NEWS and ANNOUNCEMENTS
Welcome back to the new school year. SERTs are in the process of reviewing students' OSR and consulting/conferencing with classroom teachers in order to update students' IEP for the new school year. Some changes may occur reflect their identification, needs and accommodations. Updated IEPs for the 2014-2015 school year will be mailed out to parents and students by Oct. 14th (30 days from the start of school) Please contact SERTs for more information or refer to the Parent's Guide to Special Education Program and Services.
Click HERE for more information about the HCDSB Inclusion Policy, the IPRC (Identification and Placement Review Committee) Process and the Individual Education Plan (IEP), Special Education Placements, Special Education Staff, Specialized Equipment, Transportation for Students with Special Needs, Special Education Advisory Committee (S.E.A.C.) and the Special Education Support Team.
Students are parents were informed about their SERT through a letter and Parent IEP Consultation Survey. Please reply to the on-line or paper version of the IEP Consultation Survey by September 19th. If you have selected Option 1, SERTs will be contacting you shortly to discuss the IEP for the 2014-2015 school year. The updated IEP, waiver forms, and parent consultation will be send home by Oct. 14th, 2014. Your input is valuable in programming and the creation of the IEP.
Students are parents were informed about their SERT through a letter and Parent IEP Consultation Survey. Please reply to the on-line or paper version of the IEP Consultation Survey by September 19th. If you have selected Option 1, SERTs will be contacting you shortly to discuss the IEP for the 2014-2015 school year. The updated IEP, waiver forms, and parent consultation will be send home by Oct. 14th, 2014. Your input is valuable in programming and the creation of the IEP.
Special Education Department Staff
2014-2015
A. Bator - Special Education Department Head
J. Yeung - Special Education Resource Teacher (GLE)
C. DeLuca - Special Education Resource Teacher (GLE)
J. Galante - Special Education Resource Teacher (GLE and Life-skills)
A. McLean - Special Education Resrouce Teacher (Life-skills)
V. Goodwin-Duncan - Special Education Consultant
C. Lewis - Child and Youth Counsellor
J. Yeung - Special Education Resource Teacher (GLE)
C. DeLuca - Special Education Resource Teacher (GLE)
J. Galante - Special Education Resource Teacher (GLE and Life-skills)
A. McLean - Special Education Resrouce Teacher (Life-skills)
V. Goodwin-Duncan - Special Education Consultant
C. Lewis - Child and Youth Counsellor
Special Education Resource Teacher (S.E.R.T )
The resource teacher's role is defined as emphasizing collaboration and peer support for the regular classroom teacher. The resource teacher is responsible for assisting the classroom teacher to develop strategies and activities to support the inclusion of exceptional pupils within the regular classroom. The resource teacher carries out a variety of activities but all are designed to help teachers solve problems and work out the best alternatives for instruction. Among these are the following:
The resource teacher's role is defined as emphasizing collaboration and peer support for the regular classroom teacher. The resource teacher is responsible for assisting the classroom teacher to develop strategies and activities to support the inclusion of exceptional pupils within the regular classroom. The resource teacher carries out a variety of activities but all are designed to help teachers solve problems and work out the best alternatives for instruction. Among these are the following:
- assessment;
- program implementation;
- program monitoring;
- direct instruction;
- communication and liaison with parents and
- community agencies.
Itinerant Special Education Resource Teachers (ISERT)
Itinerant Special Education Resource Teachers provide frequent and timely support to school staff working with students with special needs. The instructional coaching provided by the ISERT is focused on working with school SERTs on assessment and instructional strategies, special education programs and programming, transitions and classroom management. Additionally, support is provided in developing Individual Education Plans, building capacity in specific areas (i.e. assistive technology, current research on exceptionalities) and in providing in-service to schools on matters pertaining to special education. ISERTs assist school staffs in implementing the special education goals included in HCDSB Board Improvement Plan (BIP).
Itinerant Special Education Resource Teachers provide frequent and timely support to school staff working with students with special needs. The instructional coaching provided by the ISERT is focused on working with school SERTs on assessment and instructional strategies, special education programs and programming, transitions and classroom management. Additionally, support is provided in developing Individual Education Plans, building capacity in specific areas (i.e. assistive technology, current research on exceptionalities) and in providing in-service to schools on matters pertaining to special education. ISERTs assist school staffs in implementing the special education goals included in HCDSB Board Improvement Plan (BIP).
Child and Youth Counsellor
Child and Youth Counsellors possess a special knowledge base and skill level. It is one that encompasses behaviour, emotions, mental health, development, environment and most importantly, therapeutic relationships. They provide therapeutic interventions that promote the growth of valued characteristics, self-esteem and self-efficacy. They give our students opportunities to heal and experience positive relationships, and to feel connected and a sense of belonging. The CYC help students work through the resistance of trusting, and being cared for and facilitate youth in feeling safe and understood.
Child and Youth Counsellors possess a special knowledge base and skill level. It is one that encompasses behaviour, emotions, mental health, development, environment and most importantly, therapeutic relationships. They provide therapeutic interventions that promote the growth of valued characteristics, self-esteem and self-efficacy. They give our students opportunities to heal and experience positive relationships, and to feel connected and a sense of belonging. The CYC help students work through the resistance of trusting, and being cared for and facilitate youth in feeling safe and understood.
Please visit the HCDSB website on Special Education for more information in regards to the role of SERTs, Support Staff, CYC, and other staff within the Board's Special Education Programs.