Standard 2.1: The Board's General Model for Special Education
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General Philosophy
The Board’s inclusionary model and philosophy begins with the philosophy and vision that all students belong and can learn in the mainstream of school and community life. Recognizing the dignity and worth of each person, the Durham Catholic District School Board brings together all members of the Catholic school, parish and community, to realize the full potential of each student.
All educators share in the responsibility of providing high quality education for every student in their care. In collaboration with school and system resource staff, and in partnership with parents/guardians, educators ensure that each student feels safe, welcomed and inspired to succeed in a culture of high expectations.
Service Delivery Model
Service Delivery Model Flowchart
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Standard 2.2: Roles and Responsibilities
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Successful delivery of special education services to students is a shared responsibility between the Ministry of Education, Durham Catholic District School Board, the Board’s Special Education Advisory Committee, parents/guardians and students.
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Standard 2.3: Early Identification Procedures and Intervention Strategies
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Guiding principles for early identification of learning needs
The Durham Catholic District School Board is committed to the early identification of learning strengths, needs, and intervention initiatives for students to ensure equitable opportunities for success. Early identification can occur at any time in a student’s education, but most often occurs during the Kindergarten years. Students who are new to the Board or develop special learning needs later in their educational career will also be assured of assessment and intervention assistance through the Entry Plan process and the School Team Meeting process.
Students are best served when a team works to support them. During early identification, the School Team supports the classroom educators in program delivery. Parents/guardians, Board special education Coordinators and Consultants, and other board professionals such as Speech-Language Pathologists, all help students in reaching their full potential.
Educator’s Role in Early Identification
Educators help nurture students’ self-concept and self-reliance by creating a warm and responsive environment. Students are provided with regular opportunities throughout the day to discover and practice the interpersonal skills required in order to communicate and cooperate with others.
It is critical that educators get to know their students and have an understanding of exceptionalities. Strengths and needs can be identified in several ways. Classroom educators use a variety of classroom-based assessment tools which assist them in program development and evaluation. In collaboration with the School Team and Board support staff, continuous assessment from different perspectives should be followed up with suitable programs that reflect what is known about the student at any point in time. (Policy/Program Memorandum No. 11).
Classroom Based Assessment Tools
Ongoing teaching and assessment of learning needs is discussed with parents/guardians. An Individual Education Plan (IEP) may be recommended with possible accommodations and/or modifications and/or alternative programming.
Parent/Guardian’s Role in Early Identification
Early registration of a student allows the principal to meet the parents/guardians and child and to determine if there are special needs that can be addressed at the outset, thus setting the stage for success. Prior to school entry, parents/guardians complete a questionnaire to provide information related to the child’s pre-school developmental milestones.
Successful entry-to-school planning involves sharing information and coordinating resources among a team of support, including the family, providers of preschool programs and services, and School Board staff. An Entry Planning Meeting facilitates early identification planning that involves the School Team and may include Board support staff and Community Agencies.
During the Entry Planning Meeting, participants will share copies of relevant assessment results and other helpful information, share the child’s pre-school and/or present school file, identify the strengths and needs of the child, and develop a written transition plan.
Screening & Assessment
Throughout the Kindergarten years, classroom educators, plan programs to address the holistic development of the child. The Durham Catholic District School Board provides educators with assessments titled, The Kindergarten Assessment Tool Kit. All students in Year 1 and Year 2 Kindergarten receive assessments in the following areas:
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Concepts about Print
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Letter Identification
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Oral Language
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Phonological Awareness
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Sight Words
Assessment by In-school Team or Professional Resource Staff
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Standard 2.4: The Identification, Placement, and Review Committee (IPRC) Process and Appeals
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Identification, Placement, and Review Committee (IPRC) Process
The Board follows IPRC procedures under the guidelines of Regulation 181/98.
As set out by the Education Act, DCDSB does provide IPRC meetings if referred by principal or if requested in writing by parent(s)/guardian(s).
Highlights of Regulation 181/98
A Parent/Guardian Guide to Special Education
IPRC STATISTICS (2022-2023)
Updated June 2023 |
Standard 2.5: Educational and Other Assessments
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The types of assessments tools/strategies used to gather appropriate information on students to assist in the development of appropriate educational programs may include Psychological Assessments, Speech and Language Assessments and Formal Diagnostic Assessments.
