SPEC ED: A GUIDE FOR EDUCATIORS
PROGRAM PLANNING FOR STUDENTS WITH SPECIAL NEEDS
COURSE: SPECIAL EDUCATION PART 3 (SPECIALIST)
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Introduction
Learning Goal
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Preschool Identification
Before a child with special needs enters a school often early identification is done by other agencies:
- Healthy Babies, Healthy Children
- The Preschool Speech and Language Initiative
- The Intensive Early Intervention Program for Children with Autism
When early identification of a child with special needs has been made and preschool services are provided, these services may need to continue to help a child have a smooth transition into school
Ministry Philosophy
Special Education: A Guide for Educators - Page C4
Enrolling a Child With Special Needs
- All children, including those with special needs, have the right to attend school at the beginning of the school year following registration (this will be discussed further in Part A)
- Parents and school board personnel need to work together to get the the necessary supports are in place
- Although a transition plan from preschool may already be in place, consider identifying people who have already worked with the student in the past, identify the people who will be continuing to support the student and get in place the appropriate program, supports and services to meet the needs of the students once in school
- Parents and the school need to work together to continue to gather and review information as well as keep up regular communication about the student to determine the best programming for the student
Early and Ongoing Identification
- Since the Education Act of 1982 the Ontario government has attempted to make early identification of the learning abilities and needs of students a priority
- Policy/Program Memorandum No. 11 requires school boards to identify all students' strengths and needs not only when they first register but to reassess those needs on a regular basis
Why Have Early Indentfication?
- gives understanding of visual, hearing or other medical condition that may impact learning
- identify students that may face academic, cognitive, motor or social challenges and this can lead to interventions or more in-depth assessments can be given
- get treatment started for those students that are not developing speech and language skills within normal ranges
- allow school team to plan proactively to do their best to assist students with their strengths and help them meet any special needs immediately when they enter school
- learning problems may be suspected by observing a student's behaviour, through their health or medical issues and current developmental issues - it is both the responsibility of school personnel, other professional and parents to gather and share this information about the student so the proper programming and monitoring can be put in place at the school
The In-School Team and Other Support Measures
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School Board Supports - Educational, Professional
Services, Paraprofessional Services, Parents
Some of the School Board Supports for a Student with special needs
- Educational services
This includes support by:
- resource teachers (all special education resource teachers), guidance counsellors (high schools), teacher-advisers, school board resource teachers, consultants, administrators- Other professional services:
This includes support by:
- psychologists, psychological associates, behavioural consultants, social workers, occupational therapists or physiotherapists, speech-language pathologists, and auditory-verbal therapists, Interpreters, Interveners, orientation and mobility instructors, transcribers (transcribe assignments in Braille)
- Paraprofessional services:
- paraprofessionals work under the supervision of qualified professionals and work under the direction and supervision of the teacher and school principal
- Last, but not least - Parents
Assessing A Student's Strengths and Needs
Teacher Observation and Data Gathering
Assessing a Student’s Strengths and Needs
- Educational Assessment
- Speech and language assessment
- Health assessment
- Psychological assessments
Release of Confidential Information
Program Planning for Students With Special Needs
Curriculum implementation for these students requires:
- Careful and perceptive adaption of courses and programs developed from curriculum guidelines;
- A constant awareness of standards and expectations;
- Flexible organizational structures;
- Selection of the strategies, resources, activities, and assessment procedures most appropriate to the student’s needs;
- Accommodation for individual differences;
- An IEP
Accommodations including specialized supports
Modification of curriculum
Alternative expectations not derived from curriculum expectations
In planning instruction and activities – must take into account strengths, needs, learning expectations, and accommodations identified in the IEP
Students who have IEP:
- Identifies learning expectations
- Outline how these expectations will be addressed though program and services; will include transition plan for students 14 and older
- Consultation with parents and student 16 and older
- Some with IEP, curriculum expectations may be modified
- Alternative expectations – assessed based on expectations set in IEP rather than provincial curriculum policy (will not receive a credit, secondary)
- Assignments/activities must take into account strengths, needs, goals, learning expectations, and accommodations in IEP
Reporting Achievement
Transitions: Ideas for Successful Practice
Key transition periods are:
o Entry to school
o Change from on division or school to another
o Move from elementary to secondary
o Transition from secondary school to postsecondary activities
Preschool-to-School Transitions
School-to-School Transitions
Transition to School From Care and Treatment Facilities and Correctional Facilities
Transition to School Following Prolonged Medical Abuse
Transition From Elementary To Secondary School
Transition From Secondary to Postsecondary Education
Transitions From Secondary School to the Worlds of Work