Placement Options. providing programs and services wherever possible in home schools;

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Placement Options

The York Region District School Board is committed to providing the most appropriate educational opportunities for all students where the student is integrated with other students who do not have special needs, unless the educational needs of the student with special needs or other students indicate that the educational program for the student with special needs must be provided otherwise. For students with special needs we are committed to:

• providing programs and services wherever possible in home schools; • providing a range of placements:

a) home school

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regular class with Indirect Support;

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regular class with Resource and/or Withdrawal Assistance;

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Partially Integrated (self contained class through a Student Support Centre for students who require intensive support 51% or more);

b) Community Class

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self-contained/partial placement in a special education program (51% or more); c) regional class

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Partially Integrated placement in a regional special education class (51% or more). • providing a focus on inclusive practices in our schools as an integral part of school culture

and planning, and program development and delivery by: • believing all students can learn;

• setting high expectations;

• providing appropriate accommodations and modifications as required;

• developing learning communities that promote a respect for differences, diversity and inclusivity;

• recognizing, valuing and validating all children;

• inviting and supporting students to be active participants in all aspects of school activity; and

• creating environments for all staff, students, parents and other partners to focus on shared understandings of common goals.

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Placement Options

The York Region District School Board remains committed to the principle that all students are included in the regular classroom as much as possible. The following placements are available to meet the needs of exceptional students who are school age, as identified by the IPRC according to Regulation 298 (31) which has to do with class size.

Figure 1

Alternate Placements for students whose needs cannot be met through an IPRC placement.

• Giant Steps

• Provincial Schools

• Government Approved Care and Treatment Centres

Criteria for Placement Consideration

A continuum of special education programs and

s

ervices is available within each community of schools to meet identified student needs. Their programs and services provide learning conditions to maximize student learning potential. Wherever possible, the needs of exceptional students are met in their home school. When a recommendation is made to call an IPRC meeting, there is an understanding that significant interventions have been made in the classroom program. In making its recommendation, the IPRC considers the student’s strengths, needs, and whether such a placement is consistent with parent preferences. (Regulation 181/98)

Regular Class

• Indirect Service

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Regular classroom with consulting

support to teacher or student

•Resource Assistance

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Regular classroom with direct

support to student (less than 51%)

•Withdrawal Assistance

- Part-time regular classroom and part-time

special class placement (less than 50%)

Special Class Placement

• Partially Integrated

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Part-time special class placement (more than 50% of

the student’s time) and part-time regular classroom

- Student Support Centre

- Community Class

•Fully Self Contained Class -

Full time placement in special

education Community Class

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Because the full range of placements is available for all exceptionalities, the degree of student need and the intensity of support required will guide the IPRC as it makes placement decisions. Preference is given to keeping the student at his/her home school with appropriate program and service supports. If the IPRC decides that a special education placement is required, it will first consider if placement in a regular class with appropriate accommodations and modifications meets the student’s needs and whether such a placement is consistent with parent preferences. In cases where the IPRC decides that the student should be placed in a partially integrated or fully self-contained class, the reason for that decision will be given on the Statement of Decision.

Educational programs are designed for each student on the basis of individual needs. Individual Education Plans are written for all students participating in special education programs. Maximum class size for self-contained placements is in accordance with Regulation 298 (s31). Please refer to Section E for the referral process and the IPRC process for information regarding access to partially integrated placements.

When a student’s needs change to the extent that the student’s achievement indicates the need for less intensive support/placement or that the student requires more intensive supports, then an IPRC will be convened to discuss and decide any changes to the student’s placement.

Regular Class with Indirect Service

• A regular class with indirect support where the student is placed in a regular class for the entire day and the classroom teacher receives specialized consultative services;

• support is provided by the classroom teacher in consultation with the Special Education Resource Teacher (SERT);

• accommodations are monitored by the classroom teacher, supported by the Special Education Resource Teacher;

• an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher and parent;

• the Special Education Resource Teacher in consultation and the classroom teacher monitor the student’s progress and make program adjustments;

• ongoing consultation among the teachers, parents and student is integral to the student’s progress; and

• regional support staff serve as a resource to school staff.

Regular Class with Resource Assistance

• a regular class with Resource Assistance where the student is placed in a regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified Special Education Resource Teacher;

• an Individual Education Plan, as required by the legislation, is developed by the special education staff in collaboration with the classroom teacher and in consultation with the student and parent;

• the Special Education Resource Teacher in consultation with the classroom teacher is responsible for developing, implementing, evaluating and reporting on the special education portion of the program;

(4)

• intensive resource support is provided in the regular classroom by special education staff as defined in the student’s Individual Education Plan;

• instructional interventions, modifications and/or accommodations are also provided and continually assessed and evaluated by the classroom teacher, and/or the special education teacher;

• regional support staff serve as a resource to school staff.

Regular Class with Withdrawal Assistance

• a regular class with Withdrawal Assistance where the student is placed in a regular class and receives instruction outside the classroom, for less than 50% of the school day;

• an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher, student and parent;

• special education personnel are responsible for developing, implementing, evaluating and reporting on the special education portion of the program;

• support is provided to the student by special education personnel (i.e. educational assistant (EA), SERT, regional support staff; PT/OT) as defined by the Individual Education Plan;

• the exceptional student receives instruction from a Special Education Resource Teacher for a portion of his/her time;

• instructional interventions, modifications and/or accommodations are also provided and continually assessed and evaluated by the classroom teacher and/or supported by the special education personnel;

Special Class Placement (Partially Integrated)

• a special education class with Partial Integration where the student is placed by the IPRC in a special education class in which the student-teacher ratio conforms to Regulation 298, section 31, for at least 50% of the school day, but is integrated with a regular class for at least one instructional period daily;

