2.8 Special Education Placements Provided
by the Board
Special Education Philosophy
The Lambton Kent District School Board is committed to providing
educational opportunities that will assist every child in personal and
intellectual development. To that end, the Board believes in and actively
supports inclusionary programs that will meet student needs in the most
enabling environment. For most students, this will mean the provision
of a range of strategies, programs and resources in the regular classroom
in the home school setting. Exceptional students do, however, vary by
type and degree of exceptionality; therefore, a constantly evolving
continuum of programs and services is necessary to meet student needs.
In order to ensure that the needs of exceptional pupils are met, the
Lambton Kent District School Board will provide a planned approach for
providing differentiated programs and services which respond sensitively
to each pupil’s individual level of development.
In compliance with Regulation 181/98, placement
of a student in a regular classroom is the first option considered by
an IPRC. If students are placed into a Special Education Program or
Class, integration is initiated, in consultation with parents, when
it is appropriate to meet the needs of the child. Integration from the
special education program/class is on an individual basis and may range
from brief periods, to portions of the student’s school day, to
full time. Appropriate supports are provided to facilitate the integrated
placement. The plan for each student’s integration is reviewed
regularly by the School-based Team.
In order to ensure programs and services are
meeting the needs of students, program reviews are conducted on a regular
basis. This ensures that staff, SEAC members and school communities
are familiar with programs and services and have an opportunity to provide
feedback.
The following pages provide an overview of the
program review process, the continuum of placements and descriptors
of those placements. The Lambton Kent District School Board takes pride
in the range of placement options and the comprehensive services offered
to our exceptional students.
Ways in Which SEAC provides advice regarding
range of placements
Initially, much time was spent with SEAC in developing the
Special Education philosophy (see Appendix 2.8.1). In keeping with the
spirit of this philosophy, programs are reviewed, with SEAC input on
a regular basis.
A program review is an in-depth study of a specific
program, service or placement to determine effectiveness and value to
students. Reviews are conducted by established committees and will report
their findings to SEAC.
Program Review
Who can initiate a request for a program
review?
· The Lambton Kent District School Board
· Individual Member Associations through
the Special Education Advisory Committee
· Special Education Advisory Committee
· Executive Council
· Ministry of Education
Who would be members of a Program Review
Committee?
· 2 selected SEAC members (representation
from appropriate association)
· 2 parents
· 1 Special Education Co-ordinator
· 2 Special Education Teachers
· 1 Administrator
What does a Program Review do?
· Examines current practice
· Consults with Associations, parents
and students, where appropriate through surveys and/or interviews (see
Appendix 2.8.2, 2.8.3 , 2.8.4 and 2.8.5 for examples of surveys used
this year)
· Refers to current research, past practice
within the District, best practices from other Boards and guidelines
from the Ministry of Education (In future, Ministry Program Standards
will form the basis for program review.)
· Summarizes information into a report
with recommendations
What happens to the Program Review Committee’s
Report?
· Results of the review are presented
to SEAC
· Recommendations are made to the Lambton
Kent District School Board for any revisions to the Special Education
Plan
· Approved recommendations are enacted
during program planning, establishing budget priorities, staffing allocations,
and through in-service on a timely basis.
Timelines for Reviews
· A maximum of two programs will be reviewed
per year as determined by SEAC in consultation with Special Education
staff.
· Should priorities change in the course
of the year, SEAC could request a different program be reviewed in that
school year
· Refer to Appendix 2.8.6 for the Program
Review Timeline.
Overview of Placements
All school-age children are entitled to a publicly-supported
education. Pupils who are exceptional have a right to special education
programs and services which are suited to their needs. The Education
Act requires Boards to provide, or obtain from another Board, special
education programs and services for all of its exceptional students.
Most exceptional students will continue to attend
their home school and will follow a program that has been modified by
the school and the system resource personnel. This may require that
part of their day be spent in a smaller resource setting, or resource
support may be an integrated part of in-class activity. Self-contained
programs for students with specific needs are also available. In all
cases, integration into the regular classroom is always a goal where
appropriate. Before any additional or external service is provided,
the degree to which the students’ needs have been addressed in
the regular classroom setting – through accommodations and modifications
- is a key factor in determining future directions.
Accommodations and Modifications
Students who are identified as exceptional display different
learning styles, strengths and weaknesses. Their unique learning characteristics
frequently necessitate individualized instruction in order to meet their
particular needs. There is provision within Ministry of Education guidelines
and curriculum documents for adaptation to meet the needs of individuals
within the regular classroom or within a special education program.
