What Can Teachers Provide?
Special Education teachers provide
support to students experiencing learning needs. In collaboration with
classroom teachers, special education teachers can offer:
- Additional explanation and support in core subjects
- Counselling re: time management and study habits
- An alternate setting for test and exam writing
- Recomendations for modified evaluation
- Recomendations for Queen's Mini Courses and other enrichment courses
may be identified as exceptional requiring learning accommodations
and/or modifications to their program of study. The student’s
identification and placement is subject to review once a year through
the IPRC process.
How May Student Receive Assistance?
needs of these students can be met by the regular subject teacher(s)
working in partnership with the Special Education teacher. Students may
receive assistance in a number of ways.
- Regular program within the classroom by the teacher;
- Withdrawal support in the special education resource room;
- Indirect service through programming assistance provided to the subject teacher by the Special Education Teacher
of these approaches are based on close co-operation between the subject
teacher and the Special Education teacher. Input from parents is
welcomed and appreciated.
An Individual Education Plan (IEP) is
developed for every student who has been identified as exceptional by an
Identification, Placement, and Review Committee (IPRC). An IEP
identifies the student’s specific learning expectations and outlines how
the school will address these expectations through appropriate special
education programs and services. It also identifies the methods by which
the student’s progress will be reviewed. Special education programs and
services provided for the student are modified by the results of
continuous assessment and evaluation. The IEP of exceptional students
who are fourteen years of age or older and who are not identified solely
as gifted must also contain a plan to make the transition to
postsecondary education, apprenticeship programs, or the workplace, and
to help them live as independently as possible in the community.
you are a parent/guardian of an identified exceptional learner, you
will receive a copy of the current Individual Educational Plan for your
son/daughter within 30 days of placement and with each report card.
Students who have not been formally identified as exceptional but who
have special needs and are receiving special education services may also
have an IEP. In this case the informal IEP is reviewed annually to
determine its necessity.
The Board’s Special Education Advisory
Committee (SEAC) makes recommendations to the Board regarding
establishment and development of Special Education Programs and Services
for the exceptional pupils of the Board.
SEAC and its nomination process can be obtained through the principal or
the Board’s Student Services Department.
specialized class is designed to better facilitate the needs of
students with developmental delays as identified by a system level IPRC.
The overall focus of the Centre is to promote basic literacy and
numeracy skills, and personal, social and life skills. Life Skills
students are integrated throughout the school with educational supports
when required. Students participate in assemblies, Masses and all other
school activities. With support, students also participate in
cooperative work placements in order to gain the experiences necessary
to become as independent as possible. Throughout their secondary school
career, transition planning with the student, parents/guardians,
teachers and a board appointed transition facilitator develop a process
to ease the transition to the post-secondary environment. Programming is
individualized for each student through Individual Educational Plans.
When the students complete their secondary school years, they receive a
Certificate of Accomplishment.