Psychological Assessments
Psychological assessments are conducted only by registered members of the College of Psychologists of Ontario (Psychologists and Psychological Associates), or by non-registered staff (Psychometrists) under the direct supervision of the Senior Manager of Psychological and Speech-Language Services who is a registered Psychologist. All registered staff are permitted to perform the controlled act of communicating a diagnosis, and the Senior Manager of Psychological and Speech-Language Services would communicate the diagnosis for non-registered staff.
Psychological Services staff are governed by the following legislation/standards: Regulated Health Professionals Act (1993), Health Care Consent Act (1996), Municipal Freedom of Information and Protection of Privacy Act (1990), Personal Health Information Protection Act (2004), Education Act (1990), Psychology Act (1991)
And Standards of Professional Conduct of the College of Psychologists of Ontario (2017).
Psychological Services
Speech-Language Assessments
Speech-language assessments are conducted only by Registered members of the College of Audiologists and Speech-Language Pathologists of Ontario. Speech-Language Pathologists do not make diagnoses.
Speech-Language Services staff are governed by the following legislation/standards:
Regulated Health Professionals Act (1993), Health Care Consent Act (1996), Municipal Freedom of Information and Protection of Privacy Act (1990), Personal Health Information Protection Act (2004), Education Act (1990), Audiology and Speech-Language Pathology Act (1991), Professional Practice Standards of the College of Audiologists and Speech-Language Pathologists of Ontario (2017).
Speech-Language Pathology Services
Sharing Results of Assessments
Typically, Student Services staff meet with parents/guardians privately prior to a School Team Meeting to share the results of Psychological or Speech-Language Assessments. Following this meeting parents/guardians are provided with a copy of any assessment reports. Parents/Guardians have the right to decide whether the assessment results and reports are to be shared with the full School Team in order to support programming and service delivery to meet the needs of their child.
Privacy of Information
A copy of assessment reports is filed in the Student Services file, which can be accessed only by Student Services personnel. Case notes are completed in the secure electronic documentation system. Paper protocols used for assessments by Psychological Services and Speech-Language Services staff are stored in confidential and secure files, along with a copy of the assessment report. These are accessible only to the relevant Psychological Services and Speech-Language Services staff member and the Senior Manager of Psychological and Speech-Language Services, or a designate where appropriate. These files must be kept for 10 years following the date of last contact with the student, or until the student is 28 years of age, whichever is later.
Standardized assessment reports are placed in the documentation folder of the OSR, accessible only to personnel authorized under OSR guidelines.
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Standard 2.6: Specialized Health Support Services in School Settings
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The purpose of this standard is to provide details of the board’s specialized health support services to the Ministry and to the public.
The provision of health support services to students in school settings is governed by the Ministry Education Policy/Program Memorandum 81. This policy document outlines the shared responsibility for the provision of health support services amongst the Ministries of Education, Health and Long-Term Care and Community and Social Services.
Eligibility Criteria
The eligibility criteria for the provision of School Health Support Services is as follows:
1. The person must be enrolled as a pupil at a school or be receiving satisfactory instruction at home in accordance with clause 21(2) (a) of the Education Act.
2. The person must require the services
- in order to be able to attend school, participate in school routines and receive instruction,
- in order to be able to receive satisfactory instruction at home in accordance with clause 21(2) (a) of the Education Act.
3. The person must be an insured person under the Health Insurance Act
4. The school or home in which the service is to be provided must have the physical features necessary to enable the service to be provided.
5. The risk that a service provider who provides the service to the person who requires it, will suffer
- must not be significant, or
- if it is significant, the service provider must be able to take reasonable steps to reduce the risk so that it is no longer significant.