• the Special Education Resource Teacher provides support in a specialized setting called the Student Support Centre, while a special education teacher provides support in a Community Class;

• the exceptional student receives instruction time in the regular classroom with appropriate modifications and/or accommodations;

• support is provided to the student by special education personnel as defined by the Individual Education Plan;

• an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher, appropriate support staff and parent;

• special education personnel are responsible for developing, implementing, evaluating and reporting on the special education portion of the program;

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• instructional interventions, modifications and/or accommodations are also provided and continually assessed by the classroom teacher and supported by the special education personnel;

• ongoing consultation among the teachers, parents, student and support staff is integral to the student’s progress; and

Special Class Placement (Fully Self-Contained)

• a full time special education class where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day;

• the exceptional student receives all of the program (100%) in a special education setting; • support is provided to the student by special education personnel as defined by the Individual

Education Plan;

• students are included in the academic and social life within the school community;

• an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the appropriate support staff and parent;

• special education personnel are responsible for developing, implementing, assessing and evaluating the special education program and reporting on the student’s progress;

• ongoing consultation among the teachers, parents, student and support staff is integral to the student’s progress; and

Alternate Placements for students whose needs cannot be met through an IPRC placement. Application can be made for admittance to:

Care and Treatment Centres

• a student with complex social, emotional and/or medical needs requires the programs and services of accredited government approved care and treatment centres;

• a student is admitted to a day treatment program through the agency’s admissions process; • the York Region Central Intake for Day Treatment Services Committee supports timely access

to services and appropriate fit between client need and service available;

• parental involvement is critical both to acceptance into the program and to sustaining student success in the program;

• collaboration is essential among staff of the school, the centre and the Student Services Coordinators;

• support for the student focuses primarily on therapeutic and/or security needs;

• staff members work on a collaborative, interdisciplinary team either within an agency facility or in a classroom leased to the agency;

• flexible and individualized programs are developed that address both the treatment and education needs of each student;

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• a Care and Treatment Program Coordinator provides support for the education staff in the centres and acts as a liaison between the agency day treatment service providers and the York Region District School Board. Refer to Section E for additional information.

Giant Steps

• Giant Steps/Toronto is a therapeutic and educational centre for children 4 - 12 years old with autism and related disorders;

• students in the program are from York Region District School Board and boards in the Greater Toronto Area and parents may access this program with the support of their school board; • at Giant Steps, each child receives occupational therapy, speech therapy, music therapy, life

skills training, play therapy and academic training;

• the chief mandate of the Giant Steps program is to successfully include the children into their community school after a period of intensive training;

• the support of the program assistant is critical to ensure that the child’s experience is an active and participatory one; and

• parents are required to make a commitment and enter into a partnership in the Giant Steps program to develop team goals and objectives in their child’s IEP meetings, attending behavioural support meetings, observational days and training seminars, as well as participating in nutritional plans, research, parent committee work and fundraising events.

Provincial & Demonstration School Placement

• when appropriate, exceptional students attend provincial demonstration schools operated by the Ministry of Education and Training;

– The Ernest C. Drury School – Trillium School

– W. Ross Macdonald School

• students are considered for admittance according to criteria set by the provincial demonstration schools;

• parents are provided information through their school principal and the Parent Guide; • placements for York Region students in provincial schools are usually residential; and • transportation is provided by the Board and arranged by the Student Services Coordinator.

Short Term Home Instruction

• A Superintendent, through Regulation 298.3 (3) and The York Region District School Board procedure (NP335.0 Home Instruction) may reduce the length of the school day and/or provide home instruction as an interim service for students with intensive needs when it is in the

student’s best interest; and

• A student is placed in their home setting with up to four hours of instruction per week while awaiting transfer to a York Region placement, treatment facility or support from other agencies or community services.

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Ontario Provincial and Demonstration Schools

Teachers may obtain additional information from the Resource Services departments of the Provincial Schools and the groups listed below.

Provincial Schools Branch, Ministry of Education

Provincial Schools Branch 255 Ontario Street South Milton, Ontario

L9T 2M5

Tel.: (905) 878-2851 Fax : (905) 878-5405

Schools for the Deaf

The Ernest C. Drury School for the Deaf 255 Ontario Street South

Milton, Ontario L9T 2M5

Tel.: (905) 878-2851 Fax (905) 878-1354 The Robarts School for the Deaf

1090 Highbury Avenue London, Ontario N5Y 4V9

Tel.: (519) 453-4400 Fax: (519) 453-7943 The Sir James Whitney School for the Deaf

350 Dundas Street West Belleville, Ontario

K8P lB2

Tel.: (613) 967-2823 Fax: (613) 967-2857

School for the Blind and Deaf-Blind

W. Ross Macdonald School 350 Brant Avenue

Brantford, Ontario N3T 3J9

Tel.: (519) 759-0730 Fax: (519) 759-4741

School for the Deaf, Blind, and Deaf-Blind

Centre Jules-Leger 281 Rue Lanark Ottawa, Ontario

Tel.: (613) 761-9300 Fax: (613) 761-9301

Provincial Demonstration Schools

The Ministry of Education provides the services of four provincial Demonstration Schools for Ontario children with severe learning disabilities. These schools are:

Amethyst School 1090 Highbury Avenue London, Ontario N5Y 4V9 Tel.: (519)453-4408 Fax: (519) 453-2160 Centre Jules-Leger 281 rue Lanark Ottawa, Ontario K1Z 6R8 Tel.: (613) 761-9300 Fax: (613) 761-9301 TTY: (613) 761-9302 and 761-9304 Sagonaska School

350 Dundas Street West Belleville, Ontario

K8P 1B2

Tel.: (613) 967-2830 Fax: (613)967-2482 Trillium School

347 Ontario Street South Milton, Ontario

L9T 3X9