Slide 1

Report
Learning Support Services
October 5, 2013
START WITH WHY
It’s not what you do, it’s why you do it that
matters.
Simon Sinek
Objectives for
2015
SIPSA
FDK
Governance
Special Education Policy P.096.SES
Policy Statement
3.1
The District believes every student is able to
learn and to benefit from learning, and upholds the right
of each student with special needs to an instructional
program appropriate to that student's needs which
enables him or her to achieve to the best of his or her
ability. The term “students with special needs” includes all
students who are receiving special education programs
and services, whether or not they have been identified as
exceptional.
Guiding Principles
The following guiding principles shall govern the education of students with special
needs:
(a) promoting early identification and intervention;
(b) ensuring a focus on the whole child;
(c) providing a range of services for the student, subject to available resources;
(d) ensuring every reasonable attempt is made to support participation by the
student in school activities;
(e) emphasizing the value and importance of communication and consultation
with the parents/guardians of children with special needs;
(f) recognizing the necessity for the provision of support for staff to develop the
necessary skills and teaching strategies to work with students with special
needs; and
(g) ensuring the accommodation of a student with special needs to the point of
undue hardship for the District.
SPECIFIC DIRECTIVES
Programs and Support Services for Students with Special Needs
The District shall ensure that the Ministry of Education Curriculum
Guidelines are the basis for Special Education Programs. The special
needs of each student can be accommodated by using a variety of
teaching methods, support personnel, resources, equipment, and
special materials.
The Tiered Approach of Intervention
Tier 3
Tier 2
Tier 1
For students who require additional
support to achieve learning goals, even
more precise and intensive instruction
and assessment are planned, often with
the help of the in-school team and/or
other available resources. Monitoring of
progress continues.
On the basis of assessment results, interventions are planned for
students who are experiencing difficulty in a particular area or in
general. Student progress in response to these interventions is
closely monitored, and instruction is adjusted as needed
Instruction and assessment for all students, planned in relation to the curriculum. The teacher
observes, monitors student progress, and notes which students may be experiencing difficulty.
Specialized Program and Services
OCDSB Status:
Legislation allows for boards to provide a range of special education
programs/services and gives flexibility in operational/implementation
details. Currently, there are:
• over 8000 students identified as exceptional pupils;
• over 13,000 students receiving special education programs/services
and who have individual education plans;
• approximately 3000 students assigned to specialized program
classes
• 12 different types of specialized program classes
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Asperger’s Program (ASP)
Autism Program (AUT)
Behaviour Intervention Program (BIP)
Deaf/Hard-of-Hearing Program (D/HH)
Developmental Disabilities Program (DD)
Dual Support Program (DSP)
General Learning Program (GLP)
Gifted Specialized Program (Elem/Sec)
Language Learning Disability Program (LLD)
Learning Disability Program (LD)
Physical Support Program (PSP)
Primary Special Needs (PSN)
• 61 elementary and 18 secondary schools housing specialized
program classes;
• 450 to 500 new applications for specialized program classes received
annually from 151 schools;
• more complex student profiles of applicants which require
consideration to more than one specialized program;
• varied specialized program class sizes and staff supports based on
the type of exceptionality, with some exceptionality groups having to
adhere to hard caps;
• varied numbers of specialized program classes in each exceptionality
group; and
• varied grades within each exceptionality group, of which specialized
program classes for students with autism and developmental
disability range from kindergarten to grade 12.
Moving Forward
Geographical Model
•
To move towards enhanced specialized program class stability, staff was directed in December
2012 to transition in principle to a specialized class location model using geographically defined
catchment areas and designated home schools. The intent of the Special Education Ad Hoc
Committee’s recommendation was to “regularize” the service delivery model and to “optimize” the
school experience for students with special needs by promoting their attendance at their
community school thereby ensuring their proximity to the centre of their community life.
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In September 2013, the Dual Support Program was the first of 13 specialized programs to be
phased in using the Geographic Model.
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The process for assigning students to specialized program classes is being reviewed this year
with a look to implementation in 2015 for any recommended changes.
http://www.ocdsb.ca/programs/se/
Pages/default.aspx
[email protected]

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