Absences and vacancies among educational assistants were filled by qualified substitutes only 49 to 72 percent of the time, disrupting continuity of care and classroom support.
Teachers’ unions say the findings confirm what they have been raising for years. The Ontario Secondary School Teachers’ Federation (OSSTF/FEESO), representing 60,000 members, said the report reflects daily realities in schools. President Martha Hradowy stated that students “Are not getting the consistent support they are entitled to,” pointing to staffing shortages and resource gaps that erode learning time.
Similarly, the Elementary Teachers’ Federation of Ontario (ETFO), representing 84,000 educators, described the report as validation of chronic underfunding and systemic neglect. Its president, David Mastin, called the situation a damning indictment, arguing that the system is fundamentally ableist and failing the province’s most vulnerable students.
ETFO’s own 2025 report, Promises Unfulfilled, outlined 27 recommendations to address the crisis, including hiring specialized staff, reducing assessment wait times, implementing class size caps, and increasing funding to ensure a full continuum of placements and support.
What emerges from the Auditor General’s report is not a single point of failure but a system under sustained pressure: growing demand, inconsistent standards, and gaps between policy and practice.
The stakes are high. Special education is not ancillary; it is integral to an equitable public education system. When support falls short, the impact extends beyond individual students to families, classrooms, and communities.
The report stops short of prescribing a single solution, but it makes one point unmistakably clear: the current approach is not keeping pace with need.
For families navigating the system, that gap is not abstract. It is measured in missed support, delayed assessments, and uneven access to opportunity.