Specialized Health Support Service | Agency or position of person who performs the service (e.g., LHIN, Grandview, Board staff, parent, student | Eligibility criteria for students to receive the service | Position of person who determines eligibility to receive the service and the level of support | Criteria for determining when the service is no longer required | Procedures for resolving disputes about eligibility and level of support (if applicable) |
Nursing |
Home and Community Care Support Services (HCCSS) |
Referral from doctor
(HCCSS) policy
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(HCCSS)
Administrator
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(HCCSS)
Doctor
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(HCCSS)
Process |
Nutrition |
(HCCSS) |
(HCCSS) policy |
(HCCSS) Administrator |
(HCCSS) |
(HCCSS) Process |
Occupational therapy |
Grandview |
Grandview Screening |
Grandview Administrator |
Grandview Assessment |
Grandview Process |
Physiotherapy |
Grandview |
Grandview Screening |
Grandview Administrator |
Grandview Assessment |
Grandview Process |
Speech and language therapy (Pre-School) |
Grandview SLP |
Self-referral or by other agency for speech disorders |
Speech Pathologist |
Speech Pathologist Assessment |
Grandview SLP |
Speech Correction Remediation |
Grandview SLP, Board SLP Services Assessments and Referrals |
Referral by School SLP or Grandview SLP |
DCDSB SLP and Grandview SLP |
Grandview Speech Pathologist Assessment |
Discussion between school and Grandview and Senior Manager of Speech/Language Services |
Administering of prescribed medications |
Board staff unless requires medically controlled procedure |
As outlined in Board Administrative Procedure
(AP804-1)
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Directions from doctor on form |
Principal and/or Superintendent of Education – Student Services |
Non-sterile catheterization |
School Board E.A.* |
(HCCSS) Screening |
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Directions from doctor |
Principal and/or Superintendent of Education – Student Services |
Sterile catheterization |
(HCCSS) |
(HCCSS) Screening |
(HCCSS) Administrator |
(HCCSS) Assessment |
(HCCSS) Process |
Suctioning Shallow (oral or nasal suction surface) |
School E.A.*
(HCCSS)
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(HCCSS) Screening |
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Direction from doctor |
Principal and/or Superintendent of Education – Student Services |
Suctioning Deep |
(HCCSS) |
(HCCSS) Screening |
(HCCSS) Administrator |
(HCCSS) Assessment |
(HCCSS)Process |
Lifting and positioning |
E.A.* |
Assessment by Grandview |
Principal |
Direction from doctor, therapist |
Principal and/or Superintendent of Education – Student Services |
Assistance with mobility |
E.A.* |
Direction from doctor, therapist |
- Grandview Case Manager
- Principal
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Direction from doctor, therapist |
Principal and/or Superintendent of Education – Student Services |
G Tube feeding |
(HCCSS) |
(HCCSS) Screening |
- (HCCSS) Administrator
- Principal
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(HCCSS) Assessment |
LHIN Process |
Toileting |
E.A.* |
Assessment by Grandview |
- Grandview Case manager
- Principal
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Direction from doctor, therapist |
Principal and/or Superintendent of Education – Student Services |
Other training |
(HCCSS)
Holland Bloorview Kids Rehab
Grandview Kids
DCDSB
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Assessment by (HCCSS) |
(HCCSS)
Principal
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Assessment by (HCCSS)/Doctor’s note |
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*(HCCSS) = Home and Community Care Support Services *E.A.= Educational Assistant *SLP = Speech Language Pathologist
Updated June 2022
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Standard 2.7: Categories and Definitions of Exceptionalities
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The Education Act identifies five categories of exceptionalities for exceptional students: behavioural, communicational, intellectual, physical, and multiple. These broad categories are designed to address the wide range of conditions that may affect a student's ability to learn and are meant to be inclusive of all medical conditions, whether diagnosed or not, that can lead to particular types of learning difficulties.
The five categories are a useful tool for the identification of students with special education needs. However, a student may present learning needs in many ways in the school setting and may be identified as exceptional within one or more of the categories. The determining factor for the provision of special education programs or services is not any specific diagnosed or undiagnosed medical condition, but rather the need of the individual student based on an individual assessment of strengths and needs.
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Standard 2.8: Special Education Placements Provided by the Board
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Placement in a regular class, age-appropriate placement with appropriate support is the first option considered by the Identification, Review and Placement Committee (IPRC).
