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J.

McLaughlin

What is our boards current model for
special education services?
Inclusion Model -Students are placed in programs by
I.P.R. C. (Identification, Placement and Review Com-
mittee). Students are given accommodations/
modifications based on their IEPs (Individual
Education Plan).
How are students typically identified
as being exceptional?
an intake process
case conferences
Consultations
School-Based Support Learning Team meetings
(SBSLT)
Kindergarten Intervention Needs Development
(KIND)
psychological and other assessments may also be
used
specialists may be consulted
What are the five placement options
used for all exceptional students?
1. indirect support
2. regular class with resource support
3. regular class with withdrawal support
4. special education placement with partial integra-
tion-intensive support program (ISP)
5. full-time special education placement
What are some support services/
personnel available for exceptional
students?
Psychologists
Social workers
Psychiatrists
Attendance counselors
SEA teachers
Autism support/itinerant teachers
Education Assistants
Speech-Language Pathologists
Program Coordinators
Audiologists
Itinerant teachers
Career access itinerant teacher
Assessment/programing teachers
SAL advisor
A.P.P.L.E. social workers
Behaviour/safe schools social workers
Student advisors for SALEP
Urban priority project social workers
TIPPS social workers

What community partners work with
our exceptional students and their
families?
Sick Kids
Best Buddies
City Kids
Surrey Place Centre
Toronto Public Library, Parks & Rec./
Public Health
Parent & Family Literacy Centres
Early Development Instrument
Childrens Mental Health Ontario
Ontario Early Years Centres
J. McLaughlin




How are Special Education teachers
advocates for exceptional students?
Identify the needs of students early and refer to
appropriate department/tests
Participate in IPRC meetings and annual re-
view meetings
Work collaboratively with classroom teacher in
identifying strengths weaknesses and assess-
ment measures
Participate in the demission/change of place-
ment as determined by IPRC
Provide direct support in a classroom or in a
withdrawn setting
Monitor the students on an ongoing basis
Communicates with parents
Maintains up-to-date knowledge of best prac-
tices
Collaborate on the development of an IEP and
monitor to see if it meets the current needs of
the students
What does our school look like?
We have 11 Special Education Teachers on staff.
The role of the Special Education Teachers at our
school is to monitor students, meet with parents, fol-
low and update IEP and IPRCs (including ensuring
students receive accommodations/modifications), and
collaborate/connect with subject teachers regarding
student progress.

202 students receive resource support


In addition to the five placement options, our
school also has a pilot program called STARS.
Students Training to Acquire Real life Skills. The
stars program is a non-credited program. Stu-
dents learn life and social skills with a focus on
how they meander about in their environment.



What initiatives and upcoming PD
opportunities can I participate in?

Autism connection workshops
First Aid/CPR Training
CPI Training
Resource teachers integrated into main-
stream classes
Curriculum based withdrawal rooms
Gifted programming
Reverse Integration (Peer Buddy System)
Coop program for DD/ME students

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