Special Education Range of Placements
The Renfrew County District School Board continuously reviews its Special Education programs and services. Input is received from the Special Education Advisory Committee (SEAC), support staff, principals, teachers and parents. With the full support of SEAC, the Board recognizes that the regular classroom remains the most desirable placement for the student and will continue to support the philosophy of inclusion. A Special Education program is a program based on and modified by continuous assessment and evaluation and includes a plan containing specific outcomes and an outline of educational services that meet the needs of the exceptional student.
Identification and Placement
Identification and Placement decisions are made through the Identification, Placement and Review Committee (IPRC). Identification of the student means the pupil’s exceptionality falls into one or more of the following categories:
· Behaviour
· Communication
· Intellectual
· Physical
· Multiple
Students identified with any of these exceptionalities will receive assistance through programs or services provided by the school board. The IPRC committee will outline the student’s strengths, needs and expectations and will recommend an appropriate placement consistent with the parental preference. Special needs students are educated with their peers in the regular classroom to the fullest extent possible. Special Education classroom placement remains an option where extended individual assistance is required and where parents are in agreement with the placement.
Program Options
- Regular class with consultation (with SERT, OT, PT, SLP, SSC, Teachers of the Deaf/ Hard of Hearing and Low Vision)
- Regular class with Resource and/or withdrawal assistance (SERT, SSC)
- Secondary Resource Support (non-credit)
- Elementary Special Education Class
- Secondary Alternative Special Education Program
- Speech and Language Program (Speech Language Pathologist, Communicative Disorders Assistant)
- School Support Counsellor Support
- Multi Abilities Class
Alternative Programs
We provide alternative program options for students that require programming beyond that which is provided within the regular secondary curriculum. These alternate programs are designed to address the learning needs of individual students. and consist of a focus that draws upon five main areas: Literacy skills, Numeracy skills, Physical / Sensory development, Life / Social Skills, and the development of Employability skills relative to the capacity and capabilities of each student.
Maximum Class Sizes
Please refer to Regulation 298 s.31 of the Education Act
Behaviour
School Support Counsellors have been assigned to elementary and secondary schools to provide programs for students who demonstrate significant behaviour problems.
Autism
Students identified with an Autism exceptionality are generally placed in the regular class program. Students may also be considered for a special class placement for alternate programming where appropriate. Support staff may include direct /indirect support of the ASD Transitions Coordinator, Speech Language Pathologist or CDA, SSC, SERT or EA.
Deaf or Hard of Hearing
An itinerant program for pupils with hearing loss is provided by a specialist teacher who offers direct services to the pupil as well as assistance to the regular classroom teachers in modifying classroom materials, content, instructional techniques, and evaluation support for these exceptional pupils.
Learning Disability
Our school board provides programs for students with diagnosed Learning Disabilities. There is a variety of delivery models available within the county at the elementary and secondary levels, and are based on the students’ individual needs. These delivery models range from an IEP with accommodations within the regular class, to partial integration in a special education class.
Speech Language
Speech-Language Pathologists provide assessments for pupils with speech and/or language exceptionalities, supervise CDA’s program delivery, consult with SERTs and teachers and provide information to parents.
Gifted
Depending on the student’s strengths and needs, placement can range from regular class with indirect support to regular class with withdrawal assistance. Students will also be made aware of credits available through the Prior Learning and Recognition (PLAR) Challenge for Credit option. The school principal should consider additional strategies such as Small Learning Communities (SLCs), Communities of Practice (COPs), school clubs, and mentors, to take into account the needs, abilities and interests of the gifted student.
Mild Intellectual Disability
Programs are provided within the regular classroom or in a special class to meet the needs of students whose disabilities require a modified curriculum and instruction. For students with a moderate to severe disability, special class programs are available.
Developmental Disability
Programs for pupils integrated in the regular class will be developed by the central special education staff in consultation with the school special education staff. Students with occupational and physiotherapy needs will be referred to the appropriate staff at the Community Care Access Centre for assessment. For a few students, placement in a special education class is provided. Developmental classes currently exist in two elementary schools and in four secondary schools within the county.
Blind and Low Vision
A Teacher for Students who are Blind/Low Vision provides programs for pupils who have been assessed as legally blind. A specialist teacher may be assigned to work with the student for 25% or more of the day depending on the student's needs. Specialized instruction in the reading and writing of braille can be provided. Pupils are integrated in regular classrooms with in-service and consultation provided by the specialist teacher.
Physical Disability
Pupils with physical disabilities may require a range of services and/or special equipment in order to function within the school environment. Alterations to the school may be necessary to allow the pupil with physical disabilities to have access to school facilities. The Community Care Access Centre (C.C.A.C.) can provide assessment services, for pupils who require physio or occupational therapy. C.C.A.C. staff provides assessment, consultation, and program direction and training for physio and occupational therapy as well as for postural drainage.
Section 23 Care & Treatment Program
A Section 23 agreement between Phoenix Centre for Children and Families and our school board maintains a Day Treatment Class situated at one of our high schools. Admission of pupils to the classes is through the County Coordinated Access Committee.
For more information, please visit the Renfrew County District School Board Special Education website.