Special Education Placements Offered
Program modifications and alternative goals are implemented to support student learning as outlined in their IEP. A qualified special education teacher includes Program Support, Resource, and Itinerant Teachers.
1. Regular class with indirect support
2. Regular class with resource support
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The student is placed in the 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 teacher.
3. Regular class with withdrawal assistance
4. A special education class with partial integration
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The student is placed by the IPRC in a special education class* where the student-teacher ratio conforms to the standards in O. Reg. 298, section 31, for at least 50 per cent of the school day, but is integrated with a regular class for at least one instructional period daily.
5. A special education class full time
- The student is placed in a special education class*, where the student-teacher ratio conforms to the standards in O. Reg. 298, section 31, for the entire school day.
*Early Intervention Classes (currently 3 locations) will provide temporary placement (up to 1 year) for students in Kindergarten requiring intensive support in social communication through a highly structured program.
Involvement of the Special Education Advisory Committee (SEAC)
SEAC maintains an advisory role as they make recommendations on any matter affecting the establishment and development of special education programs/services based on a model of inclusion.
Alternatives to the Board’s Range of Placements
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Campbell Children’s School
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E.C. Drury School for the Deaf, Milton
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Holland Bloorview Kids Rehabilitation Centre
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Kinark Child and Family Services, Frontenac Youth Services, Chimo, Family Court Clinic
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Ontario Shores Centre for Mental Health Sciences
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Provincial Demonstration Schools (e.g., Sagonaska, Trillium)
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Regional Ontario Youth Apprenticeship Program (OYAP)
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Sir James Whitney School for the Deaf, Belleville
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W. Ross Macdonald School for the Blind, Brantford
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Standard 2.9: Individual Education Plans
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Planning an educational program for a student with special education needs is best accomplished through the combined efforts of, and with close communication among, the student, parent(s)/guardian(s), school and Board staff, members of the community, and other professionals involved with the student. The School Team Meeting provides the structure for the collaborative approach that underlies the Individual Education Plan process.
School Team Meetings
Ministry Standards for the Development of the Individual Education Plan
The Ministry of Education’s policy and resource guide, Special Education in Ontario–Kindergarten to 12, supports school boards in their effective delivery of programs and services for students with special needs. Part E of this guide sets out the standards for the development, implementation, monitoring and review of Individual Education Plans.
The Board recognizes that the IEP is an important tool for communication and consultation with parents/guardians and therefore, it must provide all necessary information in a coherent manner in terms that are understandable to non-educators. Specific training for school principals and educators on the implementation and monitoring of IEPs will ensure they are working documents and recognize the need for continuous evaluation and ongoing revisions.
Transition Planning
As part of the Individual Education Plan, a plan to support the student’s various transitions throughout their academic career and into their chosen pathways, must be developed with input from the student, parents/guardians, the principal, school staff, community agencies, and postsecondary institutions, as appropriate. The plan should reflect the student's needs and goals for his or her future. The IEP is be a valuable tool for secondary students as they transition to post-secondary pathways, including students with Learning Disabilities, who may require accommodations as they transition to post-secondary institutions.
Program Policy Memorandum 156: Supporting Transitions for Students with Special Needs provides direction to school boards regarding the development of transition plans for all students with special education needs in Kindergarten to Grade 12. A transition plan must be in place to support the student in those transitions which may include: entry to school; transition between grades; moving from school to school; from elementary to secondary school; as well as transition from secondary school to next appropriate pathways, as identified in Regulation 181/98.
Transition from Secondary to Post-Secondary and Adult Life
Life beyond secondary school requires transition planning to look ahead to the future and to prepare for adulthood. It is a coordinated partnership involving the student, parents and guardians, teachers, and depending on the post-secondary pathway, community agencies, adult service providers and post-secondary institutions.
Consideration must be given to such things as:
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Standard 2:10 Provincial Schools and Demonstration Schools
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Provincial Schools and Demonstration Schools are part of the Provincial Schools Authority (PSA), which was established under the Provincial School Negotiation Act. Admittance to a Provincial School is determined by the Provincial Schools Admission Committee in accordance with the requirements set out in Regulation 296, Ontario Schools for the Blind and the Deaf.
