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LIFE SKILLS program - secondary
The Secondary Life Skills Program is designed for students who are working on alternative (non-credit) curriculum with post-secondary goals of supported living and/or supported employment. Students may have a special education placement of ‘special education: full-time’, special education: partial’ or ‘special education: withdrawal’. Integration is based on special education placement as determined by IPRCs. A Special Education Program and IEP specific to your child is created with your input, and with the input of the your child’s school to meet the individual learning needs of your child. Over time, the program will change to meet the changing needs of your child. Education goals focus on the improvement of employability or leisure skills. All students work on literacy and numeracy goals with a special education teacher on a daily basis.
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.