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Serving Elementary Students with Special Needs

Serving Elementary Students with Special Needs. Building Inclusive Catholic Communities. Program Department Revised July 2010. “Let us run with endurance the face that is set before us, fixing our eyes on Jesus” Heb 12:1-2. Learning for All.

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Serving Elementary Students with Special Needs

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  1. Serving Elementary Students with Special Needs Building Inclusive Catholic Communities Program Department Revised July 2010 “Let us run with endurance the face that is set before us, fixing our eyes on Jesus” Heb 12:1-2

  2. Learning for All The LDCSB welcomes all students and will provide them with the quality education they deserve; Mission Of the LDCSB: To serve the Catholic student in a community that nurtures a living faith and provides a quality Catholic education that enables the individual to become a contributing member of the Church and society.

  3. Philosophy of Special Education We believe that: • All students have an opportunity to learn to live and to contribute as responsible Catholics • All students have a right to participate fully in opportunities for learning and growth appropriate to their needs and gifts • Students who have exceptional needs are more like other students than they are different • It is our responsibility to provide these students the opportunity to share the school experience which their brothers, sisters and friends enjoy • An attitude of welcome acceptance, and indeed, celebration of individual differences and unique gifts is to be encouraged and supported “All these are the work of the one and the same Spirit who distributes different gifts to different people just as He chooses” Corinthians 12:11

  4. To be successful ALL students need … Success for All • Access to theprovincial and/or • alternate Catholic curriculum • To achieve excellence while • recognizing individual needs & capabilities • Dedicated staff to deliver programmes • Effective programming opportunities & • supports

  5. SOME students need more support due to… • Socio-economic Factors • Family Factors • Limited understanding of English language • Special Needs • Different Learning Styles

  6. Identification, Placement & Review Committee Students with special needs are identified through the IPRC process TheIPRC identifies the student’s exceptionality and recommends placement for the student by: • Using a collaborative approach • Recognizingthe rights and responsibilities of parents/guardians and students

  7. IPRC Areas of Exceptionality Behaviour Autism Deaf & Hard of Hearing Language Impairment Learning Disability Speech Impairment Giftedness Developmental Disability Mild Intellectual Disability Blind & Low Vision Physical Disability Multiple Exceptionalities

  8. Neighbourhood School Placement Early Intervention Individual Education Plan In School Team School Based Team Support 6. Affiliate Team Support 7. System Team Support 8. Community Support Principles of Inclusion

  9. Neighbourhood School Placement • We attempt to serve all students within age appropriate regular classes in their neighbourhood school. • Physical modifications such as doorways, ramps, specialized washrooms and care areas are provided where needed to ensure that the student can remain in their neighbourhood school.

  10. Early Intervention • Intervention at an early age is a key component of student success • The School Based Team identifies students who could profit from additional resources or time • System staff may provide additional support in the early years in order to achieve success • Parents/guardians are involved and receive sound communication about the practices regarding service to their child.

  11. Individual Education Plan • A WRITTEN PLAN of action prepared by the teacher, with the support of other staff members, and developed with meaningfulparental input • A WRITTEN PLAN used by the teacher to implement individualized teaching strategies & monitor and communicate student growth • A SUMMARY of student strengths, needs, and of the expectations for learning that are sometimes different from the expectations outlined in the Ontario curriculum • A flexible LIVING DOCUMENT that can be adjusted according to student needs

  12. In School Team • Student • Student Peers • Parent/Guardian • Classroom Teacher • Educational Assistant • Student Program Support Teacher • Principal & Vice Principal To be successful takes a team effort

  13. Students • Participate actively in all elements of school life • Understand their own learning styles and needs. • Understand the nature of the accommodations/modifications provided • Assist in setting annual program goals and learning expectations. “For God is at work within you… helping you do what He wants” Phil2:13

  14. Student Peers

  15. Parent/Guardian • Share first hand knowledge of the child (strengths, needs, interests, etc.) • Provide up-to-date information about student assessment reports • Maintain open communication • Reinforce the educational efforts of the teachers at home • Work in partnership with the school

  16. Classroom Teacher • Is the key advocate for the child at the school • Is the curriculum expert • Contributes first hand knowledge of student's strengths, needs and interests • Develops the IEP in collaboration with the School Based Team and parent/guardian • In consultation develops and reviews any modified or alternative expectations and implements teaching and assessment strategies • Maintains ongoing communication with all partners • Addresses the needs of the whole child and ensures inclusion

  17. Educational Assistant • Assigned to schools to support students with personal care & safety needs • Under the direction of the classroom teacher, the EA: • Helps students • Assists with providing accommodations as described in the IEP • Monitors and records progress relative to the expectations described in the IEP • Maintains ongoing communication with the student’s teacher(s)

  18. Student Program Support Teacher 20% Testing and Administration The SPST: Is a key member of the School Based Team Coordinates (not develops) the students IEP’s Prepares for school IPRC meetings Provides diagnostic assessments Supports classroom teachers by: • Providing direct instructionto individuals and small groups • Assisting with the development ofmodifications and/or alternative learning expectations • Providingmaterials and resources 20% Outside of the class instruction 60% In Classroom instruction

  19. Principalas the School Leader • Sets a welcoming inclusive tone • Provides leadership and support to ensure all school team members understand and carry out their role • Facilitates collaboration, planning, • evaluating and updating • Assigns the EA & SPST within the school • Chairs the IPRC meetings • Ensures IEPs are completed and implemented

  20. School Based Team Support The Principal, Vice Principal, Classroom Teacher, Student Program Support Teacher meet regularly to plan for students • Problem Solving approach: • Identify the challenge • Review & share student data • Discuss possible strategies & recommendations • Monitor progress • Manage resources • Seek Affiliate Team support where appropriate

  21. Affiliate Team Support The search for a solution may lead to the Principal or SPST contactingthe Affiliate Liaison Teacher The search for a solution may result in one or more visitsto the school to meet with appropriate school team members The search for a solution may require additional members of the Affiliate Team to join the Affiliate Liaison Teacher and the school team in order to discuss multidisciplinary solutions The Affiliate Liaison Teacher will consult with Affiliate Team members as appropriate

  22. System Team Support • Provides an multidisciplinary team approach to serving the programming needs of all students • Supports students, teachers & parents • Provides expertise in curriculum implementation, accommodations, modifications & supports to program so all students can learn. Behaviour Speech & Language ESL Curriculum & Assessment Gifted & Enrichment Blind & Low Vision Deaf & Hard of Hearing ICT Social Work Psychological Services Student Success Autism Alternative Education

  23. Community Supports The LDCSB works collaboratively with families and community agencies to provide a seamless continuum of support. These are just a few of our partners: - Child and Parent Resource Institute (CPRI) - Madame Vanier Children’s Services • - Merrymount Children’s Centre • - Craigwood Services • - Pittock School/W.D. Sutton • - Oxford Child and Youth Centre • Children and Family Counselling Centre (Elgin County) - Ministry of Children and Youth Services • - Thames Valley Children’s Centre • - Special Education Advisory Committee (SEAC) • - Community Living Associations • - Children’s Aid Society • Amethyst School/Robarts School • Community Service Co-ordination Network (CSCN)l

  24. The Journey - Where are We?

  25. The Journey Continues The Journey Continues Where do we go from here? Where do we go from here? “They went out and proclaimed the good news everywhere, while the Lord worked with them and confirmed the message.” Matt 16:20 “They went out and proclaimed the good news everywhere, while the Lord worked with them and confirmed the message.” Matt 16:20 Everyone Belongs Everyone Belongs

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