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Transition for Students with Disabilities from K-12 to Post-Secondary Education
Transition du secondaire au postsecondaire pour les élèves ayant un handicap
Education and Early Childhood Development / Éducation et Développement de la petite enfance
April 30th 2012 / 30 avril 2012
INCLUSION
Kim Korotkov
Julie McIntyre
INCLUSION
1. Leadership / Leadeurship
2. Roles and Responsabilities / Rôles et responsabilités
3. Instruction and Learning / Enseignement et apprentissage
4. Professional Learning / Perfectionnement professionnel
5. Structures for Collaboration / Structures de collaboration
6. Equity / Équité
INCLUSION
7. Funding and Accountability / Financement et responsabilité
8. Personalized Learning Plans / Plans d’intervention individualisés
9. Positive Learning Environment / Milieu propice à l’apprentissage
10. High Schools / Écoles secondaires
11. Alternative Education / Éducation alternative
12. Resolving Conflict / Résolution de conflits
Communication
Kim KorotkovLearning Specialist
Student Services
444-4717
Julie McIntyreAgente pédagogique
Direction des services aux élèves
453-2750
Special Education PlansChanges implemented in September 2010
Sandy Nickerson
Learning Specialist, Student Services(Anglophone Sector)
Types of Special Education Plans (SEP-A)
Accommodation planUniversal accommodations
• strategies, technologies or adjustments that enable a student to reach prescribed outcomes and can be used by the teacher / student as needed. Universal accommodations don’t necessitate an SEP or prior approval for provincial assessments.
(examples :extra time, quiet place, special seating, etc.)
Types of Special Education Plans (SEPS)
Justifiable accommodations • documented strategies, technologies or adjustments without which
the student would not be able to access the curriculum. These accommodations are documented within an SEP and require prior approval to be accessed during provincial assessments.
Types of Special Education Plans (SEP)
Examples of Justifiable accommodations: • A scribe would be a justified accommodation if the
child would not be able to succeed without the accommodation.
• Extended time would be a justified accommodation if it were more than double the time.
Types of Special Education Plans
Modification plan:• Some of the grade level
curriculum outcomes of a subject area have been changed (or deleted) to address the specific needs of the student.
• The general intent of the curriculum is maintained but the depth of treatment of the outcomes has been altered or deleted.
Types of Special Education Plan (Modified plan continued)
• Decisions for modification involve the classroom teacher(s), the resource teacher, the parent/guardian(s), the school-based Student Services Team and the student when possible.
• Modifications can occur in one or more courses or subjects and are based on the regular curriculum.
Types of Special Education Plan
Individualization
• Requires planning that deviates significantly from the regular curriculum. The student will not be expected to achieve many, if any, of the outcomes of the grade level curriculum.
• Can involve planning in areas other than educational outcomes (for example, toileting, feeding, dressing, etc).
Address any questions or concerns to;
[email protected] Specialist, Student Services
Department of Education & Early Childhood Development
Thank You!
Contact Information
Plans d’intervention(secteur francophone)
• Plan d’intervention – programme d’études prescrits
• Plan d’intervention – programme d’adaptation scolaire
Communication Jeanne DuquetteAgente pédagogique en adaptation scolaireDirection des services aux élèves453-2750
Transition des élèves ayant un handicap sensoriel
Gisèle DesjardinsEnseignante spécialiste en intervention auprès des élèves
ayant un handicap sensoriel
Communication Jasmine GallantAgente pédagogique pour les élèves ayant un handicap sensorielDirection des services aux élèves453-2750
TRANSCRIPTS
Tammy Strong
Learning Specialist, Student Services(Anglophone Sector)
• In order to facilitate appropriate placement at PSI, the Department of Education & Early Childhood Development recognises that it is critical that high school transcripts contain accurate:
– course codes– course nomenclature– and where appropriate,
an indicator for students with a modified Special Education Plan (SEP-M)
Course Code & Course NameFor students in courses that are MODIFIED through Special Education Plans (SEPs), the following changes are made to the course code and name:
* The standard code for the course is altered by adding the number ‘9’ as the eight digit in the code. (Example – Modern History 113 is 1010233 but for a student taking a modified version of this course the code would be 10102339)
* The standard course name is altered by the addition of an ‘S’ at the end of the designation. (Example – Canadian History 122 would become Canadian History 122S for a student)
•When a student transcript includes 1 or more courses that have an ‘S’ at the end of the name and a ‘9’ at the end of the code, the ‘Yes’ checkbox should be selected to indicate that ‘some courses have been modified to meet the needs of the student.’
•In the comment field below the modified flag a school may choose to provide additional information but this is not required.
Accommodations
• Please note that accommodations are NOT reflected in the course name or code.
Transitioning Students with Diverse Needs – Pilot Project
• Beginning in the 2012-2013 academic year, EECD will partner with Harvey High School (a demonstration school) and other community-based stakeholders to pilot some evidence informed strategies to assist students with diverse needs as they transition from high school to post-secondary education and/or the world of work.
Contact InformationTammy Strong
Learning Specialist, Student ServicesDepartment of Education & Early
Childhood [email protected]
(506) 453 2931
