What Do the 2026–2027 Special Education Staffing Changes Really Mean?

Understanding the changes, what they mean for families, and who is responsible.

One section of the HWDSB's 2026-2027 Special Education Plan has received a lot of attention: the staffing table.

The table compares the number of Special Education staff planned for the 2025-2026 school year with the planned staffing for 2026-2027.

Overall, the published plan shows a net decrease of 38 full-time equivalent (FTE) positions, although some areas increase while others decrease.

Where did the staffing changes occur?

This means the staffing model is changing, not simply shrinking across every role.

Does this mean students will receive less support?

Not necessarily.

The staffing table tells us what changed, but it doesn't fully explain why each position changed.

For example, a reduction could result from:

• changes in student enrolment;

• provincial funding;

• vacancies;

• restructuring of services; or

• positions being moved to different parts of the system.

Without additional explanation from the Board, it isn't possible to conclude exactly how every staffing change will affect students.

Who decides these staffing levels?

This is an important distinction.

The Province

The Ontario Ministry of Education provides the majority of education funding through a provincial funding formula.

That funding influences how many staff a school board can afford to employ.

HWDSB Administration

The Director of Education and senior staff develop the staffing plan and budget based on:

• available funding;

• student enrolment;

• legislative requirements;

• operational needs.

These are operational decisions.

Trustees

Trustees do not decvide which individaul positions are added or removed.

Instead, trustees approve the overall budget, establish policies, ask questions, and hold the administration accountable for how resources are allocated and whether student needs are being met.

What questions should families be asking?

Rather than assuming what these changes will mean, I believe families deserve answers to questions like:

• Why were these staffing changes made?

• How will they affect students?

• Will services levels remain the same?

• How will the Board monitor the impact throughout the school year?

• If student needs increase, how will the Board respond?

These are reasonable governance questions that help ensure decisions are transparent and focused on students.

My perspective

Special Education is one of the most important responsibilities of any school board.

As I continue reviewing the 2026-2027 Special Education Plan, my goal is to help families understand what public documents say, what questions they raise, and how trustees fit into the process.

An informed community is better equipped to participate in conversations that affect our schools.

-Melissa