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Special Education Placements Provided by the Board

Purpose of the Standard:

To provide the ministry and the public with details of the range of placements provided by the board, and to inform the public that placement of a student in a regular class is the first option considered by an IPRC.

Requirement of the Standard:

The board’s special education plan must:

  • Describe the ways in which the board’s SEAC is involved in providing advice on determining the range of placements offered
  • Acknowledge that placement of a student in a regular class is the first option considered by an IPRC
  • Outline ways in which a student can be integrated into the regular classroom when the placement meets the student’s needs and is in accordance with parents’ preferences
  • Outline specific information about each type of placement provided at the elementary and secondary level;
  • List for each category of exceptionality the range of placement options available, along with the criteria or admission. The admission process and the criteria for determining the level of support provided in each placement, including the board’s criteria for assigning intensive support for students who are in need of a great deal of assistance
  • State the maximum class size for each type of special education class
  • List the criteria used for determining the need to change a student’s placement
  • Describe the alternatives that are provided when the needs of the student cannot be met within the board’s range of placements and the way in which the options are communicated to parents

 

Special Education Programs and Services

Meeting the Educational Needs of all Students

The St. Clair Catholic District School Board strives to be a school system, which reflects the belief that all students are unique, that all students are to be valued, and that all students can learn. We, like many other school systems have been steadily moving towards an inclusive education system in which students with special needs are fully participating members of the a community of learners.

Students with special needs have disabilities of an intellectual, sensory, communicational, emotional, or behavioral nature, or have a learning disability or exceptional gifts and talents. This diversity poses both opportunities and challenges for students, parents, and teachers. It demands that we examine what we do and how we do it, in a way that is in the best interests of all students in our schools. Enabling students to achieve the goals of human and social development and career development is a responsibility shared by schools, families and community. These goals apply to all students including students with special needs.

The principle of inclusion adopted by our schools system supports equitable access by all students and the opportunity for all students to pursue goals in all aspects of their education. The practice of inclusion transcends the idea of physical location, and incorporates basic values that promote participation, friendship and interaction. Inclusion is really about belonging and celebrating the unique gifts of all students. We believe that is student is a unique gift from God with the right to develop in a caring, sharing Catholic community.

Integration is one way to achieve inclusion. Integration encourages students with special needs to participate, develop friendships and interact with other students in neighborhood schools. Integration usually involves placing students with special needs in classrooms with their age and grade peers, then providing them with the necessary support and accommodations that are determined on an individual basis to enable them to succeed.

Integration for integration's sake cannot work. Students will require not only differentiated programming but may benefit from differentiated placement opportunities as well. The emphasis on educating students with special needs in neighborhood school classroom with their age and grade peers does not preclude the appropriate use of resource rooms, community based training or other specialized services.

The Special Education Advisory Committee provides input and direction regarding the addition or deletion of congregated programs. SEAC members are involved in the district wide reviews of programs and services. SEAC approved a process for consultation when deleting congregated programs including updates regarding the programming and progress of students formerly involved in such programs. Following these guidelines established by SEAC an elementary congregated program for students with developmental disabilities was phased out in 2001 and the congregated program for students with behavioural challenges was phased out in 2003. The system level delivery model in the area of behaviour was re-shaped following the phase out of the congregated program and SEAC continues to be involved in the evolution of the new behaviour support model.

During the identification process, parents of students with exceptional needs are given information regarding services, supports and programs within the board , the community and the province. On-going formal and informal consultation and counseling with the parent occurs throughout the identification stage from school staff and board level staff occurs. Upon identification the Identification, Placement and Review process through the IPRC provide a formalized manner in which parents are informed of alternative programs and placement for their child.

 

Specialized Placements Provided by the Board

The Options Program

The Options program is a three year pilot which started in the 2003-2004 school year which offers an alternative placement for up to fifteen students. This program is the result of a collaborative effort between the St. Clair Catholic District School Board, Lambton Kent District School Board, St. Clair College, Community Living Wallaceburg and Community Living Chatham. Students attend the program at St. Clair College, Thames Campus in Chatham.
The Options program provides an alternative learning experience for students who have an intellectual disability and are between the ages of 18 to 21 years old. The goal of the Options program is to support the students in learning job acquisition and job retention skills. This program aids students in preparing for future employment in their communities. The Options program provides combined cooperative and educational opportunities for students.

The Autism Transitional Classroom

The Autism Transitional Classroom is a classroom designed to extend highly specialized, intensive support for up to six children with Autism Spectrum Disorders, creating a seamless educational transition service for children currently receiving treatment from the Southwest Regional Autism Program for Preschoolers (SWRAPP). The skills, techniques and curriculum used by the SWRAPP team are translated into special education strategies by a teaching staff with an effective knowledge base and practical skills to successfully integrate students into the educational setting.
School aged students who are over six years of age and have not reached their twelfth birthday may also benefit from a short term placement in the Autism Transitional Classroom. The program aims to support students with Autism Spectrum Disorder by providing temporary but very intensive support and assessment. The focus of the Autism Transitional Classroom is to implement a process for helping children make a successful transition to their home school.
Students must be referred to the program by the St. Clair Catholic District School Board through the IPRC process in conjunction with the SWRAPP/CICS Autism Team.