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Serving Elementary

Students with Special Needs

Program DepartmentRevised July 2010

Building Inclusive Catholic Communities

“Let us run with endurance the face that is set before us, fixing our eyes on

Jesus” Heb 12:1-2

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Learning for All

The LDCSB welcomes all students and will provide them with the quality education they deserve;

Mission Of the LDCSB:To serve the Catholic student in a community that nurtures a living faith and provides a quality Catholic education that enables the individual to become a contributing member of the Church and society.

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Philosophy of Special

EducationWe believe that: All students have an opportunity to learn to live and to contribute as

responsible Catholics All students have a right to participate fully in opportunities for

learning and growth appropriate to their needs and gifts Students who have exceptional needs are more like other students

than they are different It is our responsibility to provide these students the opportunity to

share the school experience which their brothers, sisters and friends enjoy

An attitude of welcome acceptance, and indeed, celebration of individual differences and unique gifts is to be encouraged and supported

“All these are the work of the one and the same Spirit who distributes different gifts to different

people just as He chooses” Corinthians 12:11

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•Access to the provincial and/or alternate Catholic curriculum •To achieve excellence while recognizing individual needs & capabilities• Dedicated staff to deliver programmes• Effective programming opportunities & supports

To be successful ALL students need …

Success for All

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SOME students need more support due to…

• Socio-economic Factors• Family Factors• Limited understanding of English language• Special Needs• Different Learning Styles

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Identification, Placement

& Review CommitteeStudents with special needs are identified

through the IPRC processThe IPRC identifies the student’s exceptionality

and recommends placement for the student by:

• Using a collaborative approach• Recognizing the rights and responsibilities of parents/guardians and students

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IPRC Areas of Exceptionality

GiftednessDevelopmental DisabilityMild Intellectual DisabilityBlind & Low Vision Physical DisabilityMultiple Exceptionalities

BehaviourAutism Deaf & Hard of HearingLanguage ImpairmentLearning Disability Speech Impairment

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Principles of Inclusion

1. Neighbourhood School Placement

2. Early Intervention

3. Individual Education Plan

4. In School Team

5. School Based Team Support

6. Affiliate Team Support

7. System Team Support

8. Community Support

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Neighbourhood School Placement

We attempt to serve all students within age appropriate regular classes in their neighbourhood

school.Physical modifications such as doorways, ramps, specialized washrooms and care areas are provided where needed to ensure that the student can remain in their neighbourhood school.

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Early Intervention

The School Based Team identifies students who could profit from

additional resources or time System staff may provide additional support

in the early years in order to achieve success

Parents/guardians are involved and receive sound communication about the practices regarding service to their child.

Intervention at an early age is a key component of student success

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Individual Education Plan A WRITTEN PLAN of action prepared by

the teacher, with the support of other staff members, and developed with meaningful parental input

A WRITTEN PLAN used by the teacher to implement individualized teaching strategies & monitor and communicate student growth

A SUMMARY of student strengths, needs, and of the expectations for learning that are sometimes different from the expectations outlined in the Ontario curriculum

A flexible LIVING DOCUMENT that can be adjusted according to student needs

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In School Team

a) Studentb) Student Peersc) Parent/Guardiand) Classroom Teachere) Educational Assistantf) Student Program Support Teacherg) Principal & Vice Principal

To be successful takes a team effort

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Students

Participate actively in all elements of school life

Understand their own learning styles and needs.

Understand the nature of the accommodations/modifications provided

Assist in setting annual program goals and learning expectations.

“For God is at work within you… helping you do what He wants” Phil2:13

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Student PeersOntario Catholic

Graduate ExpectationsIn the Classroom

Relate to others in a loving, compassionate & respectful manner

Are friends

Minister to family, school, parish & the greater community through service

Include all studentsin all activities

Respect the rights, responsibilities & contributions of self and others

Willingly assist, include, modify, play, protect, support all school mates

Work effectively as interdependent team members

Learn that we are more alike than different

Integrate faith with life Understands & appreciates diversity

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Parent/Guardian Share first hand knowledge of the child

(strengths, needs, interests, etc.) Provide up-to-date information about student assessment reports Maintain open communication Reinforce the educational efforts of the teachers at home Work in partnership with the school

