2. 
Our goal is to promote educational equity
and excellence for students with learning
exceptionalities and physical disabilities.
Our students can be found as leaders in our
school, on the honour roll, on the list of
graduates, as scholarship winners , and as
post secondary attendees

3. 

Defined in the education act as “a pupil whose
behavioral, communicational, intellectual,
physical or multiple exceptionalities are such
that he/she is considered to need placement in a
special education program
Our students exhibit a range of exceptionalities
including giftedness, learning disabilities,
autism, attention deficit disorder and physical
exceptionalities.

4. 
It is a program that is modified by the results
of on going assessment and evaluation

Built around, and includes an Individual
Education Plan (IEP) which outlines the
special education services that are required to
meet the needs of the exceptional pupil

5. 




Many students come to high school with existing IEP’s.
These continue on and adapt as the student develops.
Exceptionalities can sometimes show up in students in
secondary school. This may be due to the fact that the
work is more strenuous, or it had gone unnoticed in
middle school.
If a student is working at a 1-2 Level, teachers will attempt
a variety of remedial strategies to help make the child
more successful.
If accommodations help the situation, an IEP will be
developed for the student.
If unsuccessful, testing may be suggested.

6. Every student with an identified exceptionality will
have an IEP that is developed with the school , in
consultation with the parent
 An IEP is the plan which contains specific objectives
and an outline of special education services that
meet the needs of the exceptional pupil.
 NEW – starting this year all IEP’s must include a
transition plan to appropriate post-secondary
school activities, such as work or further education


7. 


Accommodations can include special teaching
and assessment strategies, individualized
equipment, technology or environmental
adjustments that a teacher has been
recommended to use with a particular student
to make them more successful
All the accommodations that are listed on the
IEP may not be suitable for every class
Does not change the grade level requirements of
the course.

8. 

Accommodations are divided into 3
categories: instructional, environmental, and
assessment
Some examples are note-taking assistance,
partnering, chunking, strategic seating,
proximity to the instructor, extended time
limits, computer aids

9. 



Modifications are changes in the number and/or
the complexity of the grade level expectations
Specific learning expectations must outlined
before modifications begin, and parents must be
made aware of the change
The principal will determine if the student has
completed enough of the course to be granted
the credit
Few students at ECI have modifications

10. Has 3 essential functions:
1. To determine the strengths and needs of
students
2. To identify the student’s exceptionality
according to the categories and definitions
provided by the Ministry of Education
3. To recommend program placement, to be
followed by the development of the IEP


11. 

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
To work with students and their parents to oversee
the development of an effective Individual Education
Plan and aid with its’ implementation
To arrange for Identification, Placement, and Review
Committee meetings
To develop post-secondary transition plans with
students
To help prepare students for EQAO math and literacy
tests
To teach students how to use assistive technologies
(Read and Write Gold, etc.)

12. 
Students may take the regular core program
with support as needed. This is termed
INDIRECT service.
 This means that the student has an IEP with
accommodations that each classroom teacher
institutes as suitable in their class.
 The student can use the Special Education resource
room for testing (extra time, using computer
programs, quiet location).
 Students must advocate for themselves and sign up in
advance in order to get extra time for tests.

13. 
Students may take the regular core program and receive
one period of instruction with a special education teacher.
This is termed WITHDRAWL assistance.
 This means that the student is in a special education class, once
every 2 days (with Principal approval)
 The student will work with a special education teacher and/or
educational assistant individually or in small groups in a General
Learning Strategies class. The student will work to improve
numeracy, literacy, organization, time management and study
skills. They also have some time to work on any assigned
homework in this class.
 Student’s may also use the Special Education resource room for
testing (extra time, using computer programs, quiet
location), but they must also sign up before hand.

14. 
Focus On Success (FOS)
 Program offers an alternative space for students who would
benefit from additional behavioural and/or academic
support.
 This is a safe space for students to come and work towards
success in their courses. Classroom Teachers collaborate
with the FOS Teacher and the Child and Youth Worker to
support students based on their individual needs.
 One to one or small group support is the focus of this
program.
 Inclusion in this program is recommended based on Teacher
observation, with the parent’s approval.

15. 

Will my child be labelled or isolated if they use
the supports of the Special Education
Department?
Our goal is to accommodate each student’s
learning needs, but also to help them develop
the skills to advocate for themselves. All
conversations about a child’s IEP are
confidential, and teachers accommodate
students as a regular part of differentiating
instruction for all learners.

16. 

How will teachers learn about my child’s
IEP?
Once an IEP is developed for a student, all
classroom teachers are given a copy of the
document, with specific focus on the types of
accommodations the student requires.

17. 
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I would like my child to have the same educational
accommodations at their post-secondary institution.
What do I have to do to facilitate this?
Most Colleges and Universities require a recent (within
the last 3-5 years)Psycho-Educational Assessment or
medical report, stating the diagnosis, relevant test
scores, and the resultant academic difficulties.
Some institutions will then conduct their own
testing, while others will provide services based on the
reports.
Every institution has different requirements so check
once your child has been accepted.

18. 
Ministry of Education Website
http://www.edu.gov.on.ca/eng/parents/speced.html

TDSB Guide to Special Education for Parents
http://www.tdsb.on.ca/Portals/0/EarlyYears/docs/Parents'%2
0Guide%202013-2014.pdf

People for Education
http://www.peopleforeducation.ca/

SNOW: Education, Access and You!
http://snow.idrc.ocad.ca/