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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. - PowerPoint PPT Presentation
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Serving Elementary
Students with Special Needs
Program DepartmentRevised July 2010
Building Inclusive Catholic Communities
“Let us run with endurance the face that is set before us, fixing our eyes on
Jesus” Heb 12:1-2
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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.
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Philosophy of Special
EducationWe 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
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•Access to the provincial and/or alternate Catholic curriculum •To achieve excellence while recognizing individual needs & capabilities• Dedicated staff to deliver programmes• Effective programming opportunities & supports
To be successful ALL students need …
Success for All
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SOME students need more support due to…
• Socio-economic Factors• Family Factors• Limited understanding of English language• Special Needs• Different Learning Styles
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Identification, Placement
& Review CommitteeStudents with special needs are identified
through the IPRC processThe IPRC identifies the student’s exceptionality
and recommends placement for the student by:
• Using a collaborative approach• Recognizing the rights and responsibilities of parents/guardians and students
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IPRC Areas of Exceptionality
GiftednessDevelopmental DisabilityMild Intellectual DisabilityBlind & Low Vision Physical DisabilityMultiple Exceptionalities
BehaviourAutism Deaf & Hard of HearingLanguage ImpairmentLearning Disability Speech Impairment
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Principles of Inclusion
1. Neighbourhood School Placement
2. Early Intervention
3. Individual Education Plan
4. In School Team
5. School Based Team Support
6. Affiliate Team Support
7. System Team Support
8. Community Support
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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.
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Early Intervention
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.
Intervention at an early age is a key component of student success
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Individual Education Plan A WRITTEN PLAN of action prepared by
the teacher, with the support of other staff members, and developed with meaningful parental 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
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In School Team
a) Studentb) Student Peersc) Parent/Guardiand) Classroom Teachere) Educational Assistantf) Student Program Support Teacherg) Principal & Vice Principal
To be successful takes a team effort
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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
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Student PeersOntario Catholic
Graduate ExpectationsIn the Classroom
Relate to others in a loving, compassionate & respectful manner
Are friends
Minister to family, school, parish & the greater community through service
Include all studentsin all activities
Respect the rights, responsibilities & contributions of self and others
Willingly assist, include, modify, play, protect, support all school mates
Work effectively as interdependent team members
Learn that we are more alike than different
Integrate faith with life Understands & appreciates diversity
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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
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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
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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)
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The SPST:Is a key member of the School Based TeamCoordinates (not develops) the students
IEP’s Prepares for school IPRC meetingsProvides diagnostic assessmentsSupports classroom teachers by: Providing direct instruction to individuals and small groups Assisting with the development of
modifications and/or alternative learning expectations
Providing materials and resources
Student Program Support Teacher
60% In
Classroominstruction
20%
Testing and Administration
20%
Outside of the class
instruction
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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 updatingAssigns the EA & SPST within the school Chairs the IPRC meetings Ensures IEPs are completed and implemented
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School Based Team SupportThe Principal, Vice Principal, Classroom Teacher, Student Program Support Teacher meet regularly to plan for studentsProblem Solving
approach:Identify the challengeReview & share student
dataDiscuss possible strategies
& recommendationsMonitor progressManage resourcesSeek Affiliate Team support
where appropriate
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Affiliate Team SupportThe search for a
solution may lead to the Principal or SPST
contacting the Affiliate Liaison
Teacher
The search for a solution may result
in one or more visits to the school
to meet with appropriate school
team members
The Affiliate Liaison Teacher will consult with Affiliate Team
members as appropriate
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
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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.
Speech & Language
Gifted & Enrichment
Deaf & Hard of Hearing
Behaviour
Social WorkBlind &
Low Vision
Psychological Services
Curriculum & Assessment
Alternative Education
ESL
AutismStudent Success
ICT
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Community SupportsThe LDCSB works collaboratively with families and community agencies to provide a seamless continuum of support. These are just a few of our partners: - 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
- 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)
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The Journey - Where are We?Does Every Student…
Do Staff…Are Parents & Stakeholders
….Feel accepted, challenged, motivated and valuedAccess the facility including play equipment and other recreational areaParticipate fully in the life of the school Receive program supports
Feel compassion & empathy and responsibility for all studentsUnderstand their role as planner, facilitator, motivator, and evaluator Have access to the material and supports needed to meet the diverse needs of a wide range of students Receive on going Professional Development
Welcomed to share informationAssisted in understanding system practices and protocols around service to their special needs child/adolescentAble to participate in a meaningful fashion in the setting of the IEPGiven regular updated progress information
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Where do we go from here?
The Journey Continues
“They went out and proclaimed the good news everywhere, while the Lord worked with them and confirmed the message.” Matt 16:20
Where do we go from here?
Everyone Belongs
The Journey Continues
“They went out and proclaimed the good news everywhere, while the Lord worked with them and confirmed the message.” Matt 16:20
Everyone BelongsEveryone Belongs