Provincial Schools for students who are Deaf/Hard of Hearing/Blind/Low Vision/Deafblind. Instruction in the first three schools listed is in American Sign Language.
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Ernest C. Drury School for the Deaf, Milton
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Robarts School for the Deaf, London
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Sir James Whitney School for the Deaf, Belleville
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W. Ross Macdonald School, Brantford (English)
Demonstration Schools for students who have severe learning disabilities. Instruction at these schools is in English.
Transportation
Students attending a Provincial or Demonstration School are transported through busing. This mode of transportation is shared with the Durham District School Board. When necessary, an attendant will be provided, and this cost will also be shared between Durham Catholic District School Board and the Durham District School Board.
Students Currently Attending Provincial and Demonstration Schools
Provincial/Demonstration School
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Number of Students
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Sagonaska Demonstration School
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4
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Trillium Demonstration School
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0
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Sir James Whitney School for the Deaf
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0
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W. Ross MacDonald School for the Blind
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0
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Ernest C. Drury School
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0
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Updated June 2023 |
Standard 2.11: Special Education Staff
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Elementary and Secondary Special Education Staff (2023-2024)
Special Education Staff | FTEs | Staff Qualifications |
1. Teachers of exceptional students
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1.1 Teachers for resource- withdrawal programs
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63.7
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Special Education Part I (minimum)
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2. Other special education teachers
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2.1 Itinerant teachers
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3.0
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B.A., B.Ed. Blind Specialist, Deaf Specialist, Special Education Part 1 (minimum)
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2.2 Teacher diagnosticians
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NA
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2.3 Coordinators
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2.0
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B.A., B.Ed. Special Education Specialist
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2.4 Consultant/Resource Teachers
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6.0
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B.A., B.Ed. Special Education Specialist/Specialist in Deaf or Blind
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3. Educational Assistants
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3.1 Educational Assistants
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315
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B.A., B.Sc. Educational Assistant Diploma or equivalent
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3.2 Behaviour Support Specialists
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6
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4. Other professional resource staff
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4.1 Senior Manager of Psychological and Speech-Language Services
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1.0
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Ph.D.
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4.2 Psychologists/Psychological Associates
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5.0
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Ph.D. or M.A. in Psychology, registered with College of Psychologists of Ontario
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4.3 Psychometrists
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2.0
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M.A. or equivalent in Psychology
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4.4 Psychiatrists
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NA
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4.5 Speech-Language Pathologists
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8
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M.A. or equivalent, registered with CASLPO
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4.6 Board Certified Behaviour Analysts
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3.0
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M.ADS, BCBA
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4.7 Audiologists (12 days per year)
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4.8 Occupational therapists
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NA
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4.9 Physiotherapists
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NA
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4.10 Manager of Clinical Services, Chief Attendance Counsellor
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1.0
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MSW registered with Ontario College of Social Workers
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4.11 Social Workers
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14.8
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MSW registered with Ontario College of Social Workers
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4.12 Child and Youth Counsellors
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11
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Child and Youth Counselor Diploma
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4.13 Communicative Disorder Assistants
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1.0
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B.A. Communicative Disorder Assistant Diploma
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4.14 Supervisor of Educational Assistants
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1.0
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University degree or Community College diploma relating specifically to children with special needs combined with a minimum of five (5) years related experience
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5. Paraprofessional resource staff
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5.1 Orientation and mobility personnel
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0.5
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B.A., Diploma in Orientation and Mobility
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5.2 Oral interpreters (for deaf students)
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NA
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5.3 Sign interpreters (for deaf students)
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NA
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5.4 Transcribers (for blind students)
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0.5
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Working knowledge of Braille
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5.5 Interveners (for deaf/blind students)
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2.0
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Diploma in Deaf /Blind Intervention
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5.6 Auditory-verbal therapists
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NA
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Updated June 2022 |
Standard 2.12: Staff Development
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Overall Goal
The overall goal of special education staff development is to keep teachers and support staff informed of the legislation and Ministry policy on Special Education. It is also necessary to provide staff with the materials, strategies and skills to implement programming for students with exceptionalities and to increase individual awareness of the unique needs of these students.