Specific ways by which such adaptation may be realized are the responsibility
of the classroom teacher, resource teacher, and Special Education staff
in consultation with the principal and the parent. Board personnel such
as Program Consultants and Special Education Co-ordinators are available
on request to assist the teacher in curriculum modification and design.
In some circumstances, consultants from provincial or demonstration
schools are contacted for assistance with accommodations and modifications
to programs for individual students.
Every student who is identified as an exceptional
pupil by an Identification, Placement and Review Committee will have
an Individual Education Plan (IEP) designed to meet their needs. The
IEP will be based on an assessment of the student’s strengths,
interests and needs. It will identify specific goals and expectations
for the student and will outline necessary modifications to take place.
Criteria for placement and assignment
of intensive support
A wide range of criteria for placement and assignment of intensive
support are applied and each decision is made on an individual basis
to support the student’s uniquely designed program. Criteria for
initial or change in placement are determined by the IPRC and are based
on student need, including strengths, weaknesses, exceptionality, age,
grade, ability, achievement, adaptive skills and any other relevant
factors. Parental wishes are taken into account. Criteria for placement
will be reviewed and revised upon receipt of program standards for each
exceptionality.
Criteria for assigning intensive support are based on a combination
of system needs and individual student need as determined by the School-based
Team, using the same factors as listed above. The decision also considers
the availability of community supports, the variety and intensity of
supports already implemented in the home school, and other services
which might be required.
Class sizes
The maximum number of students in self-contained special education
classes is determined by Regulation 298, s. 31 and ranges from 6 to
16 pupils depending on the extent of the exceptionalities. In the Lambton
Kent District School Board self-contained special education is provided
for the following exceptionalities:
· Developmental Disabilities - maximum
10
· Mild Intellectual Disabilities - maximum
16
· Multiple Disabilities (where no one
handicap is predominant) - maximum 6
· Communication (severe Learning Disabilities,
or Language) - maximum 8
Alternatives to Regular Class Placements
The vast majority of student needs are met within the system,
but for some students with significantly complex needs, outside agencies
or services may be required. When the School-based Team, in consultation
with Board support staff, determines that the needs of a student cannot
be met within the board’s range of placements, options are considered
and communicated to parents at an IPRC or school-based meeting. Options
may include such things as Provincial or Demonstration Schools, treatment
facilities, or purchase of service from other Boards. The criteria for
alternatives are established by the IPRC, or by the service provider.
Continuum of Placement Options
The diagrams on the next 3 pages show that a continuum of
placement options is available to meet the differing educational needs
of exceptional pupils at the elementary and secondary levels. Flexibility
between levels of service is essential in order to design programs that
meet the evolving needs of students.
Some non-identified pupils may access itinerant
or support services if they demonstrate the need for such supports.
Placements, Programs and Services
1.0 BEHAVIOUR
1.1 Elementary Programs and Services - (Reviewed - 1998)
At the elementary level, Psychological Services Department Psychometrists
are available to provide counselling services to meet the needs of students
who are referred by principals in consultation with parents/guardians.
Primary emphasis is placed on assisting students in developing more
appropriate social and behavioural responses.
For students with severe behaviour exceptionalities
a range of programs at the elementary level has been established. Itinerant
Social Skills Teachers are available to provide support services to
students in their home schools where behavioural problems are significant.
The intent is to establish an in-school program in consultation with
school teams and parents. The Social Skills Teachers provide programming
suggestions for use in the regular classroom. In addition, classes are
available at the junior and intermediate level for intensive instruction
in social skills. These classes are available on a short-term intensive
basis for students who demonstrate serious behavioural concerns. Students
are placed in this program through a central admissions committee known
as the Central Behaviour Committee, and in accordance with parental
wishes. The focus of these programs is on the development of social
skills to facilitate successful re-integration into the student’s
community school.
1.2 Secondary Programs and Services -
(Reviewed - 1998)
Secondary school students with mild/moderate behavioural disorders
referred by the principal would be included in the caseload of the counsellors
in the Psychological Services Department.
1.3 Supervised Alternative Learning for
Excused Pupils
Supervised Alternative Learning for Excused Pupils (SALEP)
provides for alternative programs outside the school setting for students
aged 14 and 15, who appear to no longer benefit from regular school
instruction. The student’s parent or guardian makes application,
in accordance with Regulation 308, for the child to be excused from
full-time school attendance.
Parents and guardians may consider making an
application for a SALEP program as an alternative to regular school
attendance when it is clear that their child is not benefiting from
instruction in the regular school setting. One or more of the following
factors may be present:
* The student is unable to cope in a structured
school program.
* The student has experienced a significant loss
of time from school.
* The student has expectations of obtaining employment.
