All educators are responsible for providing special education programs that meet the individual needs of students in their care. Educators may access resource staff within the school or draw upon the wider resources of the system as the need arises. Fundamental to this process is the collaboration among educators and support staff to deliver a variety of services, programs, and strategies that allow each student to achieve their potential.
Parents/guardians are key partners in the education of their children through regular communication with school staff, engagement in School Team Meetings, and participation in school and classroom events.
Special Education Service Delivery Model
Phase 1: Recognition and Program Adjustment
Classroom Teacher:
- determines student’s strengths and areas of need
- consults with Parents/Guardians and/or student
- gathers data, records observations
- reviews Ontario Student Record (OSR)
- consults with Program Support Teacher
- review successful strategies/programs
- determine medical needs, procedures in place, equipment needs
- makes program adjustments
Phase 2: Observation Sharing in Consultation Session
Classroom/Subject Teacher:
- updates Parents/Guardians and/or student on accommodations and/or modifications to programming
- discuss success of student’s program
- determine if alternate modifications are necessary
- possible referral to School Team Meeting
- School staff and Parents/Guardians share observations/information about the student.
- Members of a School Team Meeting include:
Phase 3: School Team Meeting
- School staff and Parents/Guardians share observations/information about the student.
- Members of a School Team Meeting include:
- Principal/Vice-Principal
- Classroom Teacher
- Program Support Teacher
- Student (when appropriate)
- Additional members may include:
- Subject Teacher(s)
- Guidance Teacher/Counsellor
- Educational Assistant(s)
- Student Services Staff
- Community Resources with the approval of the Principal and Parent/Guardian (may include an advocate)
- Minutes of the meeting are recorded
- Plan of Action is developed that may include:
- development of an Individual Education Plan (IEP) with subject specific accommodations, modifications, and/or alternative expectations
- involvement of Program Support
- in-school assessment
- Request for additional input/services from Board resource personnel which may include:
- Child and Youth Counselling
- Consultant for Special Education
- Consultant for Autism Services
- Family of Schools Coordinator
- Program Consultants
- Psychological Services
- Resource Teachers
- Social Work and Attendance Counsellor Services
- Speech Language Pathology