Serving
Elementary
Students with
Special Needs
Building Inclusive Catholic Communities
Program Department
Revised July 2010
“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 Education
We 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 3
Success for All
To be successful ALL
students need …
•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
4
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 Committee
Students with special needs are identified through the
IPRC process
The 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
Behaviour
Autism
Deaf & Hard of Hearing
Language Impairment
Learning Disability
Speech Impairment
Giftedness
Developmental Disability
Mild Intellectual Disability
Blind & Low Vision
Physical Disability
Multiple Exceptionalities
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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
 Intervention at an early age is a
key component of student success
 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.
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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)
b)
c)
d)
e)
f)
g)
Student
Student Peers
Parent/Guardian
Classroom Teacher
Educational Assistant
Student Program Support Teacher
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 Peers
Ontario Catholic Graduate
Expectations
Relate to others in a loving,
compassionate & respectful
manner
In the Classroom
Are friends
Minister to family, school, parish Include all students
& the greater community through in all activities
service
Respect the rights,
Willingly assist, include, modify, play,
responsibilities & contributions of protect, support all school mates
self and others
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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Student Program
Support Teacher
The SPST:
Is a key member of the School Based Team
Coordinates (not develops) the students IEP’s
Prepares for school IPRC meetings
Provides diagnostic assessments
Supports classroom teachers by:
 Providing direct instruction to
individuals and small groups
 Assisting with the development of
20%
modifications and/or alternative
learning expectations
Outside of
the class
 Providing materials and resources
instruction
20%
Testing and
Administration
60%
In Classroom
instruction
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Principal
as 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 updating
Assigns the EA & SPST within the school
 Chairs the IPRC meetings
 Ensures IEPs are completed and implemented
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School Based Team Support
The Principal, Vice Principal, Classroom
Teacher, Student Program Support Teacher
meet regularly to plan for students
Problem Solving approach:
Identify the challenge
Review & share student data
Discuss possible strategies &
recommendations
Monitor progress
Manage resources
Seek Affiliate Team support
where appropriate
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Affiliate Team Support
The search for a
solution may lead to
the Principal or SPST
contacting the Affiliate
Liaison Teacher
The Affiliate Liaison
Teacher will consult
with Affiliate Team
members as
appropriate
The search for a
solution may result in
one or more visits to
the school to meet with
appropriate school
team members
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
Social Work
Curriculum &
Assessment
ESL
Gifted &
Enrichment
Student
Success
Blind &
Low Vision
Psychological
Services
Deaf &
Hard of Hearing
Autism
Behaviour
ICT
Alternative
Education
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Community Supports
The 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…
Feel accepted,
challenged, motivated
and valued
Access the facility
including play
equipment and other
recreational area
Participate fully in the
life of the school
Receive program
supports
Do Staff…
Are Parents &
Stakeholders ….
 Feel compassion &
empathy and
responsibility for all
students
Understand 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
information
Assisted in
understanding system
practices and
protocols around
service to their special
needs child/adolescent
Able to participate in
a meaningful fashion
in the setting of the
IEP
Given regular
updated progress24
information
The Journey
Journey Continues
The
Continues
Wheredo
do we
we go
Where
go
from here?
from here?
“They
“Theywent
wentout
outand
andproclaimed
proclaimedthe
thegood
goodnews
news
everywhere,
everywhere,while
whilethe
theLord
Lordworked
workedwith
withthem
themand
and
confirmed
16:20
confirmedthe
themessage.”
message.”Matt
Matt 16:20
Everyone Belongs
Everyone
Belongs
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