* The student can benefit from on-the-job training
leading to employment.
* Through the counselling process, the student
is at the point of being capable of proposing an alternative program,
and committing him/herself to that program.
Parents can obtain information regarding application
for SALEP through their home school principal.
1.4 Section 19 - Care and Treatment
Facilities
Section 19 classes are available for students whose social
and/or medical needs require the individual be placed in a care or treatment
facility. There are other situations where a young person must reside
in a correctional facility. In either case special arrangements may
be required to address the student’s educational needs. Application
for funding for Section 19 classes (Intensive Support Amount, Level
4) is made through the Ministry of Education and in partnership with
other government ministries, subject to annual approval.
1.4.1 Choices Youth Centre
Students who are placed by the courts in detention
or custody at the Choices Youth Centre will have an education program
provided by a qualified teacher in a classroom located at the Centre.
1.4.2 Sarnia Therapeutic Adolescent Residential
Treatment (START)
Students who are residents of the Sarnia Therapeutic
Adolescent Residential Treatment (START) home, and who are unable to
benefit from instruction in a regular school, will have an education
program provided by a qualified teacher in the START classrooms.
1.43 Chatham-Kent Integrated Children’s
Services (CKICS)
Students who are receiving support from Chatham-Kent
Integrated Children’s Services (CKICS), and who are unable to
benefit from instruction in a regular school, will have an education
program provided by a qualified teacher in a classroom located in a
facility provided by CKICS.
1.5 Community Agencies
Some students experience social and emotional problems of
such a severe nature that intervention and program options must be sought
through community agencies and appropriate treatment facilities. The
Lambton Kent District School Board will continue to work closely with
the Ministry of Community and Social Services and the Ministry of Health
to ensure that children receive the level of support necessary to meet
not only their educational, but their social, emotional and medical
needs.
2.0 COMMUNICATION
2.1 Autism - (Reviewed – 2002)
The Lambton Kent District School Board offers a range of programs
to meet the needs of students with autism.
2.1.1 Programs and Services (Elementary and Secondary)
Special education placement may be recommended
on the basis of individual needs. Students with mild autism may be placed
in the home school with appropriate support and program modification.
Exceptional students with autism who also have
severe to profound intellectual delays are served by the programs for
students with developmental disabilities, as recommended by IPRC. In
addition, for students with severe communication and behavioural needs,
supports from the Itinerant High Needs Teacher may be requested.
2.1.2 Programs and Services Offered by Others
Windsor Western Regional Children’s Centre
and the Child and Parent Research Centre in London offer consultation
services to teachers of autistic children.
Other local agencies that provide support for
autistic children include the South West Regional Centre, the Associations
for Community Living, St. Frances Advocates in Petrolia, Pathways Health
Centre for Children, the St. Clair Child and Youth Centre in Sarnia
and the Autism Society of Ontario.
2.2 Deaf and Hard-of-Hearing
2.2.1 Programs and Services (Elementary and Secondary)
Direct service from trained teachers of the hearing-impaired
is provided to elementary and secondary students with moderate to profound
hearing loss. The teachers also monitor the progress of students who
do not require direct service. The teachers of the deaf and hard-of-hearing
assess, develop, and implement speech, language, auditory training,
and remedial programs. They support classroom teachers and special education
teachers involved with deaf or hard-of-hearing students, providing suggestions
and techniques to be used with these students and with the management
of hearing aids and FM systems. The teachers may also provide programming
for schools to help develop an awareness and understanding of the realities
of hearing loss. The teachers of the deaf assist in the acquisition
and maintenance of necessary equipment through ISA 1, and act as a liaison
with personnel of community agencies (e.g. audiologists, speech-language
pathologists).
Students identified as profoundly deaf are usually
referred to The Robarts School in London or another provincial school.
Grants are available from the Ministry of Education and Training through
the ISA claims for deaf students who are best educated by remaining
in their local schools. In addition, as a regional Resource Centre,
the staff of the Robarts School are prepared to assist with program,
as well as identification and placement, through the Board’s Identification,
Placement and Review Committee. Pre-school visiting teachers from the
provincial school are available for children whose hearing problems
are diagnosed prior to the child’s registration at school. Residential
programs are available at Robarts School for students who meet the criteria
of a residential school program, as determined by the Provincial Schools
Admissions Committee.
2.3 Language Impairment/Speech Impairment
- (Reviewed - 1999)
2.3.1 Programs and Services (Elementary and Secondary)
The provision of programs by Speech and Language
Pathologists and Communicative Disorder Assistants (CDA’s) to
students with communication exceptionalities (speech and/or language
impairment) is provided through a combination of direct support from
Lambton Kent District School Board Speech and Language Pathologists
and the contract services of Communicative Disorder Assistants (CDA’s).
