philosophy
In the Halton Catholic District School Board, every effort is made to provide programs and services to support pupils with exceptionalities in the regular class setting.
We believe that pupils with exceptionalities should:
We believe that pupils with exceptionalities should:
- Receive appropriate special education programs and services;
- have regular opportunities to interact with their peers, to enjoy the life of the school, and to participate in local community activities.
Individual Education plans (IEP)
An IEP is a written plan describing the special education program and/or services required by a particular student. It identifies learning expectations that are modified from or alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations.
The IEP is not a daily lesson plan itemizing every detail of the student's education.
The IEP also helps teachers monitor the student's progress and provides a framework for communicating information about the student's progress to parents and to the student. The IEP is updated periodically to record any changes in the student's special education program and services that are found to be necessary as a result of continuous assessment and evaluation of the student's achievement of annual goals and learning expectations.
The IEP reflects the school board's and the principal's commitment to provide the special education program and services, within the resources available to the school board, needed to meet the identified strengths and needs of the student. The principal is responsible for ensuring compliance with all of the requirements described in this document for the development and implementation of students' IEPs.
The IEP is not a daily lesson plan itemizing every detail of the student's education.
The IEP also helps teachers monitor the student's progress and provides a framework for communicating information about the student's progress to parents and to the student. The IEP is updated periodically to record any changes in the student's special education program and services that are found to be necessary as a result of continuous assessment and evaluation of the student's achievement of annual goals and learning expectations.
The IEP reflects the school board's and the principal's commitment to provide the special education program and services, within the resources available to the school board, needed to meet the identified strengths and needs of the student. The principal is responsible for ensuring compliance with all of the requirements described in this document for the development and implementation of students' IEPs.
IDENTIFICATION placement review committee (IPRC)
Identification and Placement Review Committee (IPRC)This is a school committee that considers the needs of the pupil, identifies the pupil as exceptional or not exceptional in accordance with Regulation 181/98. This committee is composed of at least three persons, one of whom must be a principal or supervisory officer of the Board.
The IPRC will:
- invite the parents and the student (if 16 years of age or older) to attend the meeting;
- review relevant information about the student;
- describe the student’s strengths and needs; decide whether or not the student should be identified as an exceptional pupil;
- identify the area(s) of the student’s exceptionality(ies), according to the categories and definitions of exceptionality provided by the Ministry of Education;
- decide an appropriate placement for the student;
- provide reasons for placement if deciding for placement in a special class;
- discuss proposals for special education programs and services if the parent or the student age 16 or over requests it;
- review the identification and placement at least once in each school year, unless the parent gives written notice dispensing with the review.
Identification
A pupil who is referred to an I.P.R.C. may be identified as exceptional or as not exceptional in accordance with the Ministry of Education and Training definitions.
Exceptional
A pupil whose behavioural, communicational, intellectual, (including intellectually gifted), physical or multiple exceptionalities are identified as such by an Identification, Placement and Review Committee (I.P.R.C.).
Inclusion
Inclusion is the planned process whereby the exceptional pupil is instructed in his/her regular classroom within that individual's Catholic Educational Community.
Psycho-Educational Assessment
A part of the overall education assessment which:
A pupil who is referred to an I.P.R.C. may be identified as exceptional or as not exceptional in accordance with the Ministry of Education and Training definitions.
Exceptional
A pupil whose behavioural, communicational, intellectual, (including intellectually gifted), physical or multiple exceptionalities are identified as such by an Identification, Placement and Review Committee (I.P.R.C.).
Inclusion
Inclusion is the planned process whereby the exceptional pupil is instructed in his/her regular classroom within that individual's Catholic Educational Community.
Psycho-Educational Assessment
A part of the overall education assessment which:
- evaluates the educational and psychological strengths and needs of the pupil;
- requires written parental consent;
- involves giving a variety of formal, standardized tests to the student;
- is conducted by a Psychometrist;
- may include information from other agencies, observations, interviews, etc.;
- results in a printed confidential report of the findings being personally presented to parents by the Psychometrist; and
- is supervised by a registered psychologist or other certified personnel.
Exceptionalities
Behaviour
- Specific behaviour problems over a period of time and to a marked degree
- Autism
- Learning Disability
- Deaf and Hard of Hearing
- Speech and Language Impairment
- Giftedness
- Mild Intellectual Disability
- Developmental Disability
- Physical Disability
- Blind and Low Vision
- A combination of learning or other disorders, impairments or physical disabilities
WHAT IS A PLACEMENT?
In making its placement decision, the IPRC may consider a range of options, such as:
A regular class with indirect support.
The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services
A regular class with resource assistance.
The student is placed in the regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.
A regular class with withdrawal assistance.
The student is placed in the regular class and receives instruction outside of the classroom for less than 50 per cent of the school day, from a qualified special education teacher.
A special education class with partial integration.
The student is placed by the IPRC in a special education class where the student-teacher ratio conforms to Regulation 298, section 31, for at least 50 per cent of the school day, but is integrated with a regular class for at least one instructional period daily.
A special education class full time.
The student is placed by the IPRC in a special education class, where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day.
A regular class with indirect support.
The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services
A regular class with resource assistance.
The student is placed in the regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.
A regular class with withdrawal assistance.
The student is placed in the regular class and receives instruction outside of the classroom for less than 50 per cent of the school day, from a qualified special education teacher.
A special education class with partial integration.
The student is placed by the IPRC in a special education class where the student-teacher ratio conforms to Regulation 298, section 31, for at least 50 per cent of the school day, but is integrated with a regular class for at least one instructional period daily.
A special education class full time.
The student is placed by the IPRC in a special education class, where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day.
For more information:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
A Parents Guide to Special Education Programs and Services | |
File Size: | 1214 kb |
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Ministry of Education’s publication Special Education: A Guide for Educators specifically addresses the IPRC process and is available on the Ministry of Education’s website at: http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedpartde.pdf
The Shared Solutions publication is available on the Ministry of Education’s website at http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.html.