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Ontario’s Exceptional Students. Agreement on generalities Disagreement on specifics Understanding each others’ perspectives Political overtones Definition determines identification and access to resources. Ontario’s Student Population 1997. 2, 12, 039 Total 194,140 (9.24%) Exceptional.
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Ontario’s Exceptional Students • Agreement on generalities • Disagreement on specifics • Understanding each others’ perspectives • Political overtones • Definition determines identification and access to resources
Ontario’s Student Population 1997 • 2, 12, 039 Total • 194,140 (9.24%) Exceptional
Elementary 1997 • Male Female % • ED 6141 1123 7 • Autistic 1473 445 2 • Deaf 900 1114 2 • LD 32,403 16,020 48 • Speech 4300 2000 6 • Gifted 8488 6543 15
Elementary 1997 • Male Female % • Dev Mild 5227 4048 9 • Dev D 2917 1992 5 • Blind 332 228 .5 • Deaf/Blind 44 35 - • Other Physical 784 569 1 • Multi 2823 1532 4
Secondary 1997 • Male Female % • ED 3412 915 5 • Autistic 549 152 .8 • Deaf 408 501 1 • LD 31,578 14,350 54 • Speech 1799 925 3 • Gifted 9303 7443 20
Secondary 1997 • Male Female % • Dev Mild 4314 3195 9 • Dev 1320 984 3 • Blind 249 164 .5 • Deaf/Blind 2 5 - • Other Physical367 315 .8 • Multi 1635 812 3
Provincial Schools • Brantford-W.Ross Macdonald School for deaf and deaf/blind students • Schools for deaf students: • London-Robarts School • Belleville-Sir James Whitney School • Milton-Ernest C. Drury
Demonstration Schools • Amethyst School in London • Sagonaska School in Belleville • Trillium School in Milton • For students with ADHD and severe learning disabilities • Residential schools with small populations
Demonstration Schools • Centre Jules-Leger in Ottawa for deaf and severely LD in French
Service Delivery • Three part process • 1. Identify special needs • 2. Choose most appropriate setting • 3. Plan, implement and regularly evaluate an individualized program
Identification • Assessment- gathering/interpreting relevant information about the student • Intelligence, abilities, strengths, needs, behaviors • Health, psychological, behavioral profiles
Who conducts assessments? • Classroom teacher assesses strengths and needs in classroom • Resource teacher • Clinician’s such as educational psychologist
Assessment Results • Used in appropriate placement decision • Guide development of an IEP
Placement • Regular classroom • Self-contained classroom • Combination of the two
Program • IEP • Written plan of action • Summarizes student’s strengths, interests and needs • Transition plans for ages 14 and over
IPRC • Identification, placement and review committees • Identification • Placement • May make recommendations for support • Parental agreement • Program begins
Service Delivery • Classroom teacher • Assistant • Resource teacher • Consultants
Service Delivery • Special input from: • Parents • School teams • Advisory groups • Advocacy groups • Social agencies • Specialists
Service Delivery • What personnel are involved? • How much support? • For how long? • Where? • Primary responsibility? • When and how reviewed?
Service Delivery • Schools manage • Board-centered, e.g unique needs, blindness • Integration of school and board
School Team • Common sense approach • Cooperation and support • Committee of staff members • Supports special education • Pre-referral opportunity
Multi-disciplinary Team • Educators and professionals • Initial stage meetings to determine placement and programming • Meet once or twice • Ongoing delivery by certain members • Management and organization issues