The CDA’s are assigned to a group of schools and the speech remediation
they provide is supervised by the Board’s Speech and Language
Pathologists.
Students are referred by the principal to the
Board’s Speech and Language Pathologists who then determine the
level of intervention needed. The program focuses on the remediation
of speech and language disorders through individual and small group
remediation sessions with students. Parents are contacted when active
therapy begins and are encouraged to contact the Speech Pathologist
through the school if they have any questions.
The main focus of service would be directed toward
elementary school pupils. Initial screening through the Early Identification
process would indicate the need for further diagnostic assessments by
the School Board’s Speech Pathologists. Service for secondary
pupils would be dependent on referrals. In addition, for students with
severe communication needs, supports from the Itinerant High Needs Teacher
may be requested.
2.3.2 Programs and Services Offered by Others
Children whose speech and language difficulty
is related to or caused by a physical disorder or is health related
may receive speech and language therapy in the school through the Community
Care Access Centres operated by the Ministry of Health.
2.4 Learning Disability - (Reviewed -
2001)
2.4.1 Programs and Services (Elementary)
Children with learning disabilities may receive
assistance from the Resource Teacher within their home school. Decisions
are made by the School-based Team and may include: collaboration to
discuss strategies, consultation for in-class individual pupil program
modifications, home programs for skill reinforcement, or direct instruction
by the Resource Teacher. Programs provided either reinforce or replace
the regular curriculum depending on the needs of the pupil.
2.4.2 Programs and Services (Secondary)
Each secondary school offering academic, applied
and open courses is staffed with a Resource Teacher who provides support
programming for identified learning disabled students. Program decisions
are made by the School Team and may include collaboration to discuss
strategies and accommodations, consultation for in-class individual
program modifications, or direct instruction by the Resource Teacher.
Students with learning disabilities may also be placed into the "Modified
Program" offered at Alexander Mackenzie Secondary School, John
McGregor Secondary School, and Wallaceburg District Secondary School.
The modified program offers essential and modified courses for students
who possess "an ability to profit educationally within a regular
class with the aid of curriculum modification and supportive services".
Students receive academic credit for completion of courses offered in
the modified program and work toward a Secondary School Graduation Diploma.
Students with severe learning disabilities, may,
in consultation with the parent, be placed by IPRC, on a short-term
basis, in a transitional class at Alexander Mackenzie Secondary School,
John McGregor Secondary School, and Wallaceburg District Secondary School.
Programming will focus on using technology to support the literacy test,
learning strategies such as study skills, note-taking and organizational
skills, and on self-advocacy and social skills training.
2.4.3 Programs and Services Offered by Others
Programming Consultation and/or residential school
placement for students with severe learning disabilities is available
from Provincial Demonstration Schools (e.g. Amethyst School, London),
which are operated by the Ministry of Education. Criteria for admission
is determined by the Provincial Committee on Learning Disabilities.
3.0 INTELLECTUAL
3.1 Giftedness
3.1.1 Programs and Services (Elementary) - (Reviewed –
1998)
Consistent with the philosophy of Special Education
in the Lambton Kent District School Board that integration is the placement
of first choice and that there should be a continuum of services for
exceptional students, the model for elementary enrichment provides a
range of program options. The referral process for the Elementary Enrichment
program begins in Grade 3. The classroom teachers continue to gather
data for possible selection and identification for the enrichment program.
Data will be gathered from the student, parents, and teacher. Achievement
and ability tests will be administered to all Grade 4 students in the
District in order to provide further information about the student’s
strengths and needs. The student may then be selected for one or more
of the following elementary program options:
· Classroom enrichment
· School enrichment opportunities (organized
by a family of schools to meet cognitive needs and to develop higher
order thinking and leadership skills)
In addition, a student may be referred to IPRC
for identification and may be included in one or more of the following:
· Core program for identified students
(students are withdrawn from their home schools and provided the core
program in a congregated setting)
· Personal program
While the main focus of selection and identification
will begin in Grade 3, on-going selection and identification will occur
as necessary.
3.1.2 Programs and Services (Secondary) - (Reviewed
- 2001)
Enrichment opportunities are provided in a variety
of ways in the secondary school setting. Each secondary school has a
designated staff member with an interest and/or training in the needs
of gifted learners. Identified students can participate in classroom
enrichment opportunities, extending activities and independent studies.
As well, students are able to participate in a number of out of school
community-based opportunities such as university-sponsored mini-courses
and the SHAD Valley Summer Program. The programs and services provided
for gifted secondary school learners have been reviewed this year.
