Special Education
GUIDING PRINCIPLES OF SPECIAL EDUCATION
(http://dsbn.org/supportservices/specialed.html)
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All students can learn and should experience learning success.
All students with special learning needs will receive special education services to help meet those
needs.
Parents/guardians are an important part of a student’s success.
Students have a right to learn in the classroom setting that best meets their needs.
School communities recognize the value and contribution of every student.
Efforts to build or adapt educational services to accommodate students with disabilities in a way
that promotes their inclusion and full participation are considered first (Ontario Human Rights
Council).
"See the light in others, and treat them as if that is all you see."
- Dr. Wayne Dyer
FAQ’S
My son/daughter receives LRT/Learning Resource Teacher support currently. How will this look
in High School? Our resource room is open each period of the day. A SERT (Special Education
Resource Teacher) provides cross-curricular support in the resource room for students who have an IEP
and are in regular program. Students can withdraw from their class for a variety of reasons (alternate
setting, focus and productivity supports, accommodations for such things as reading and writing
assistance, use of technology, organizational assistance, self management strategies). Students
withdrawing to resource after teacher instruction are required to bring with them a drop in slip from the
sending teacher. Resource support can be initiated by the student, by the class teacher, or by the SERT.
Does a student’s IEP directly transfer over to Gr. 9? Yes it does if the student is a DSBN student. If
the student is coming from outside our school board, there are steps taken by the SERT / SSTC teacher
to transfer it over. Parents are encouraged to give a copy of the Gr. 8 IEP to the SERT / SSTC teacher
before the end of Gr. 8 if the student is from another school board. We can then ensure that their IEP is
available the first day of school in September and then will work towards designing a DSBN IEP.
What if my son/daughter has a non-exceptional IEP, does it still continue in High School? All IEP’s
continue in Gr. 9 both **exceptional**(through an IPRC process) or non-exceptional. These students
continue to be monitored by a SERT (Special Education Resource Teacher/ Regular program) or a SSTC
teacher (Specialized School to Community/special class program).
**Exceptional**- definitions of ministry exceptionalities are located on page 28 in the Special
Education Report that can be found at the website above.
How is a teacher informed of a student’s IEP? Teachers are given a confidential list which identifies
students who have an IEP at the beginning of each semester.
When is the IEP sent home in Gr. 9 for parent consultation? IEP’s are updated and sent home for
consultation / parent signature in October. A copy of the IEP is placed in the student’s OSR. IEP’s are
considered working documents that can be altered at anytime throughout the year.
Since my son/daughter has an exceptional IEP, when will the IPRC meeting be held in High
School? For students who have an exceptional IEP (through an IPRC process); an IPRC (Identification,
Placement and Review Committee) meeting is required annually. The last IPRC date is listed on page
one of the Gr. 8 IEP. Often, Gr. 8 IPRC meetings are held from February- June which would require the
next annual IPRC to be a year from that date.
Are there transitional supports for students with an IEP? The SERT / SSTC teacher attend Gr. 8
IPRC meetings (see above). Information is given regarding strengths, needs, and accommodations (from
the student’s IEP). Transition meetings are also held in the Spring, with elementary and secondary staff
to ensure needed information is given on all Gr. 8 students. School visits are arranged for students who
require them. If you feel that your son/daughter requires extra transitional supports please inform the
LRT at your son/daughter’s school.
How will I know what stream my son/daughter should take? For regular class programs, parents are
given input from elementary staff regarding recommended stream- Essential/SSTW(Specialized School
to Work), Applied, Academic- before course selection time. Parents are encouraged to contact
secondary staff at any time in the process of course/stream selection if they have questions. We hope all
students are successful and encourage dialogue about how this can be achieved through stream/course
selection.
Can you describe your SSTC (Specialized School to Community) Class program? We are proud of
our SSTC program. This low enrolment classroom supports students with intellectual disabilities and
alternative programming needs. Students may be working on modified Ontario Curriculum expectations
and programming which can include integration into regular class. Programming includes independent
living skills, functional and vocational skill development. Students receive intensive academic supports
through individualized programming and receive support for personal needs as required. Transition to the
community is an integral part of the program, with a focus on building connections to community supports
as students approach graduation.
TIPS FOR PARENTS
1. Communicate with us; we want to see our students succeed and look forward to working with you
to make this happen. If you have questions or concerns let us know. We are here to help.
2. Stay informed; the school website includes important information like reporting periods, parent
teacher interview nights, daily announcements.
3. Establish a homework routine; some students require support at home with areas like homework
completion and organization. Questions surrounding homework can be directed to the classroom
teacher. There are situations where homework is not sent home; so it is best to ask the teacher.