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Classroom Teacher Is the key advocate for the child at the school Is the curriculum expert Contributes first hand knowledge of student's

strengths, needs and interests Develops the IEP in collaboration with the School Based

Team and parent/guardian In consultation develops and reviews any modified or

alternative expectations and implements teaching and assessment strategies

Maintains ongoing communication with all partners Addresses the needs of the whole child and ensures

inclusion

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Educational Assistant Assigned to schools to support students

with personal care & safety needs Under the direction of the

classroom teacher, the EA: Helps students Assists with providing accommodations as described in the IEP Monitors and records progress relative to

the expectations described in the IEP Maintains ongoing communication with

the student’s teacher(s)

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The SPST:Is a key member of the School Based TeamCoordinates (not develops) the students

IEP’s Prepares for school IPRC meetingsProvides diagnostic assessmentsSupports classroom teachers by: Providing direct instruction to individuals and small groups Assisting with the development of

modifications and/or alternative learning expectations

Providing materials and resources

Student Program Support Teacher

60% In

Classroominstruction

20%

Testing and Administration

20%

Outside of the class

instruction

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Principalas the School Leader

Sets a welcoming inclusive tone

Provides leadership and support to ensure all school team members understand and carry out their role

Facilitates collaboration, planning, evaluating and updatingAssigns the EA & SPST within the school Chairs the IPRC meetings Ensures IEPs are completed and implemented

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School Based Team SupportThe Principal, Vice Principal, Classroom Teacher, Student Program Support Teacher meet regularly to plan for studentsProblem Solving

approach:Identify the challengeReview & share student

dataDiscuss possible strategies

& recommendationsMonitor progressManage resourcesSeek Affiliate Team support

where appropriate

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Affiliate Team SupportThe search for a

solution may lead to the Principal or SPST

contacting the Affiliate Liaison

Teacher

The search for a solution may result

in one or more visits to the school

to meet with appropriate school

team members

The Affiliate Liaison Teacher will consult with Affiliate Team

members as appropriate

The search for a solution may require additional

members of the Affiliate Team to join the Affiliate Liaison Teacher and the school team in order to

discuss multidisciplinary solutions

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System Team Support

Provides an multidisciplinary team approach to serving the programming needs of all students

Supports students, teachers & parents

Provides expertise in curriculum implementation, accommodations, modifications & supports to program so all students can learn.

Speech & Language

Gifted & Enrichment

Deaf & Hard of Hearing

Behaviour

Social WorkBlind &

Low Vision

Psychological Services

Curriculum & Assessment

Alternative Education

ESL

AutismStudent Success

ICT

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Community SupportsThe LDCSB works collaboratively with families and community agencies to provide a seamless continuum of support. These are just a few of our partners: - Ministry of Children and Youth Services

- Thames Valley Children’s Centre

- Special Education Advisory Committee (SEAC)

- Community Living Associations

- Children’s Aid Society- Amethyst School/Robarts

School- Community Service Co-

ordination Network (CSCN)l

- Child and Parent Resource Institute (CPRI)

- Madame Vanier Children’s Services

- Merrymount Children’s Centre

- Craigwood Services- Pittock School/W.D. Sutton- Oxford Child and Youth

Centre- Children and Family

Counselling Centre (Elgin County)

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The Journey - Where are We?Does Every Student…

Do Staff…Are Parents & Stakeholders

….Feel accepted, challenged, motivated and valuedAccess the facility including play equipment and other recreational areaParticipate fully in the life of the school Receive program supports

Feel compassion & empathy and responsibility for all studentsUnderstand their role as planner, facilitator, motivator, and evaluator Have access to the material and supports needed to meet the diverse needs of a wide range of students Receive on going Professional Development

Welcomed to share informationAssisted in understanding system practices and protocols around service to their special needs child/adolescentAble to participate in a meaningful fashion in the setting of the IEPGiven regular updated progress information

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Where do we go from here?

The Journey Continues

“They went out and proclaimed the good news everywhere, while the Lord worked with them and confirmed the message.” Matt 16:20

Where do we go from here?

Everyone Belongs

The Journey Continues

“They went out and proclaimed the good news everywhere, while the Lord worked with them and confirmed the message.” Matt 16:20

Everyone BelongsEveryone Belongs