Section 1: Consultation Process

In reviewing the Special Education Plan, the Lambton Kent District School Board took into consideration feedback from parents, members of school councils, community organizations, and students. Principals were asked to seek feedback in March and in April, the plan was shared with chairs of school councils within the district.

In accordance with Regulation 464/97, the Board involved the Special Education Advisory Committee (SEAC) in the annual review of the Board’s Special Education plan. SEAC was involved through:

· Monthly up-dates – individual sections of the plan were reviewed and revised at monthly SEAC meetings over a two-year period. Revisions were recorded as part of the Minutes for each meeting.

· Review of the final draft of the plan – taken to SEAC for approval prior to submission to the Board.

Refer to Appendix 1.1 for dates and details of the revision process.

Community Input to the Plan

Members of the community were informed of the timelines and methods of providing input to this plan through the Board’s website and through the local associations represented on SEAC. Each SEAC member and each school has at least one copy of the plan and parents and community members are welcome to borrow the plan and to provide feedback. The plan is also available in the Board Offices in Sarnia and Chatham.

Input is also sought during each program review--through committee membership, surveys and interviews of parents and students, where appropriate, involved in the program under review.

In addition, consultation with SEAC and the public is on-going through program reviews. Input is sought during the review process and recommendations for service delivery reflect this feedback. (Specific details of the program review process are found in Section 2.8).

A sample of such recommendations include:

· That the Board purchase a District license for "Reading Academy" and continues to pursue such excellent computer software for District use.

· That the Board continue to provide teacher in-service opportunities focused on learning disabilities.

· Programs and services for students with autism should be delivered in an inclusionary environment wherever possible. A full range of program options should be available which is consistent with both the Lambton Kent District School Board and Ministry of Education philosophy.

· Establish an on-going Autism/PDD Transition Committee to consider

(a) entry of the child into school

(b) transition from one setting to another, i.e., class to class, change of placement or school, etc.

(c) transition to secondary school

(d) transition to work.

· A district-wide itinerant position be created to address the needs of children with autism throughout the district. The role of the itinerant teacher would include:

Ø Encouraging and promoting an inclusionary school culture.

Ø Providing support and direction in developing programs as outlined in the IEP.

Ø Providing in-service to staff working with children with autism.

Ø Liaising with other service providers.

Ø Working to develop positive parent/school relationships.

· Improve communication with schools and parents regarding the programming and progress of students receiving speech and language services.

· Provide increased opportunities for professional development for teachers regarding procedures for referral and possible strategies and interventions related to speech and language services.

Internal and external reviews of the programs and services during 2002-03

The Lambton Kent District School Board has a long-range plan for the on-going review of programs and services offered within its schools. The timeline was established at the onset of the 1998 amalgamation of School Boards and has been used as a guideline with revisions made as necessary.

During the 2002-03 school year, the following programs and services have been reviewed:

· Autism

· Speech and Language

· Comprehensive Internal Review of Special Education Programs and Services