Special Education at Etobicoke CI


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Special Education at Etobicoke CI

  1. 1.  Our goal is to promote educational equity and excellence for students with learning exceptionalities and physical disabilities. Our students can be found as leaders in our school, on the honour roll, on the list of graduates, as scholarship winners , and as post secondary attendees
  2. 2.   Defined in the education act as “a pupil whose behavioral, communicational, intellectual, physical or multiple exceptionalities are such that he/she is considered to need placement in a special education program Our students exhibit a range of exceptionalities including giftedness, learning disabilities, autism, attention deficit disorder and physical exceptionalities.
  3. 3.  It is a program that is modified by the results of on going assessment and evaluation  Built around, and includes an Individual Education Plan (IEP) which outlines the special education services that are required to meet the needs of the exceptional pupil
  4. 4.      Many students come to high school with existing IEP’s. These continue on and adapt as the student develops. Exceptionalities can sometimes show up in students in secondary school. This may be due to the fact that the work is more strenuous, or it had gone unnoticed in middle school. If a student is working at a 1-2 Level, teachers will attempt a variety of remedial strategies to help make the child more successful. If accommodations help the situation, an IEP will be developed for the student. If unsuccessful, testing may be suggested.
  5. 5. Every student with an identified exceptionality will have an IEP that is developed with the school , in consultation with the parent  An IEP is the plan which contains specific objectives and an outline of special education services that meet the needs of the exceptional pupil.  NEW – starting this year all IEP’s must include a transition plan to appropriate post-secondary school activities, such as work or further education 
  6. 6.    Accommodations can include special teaching and assessment strategies, individualized equipment, technology or environmental adjustments that a teacher has been recommended to use with a particular student to make them more successful All the accommodations that are listed on the IEP may not be suitable for every class Does not change the grade level requirements of the course.
  7. 7.   Accommodations are divided into 3 categories: instructional, environmental, and assessment Some examples are note-taking assistance, partnering, chunking, strategic seating, proximity to the instructor, extended time limits, computer aids
  8. 8.     Modifications are changes in the number and/or the complexity of the grade level expectations Specific learning expectations must outlined before modifications begin, and parents must be made aware of the change The principal will determine if the student has completed enough of the course to be granted the credit Few students at ECI have modifications
  9. 9. Has 3 essential functions: 1. To determine the strengths and needs of students 2. To identify the student’s exceptionality according to the categories and definitions provided by the Ministry of Education 3. To recommend program placement, to be followed by the development of the IEP 
  10. 10.      To work with students and their parents to oversee the development of an effective Individual Education Plan and aid with its’ implementation To arrange for Identification, Placement, and Review Committee meetings To develop post-secondary transition plans with students To help prepare students for EQAO math and literacy tests To teach students how to use assistive technologies (Read and Write Gold, etc.)
  11. 11.  Students may take the regular core program with support as needed. This is termed INDIRECT service.  This means that the student has an IEP with accommodations that each classroom teacher institutes as suitable in their class.  The student can use the Special Education resource room for testing (extra time, using computer programs, quiet location).  Students must advocate for themselves and sign up in advance in order to get extra time for tests.
  12. 12.  Students may take the regular core program and receive one period of instruction with a special education teacher. This is termed WITHDRAWL assistance.  This means that the student is in a special education class, once every 2 days (with Principal approval)  The student will work with a special education teacher and/or educational assistant individually or in small groups in a General Learning Strategies class. The student will work to improve numeracy, literacy, organization, time management and study skills. They also have some time to work on any assigned homework in this class.  Student’s may also use the Special Education resource room for testing (extra time, using computer programs, quiet location), but they must also sign up before hand.
  13. 13.  Focus On Success (FOS)  Program offers an alternative space for students who would benefit from additional behavioural and/or academic support.  This is a safe space for students to come and work towards success in their courses. Classroom Teachers collaborate with the FOS Teacher and the Child and Youth Worker to support students based on their individual needs.  One to one or small group support is the focus of this program.  Inclusion in this program is recommended based on Teacher observation, with the parent’s approval.
  14. 14.   Will my child be labelled or isolated if they use the supports of the Special Education Department? Our goal is to accommodate each student’s learning needs, but also to help them develop the skills to advocate for themselves. All conversations about a child’s IEP are confidential, and teachers accommodate students as a regular part of differentiating instruction for all learners.
  15. 15.   How will teachers learn about my child’s IEP? Once an IEP is developed for a student, all classroom teachers are given a copy of the document, with specific focus on the types of accommodations the student requires.
  16. 16.     I would like my child to have the same educational accommodations at their post-secondary institution. What do I have to do to facilitate this? Most Colleges and Universities require a recent (within the last 3-5 years)Psycho-Educational Assessment or medical report, stating the diagnosis, relevant test scores, and the resultant academic difficulties. Some institutions will then conduct their own testing, while others will provide services based on the reports. Every institution has different requirements so check once your child has been accepted.
  17. 17.  Ministry of Education Website http://www.edu.gov.on.ca/eng/parents/speced.html  TDSB Guide to Special Education for Parents http://www.tdsb.on.ca/Portals/0/EarlyYears/docs/Parents'%2 0Guide%202013-2014.pdf  People for Education http://www.peopleforeducation.ca/  SNOW: Education, Access and You! http://snow.idrc.ocad.ca/