3.2 Mild Intellectual Disab ility
3.2.1 Programs and Services (Elementary) - (Reviewed –
1999)
Elementary students with a mild intellectual
disability have their program needs met through a range of placement
options. Pupils may receive assistance from the Resource Teacher in
their home school. This can occur within the regular classroom or through
withdrawal from the classroom on a part-time basis. For students in
the intermediate division who require more intensive modifications and
supports, there will be the option of a placement by IPRC in a modified
program designed to focus on social, functional academic and essential
skills.
3.2.2 Programs and Services (Secondary) - (Reviewed
- 1998)
Pupils with a mild intellectual disability may
be placed by an IPRC into a Regular Class with Resource Support placement
in each secondary school in the District. Pupils may also be placed
into the Modified or ABLE Programs offered at Alexander Mackenzie Secondary
School, John McGregor Secondary School, and Wallaceburg District Secondary
School. The Academics Based on Life Experiences (ABLE) Program is available
for students who require opportunities to access alternative curriculum
expectations designed to enhance existing academic, communication and
personal life management.
3.3 Developmental Disability (Reviewed
- 1999)
3.3.1 Programs and Services (Elementary and Secondary)
Although an integrated placement is considered
for all students if it meets the needs of the pupil and is in accordance
with parental wishes, the majority of our pupils with severe learning
disorders have their needs met by programs delivered in self-contained
classes which are located in a number of specified elementary and secondary
schools. These programs are staffed with specialized teachers and support
staff who provide learning experiences appropriate to the needs of the
individual students. Life skills, as well as a highly individualized
functional program, are important components of these programs. Students
are placed in these programs through the IPRC process. Integration for
social acceptance, social modeling, and social development is always
a program consideration.
4.0 PHYSICAL
4.1 Physical Disability
4.1.1 Programs and Services (Elementary and Secondary)
A physical disability is a condition of such
severe limitation that the student would require special assistance
in learning situations in order to provide the opportunity for educational
achievement equivalent to that of pupils without exceptionalities who
are of the same age or developmental level. Most children with physical
handicaps will be able to attend their home school with assistance and
minor modifications to the facility. For some students, who require
specialized therapeutic and treatment programs and access to specialized
equipment, centralized facilities are available.
Children with orthopedic and physical handicaps
are provided with physiotherapy, occupational therapy and speech therapy
through programs and services offered through Pathways Health Centre
for Children, Prism Centre for Audiology and Children’s Rehabilitation,
and School Health Support Services. Assistive devices are purchased
using ISA 1 criteria.
4.2 Blind and Low Vision
4.2.1 Programs and Services (Elementary and Secondary)
A trained teacher of the blind provides Braille
instruction to students considered by the system Identification, Placement
and Review Committee to be in need of such service, or as recommended
by a consultant from the provincial school. The service would be in-lieu-of
services provided by a provincial school for those pupils placed in
the program.
Pupils with low vision are served by the itinerant
services of a specialist teacher. This may include assessment of students,
consultation with teachers, and monitoring of programs.
Where appropriate, compensatory materials such
as large print texts, talking books, and closed circuit page readers
are provided to assist students in maintaining optimal academic progress.
Assistive technology is purchased using ISA 1 criteria.
4.2.2 Programs and Services Purchased by the
Lambton Kent District School Board
Orientation and Mobility services are purchased
by the Lambton Kent District School Board on a fee for service basis
from the Canadian National Institute for the Blind.
4.2.3 Programs and Services Offered by
Others
Blind students for whom the itinerant service is considered
to be inappropriate may be referred to the residential program offered
by the Ministry of Education at W. Ross Macdonald School in Brantford.
Criteria for admission is established by the Provincial School Admissions
Committee.
W. Ross Macdonald also offers, through its Resource
Department, qualification assessments for large print materials and
resource services to school boards. Large print materials and talking
books are available on loan from the lending library at W. Ross Macdonald.
5.0 MULTIPLE
5.1 Multiple Ex ceptionalities
5.1.1 Programs and Services (Elementary and Secondary)
Students with multiple exceptionalities have
a combination of learning or other disorders, impairments, or physical
disabilities, that is of such nature as to require, for educational
achievement, the services of one or more teachers holding qualifications
in special education and the provision of appropriate support services.
After assessing the severity of the primary condition, the IPRC considers
a variety of placement options to meet the needs of this diverse group
of exceptional pupils. In most cases, this category of exceptionality
is served through special education programming within a school. In
some cases the Ministry of Health provides in-school support for students.
In addition, the option of placement in a provincial school may be considered.
