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The Board's General Model for Special Education

 

Purpose of the Standard

To provide the ministry and the public with information on the board's philosophy and service delivery model for provision of special education programs and services.

Requirement of the Standard

The school board's special education plan must outline in detail the board's general philosophy and service delivery model for the provision of special education programs and services. The board's special education plan must be designed to comply with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Education Act and regulations made under the act, and any other relevant legislation. The board must include a statement in the plan confirming that the plan has been designed in accordance with this requirement.

 

THE BOARD'S GENERAL MODEL FOR

SPECIAL EDUCATION

The Board’s Vision, Mission Statement as well as Principles and Values and specifically the the Board’s Statement of Beliefs and Principles regarding Special Education are the foundation for the Service Delivery Model in Special Education.

The Plan has been designed to comply with relevant legislation including the Canadian Charter of Rights and Freedom, the Ontario Human Rights Code, the Education Act and regulations made under the act as well as the Child and Family Services Act, The Registered Health Profession Act and the Young Offenders Act.

The Board’s statement of Beliefs and Principles regarding Special Education are an extension of the Board’s commitment to the beliefs in the Mission Statement. The Principles and Values statement is expressed by the manner in which exceptional students and students with special needs are welcomed and provided for in our school communities. The Board, therefore delegates to the Director, in consultation with the Special Education Advisory Committee (SEAC), the responsibility for developing programs, policy and procedures to promote:
The rights of the learner to an inclusive educational program in the regular classroom program as the student’s need for a differentiated program will permit. Integration will take precedence over segregation whenever possible taking into account the needs of the child and the parent’s wishes.
The education of each student is a shared responsibility between the classroom teacher, the program resource team and the child’s parents / guardian. Through a collaborative partnership the classroom teacher will be supported in accommodating, modifying and personalizing the curriculum for learners who are exceptional.

Learners have the right to access a spectrum of special educational programs and services to support their learning.

When support staff are assigned to provide direct assistance to the exceptional learner, care must be taken to maintain focus on the ultimate goal of independence and autonomy.

Since communities assist in raising children, the board maintains open and active partnerships with various local, regional and provincial agencies to access resources and promote a smooth transition to post secondary education, work or living in the community.