Determining Priorities Through Input and Consultation
- Priorities are developed based on Ministry requirements, school-based needs and annual consultation with staff, SEAC and the community
- Board staff are consulted regarding desired directions for professional development in a variety of ways, including through regular meetings with central office staff, surveys and staff proposals
- SEAC is provided with opportunities to provide input to the establishment of various priorities each year, including staff development
Professional Development Activities Offered by the Board Include:
- Sharing of Excellence; Celebrating Inclusion - Workshop Series is offered after school on a regular basis. These workshops provide information, strategies and resources to staff in all employee groups for students with special education needs.
- Behaviour Management System (BMS)
- DCBRT & DCART Professional Learning Series
- Mental Health First Aid Training and Certification
- Applied Suicide Intervention Skills Training (ASIST)
- SAFEtalk
- Violence Threat Risk Assessment (VTRA) Training Workshop Level 1 & 2
- Violence Prevention and Intervention
- Assistive technology target training for staff, students and parents/guardians
- Workshops and training on Professional Activity Days
Budget Allocation Process
Allocation of budget occurs through the board’s budget process and is based on the needs of staff as expressed by the Special Education Superintendent in collaboration with Family of Schools Coordinators, Student Services Consultant, Consultant for Autism Services, Manager of Educational Assistants, and Academic Services Consultants.
Updated June 2022
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Standard 2.13: Special Equipment
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The Ministry of Education provides annual Special Equipment Amount (SEA) funding to school boards to assist with the costs of equipment essential to support students with special education needs. This equipment is to provide students with accommodations that are essential for one or more of the following: attending school, accessing the Ontario curriculum, accessing a board determined alternative program and/or course.
Examples of special equipment includes:
- FM system
- Print enlargers for students with low vision
- Amplification system
- Adjustable desks/chairs
- Braille writers
- Communication aids
- Positioning devices for sitting, standing and lying
- Functional life skills equipment (i.e., adapted toilets, walkers, scooters)
- Personal care items
- Sensory equipment
- Laptop Computers
- Assistive software, eg. Read & Write
The Durham Catholic District School Board is committed to ensuring that students with special needs have the personalized equipment necessary to access their individual education programs. Student equipment needs are identified through the School Team (including Board resource personnel), as well as by recommendations received through authorized service providers (e.g., Grandview Kids and Holland Bloorview Kids Rehab Centre).
Process for Purchasing Individualized Equipment
SEA Claims-Based Equipment (non-computer-based equipment)
- Request for special equipment is received from a qualified, regulated professional.
- Once reviewed by the Student Services Coordinator for eligibility, the request is forwarded to the Superintendent of Special Education for approval.
- Once equipment has been received, serial numbers are recorded into the board’s Equipment Management System and into the student’s SEA file.
Per Pupil Amount Equipment (Assistive Technology)
- The school completes an Assistive Technology Referral Package for the student
- Once a package is reviewed by the Consultant for Special Education for eligibility, the request is forwarded to the Superintendent of Special Education for approval.
- Student, parent/guardian and/or staff training sessions are arranged through the Assistive Technology Specialists in consultation with the Program Support Teacher.
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Standard 2.14: Multi-Year Accessibility of Plan
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Consistent with Gospel Values to promote the dignity and value of the whole person, the Multi-Year Accessibility Plan is the Board’s commitment to ensuring compliance with the Ontarians with Disabilities Act, 2001 (ODA), the Accessibility for Ontarians with Disabilities Act, 2005 (AODA) and all associated Regulations. |
Standard 2.15: Transportation
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The Durham Catholic District School Board embraces a philosophy of inclusion. Thus, every effort is made in every situation to provide transportation with peers to and from school and on class excursions.
If specialized transportation is required because of unique medical, health, physical, cognitive, or behavioural needs, consultation between school staff, the Student Services Coordinator, and DSTS takes place. Appropriate safety measures are considered when making the final decision.
Durham Student Transportation Services (DSTS) is responsible for the management and administration of all home to school transportation for students eligible for transportation in accordance with the DSTS Transportation Policy. DSTS contracts with transportation providers who mutually agree upon safety criteria as outlined by the Ministry of Transportation.
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