Regulation 306, made under the authority of the Education Act, requires every school board to maintain a Special Education Plan following the guidelines outlined in the Ministry of Education document “Standards for School Boards’ Special Education Plans.” The Special Education Plan is designed to comply with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Education Act and regulations made under the act. The five standards outlined below are province-wide expectations and support the goal of ensuring that students with exceptional needs receive the best-quality education possible.
In accordance with Regulation 464/97, the Board supports an active Special Education Advisory Committee (SEAC) and ensures that its SEAC is involved with the annual review of our Special Education Plan.
The Superintendent of Education for Student Services and the Chair of SEAC set an agenda for the upcoming meeting where updates and reports are provided on current topics related to special education in the Board. SEAC members share information through verbal and written reports, materials from the respective associations represented on SEAC are also shared.
No reports were brought forward in the 2022-2023 school year.
Durham Catholic District School Board maintains an ongoing communications process at both the school and system levels, including:
The following presentations were provided to SEAC in the 2022-2023 school year:
Feedback received and discussions with SEAC can be found in the minutes of our SEAC meetings on our SEAC webpage.
Updated June 2023
The Board’s inclusionary model and philosophy begins with the philosophy and vision that all students belong and can learn in the mainstream of school and community life. Recognizing the dignity and worth of each person, the Durham Catholic District School Board brings together all members of the Catholic school, parish and community, to realize the full potential of each student.
All educators share in the responsibility of providing high quality education for every student in their care. In collaboration with school and system resource staff, and in partnership with parents/guardians, educators ensure that each student feels safe, welcomed and inspired to succeed in a culture of high expectations.
The roles and responsibilities within special education are outlined in the Special Education in Ontario Kindergarten to Grade 12 Policy and Resource Guide.
The Durham Catholic District School Board is committed to the early identification of learning strengths, needs, and intervention initiatives for students to ensure equitable opportunities for success. Early identification can occur at any time in a student’s education, but most often occurs during the Kindergarten years. Students who are new to the Board or develop special learning needs later in their educational career will also be assured of assessment and intervention assistance through the Entry Plan process and the School Team Meeting process.
Students are best served when a team works to support them. During early identification, the School Team supports the classroom educators in program delivery. Parents/guardians, Board special education Coordinators and Consultants, and other board professionals such as Speech-Language Pathologists, all help students in reaching their full potential.
Educators help nurture students’ self-concept and self-reliance by creating a warm and responsive environment. Students are provided with regular opportunities throughout the day to discover and practice the interpersonal skills required in order to communicate and cooperate with others.
It is critical that educators get to know their students and have an understanding of exceptionalities. Strengths and needs can be identified in several ways. Classroom educators use a variety of classroom-based assessment tools which assist them in program development and evaluation. In collaboration with the School Team and Board support staff, continuous assessment from different perspectives should be followed up with suitable programs that reflect what is known about the student at any point in time. (Policy/Program Memorandum No. 11).
Classroom Based Assessment Tools
Ongoing teaching and assessment of learning needs is discussed with parents/guardians. An Individual Education Plan (IEP) may be recommended with possible accommodations and/or modifications and/or alternative programming.
Early registration of a student allows the principal to meet the parents/guardians and child and to determine if there are special needs that can be addressed at the outset, thus setting the stage for success. Prior to school entry, parents/guardians complete a questionnaire to provide information related to the child’s pre-school developmental milestones.
Successful entry-to-school planning involves sharing information and coordinating resources among a team of support, including the family, providers of preschool programs and services, and School Board staff. An Entry Planning Meeting facilitates early identification planning that involves the School Team and may include Board support staff and Community Agencies.
During the Entry Planning Meeting, participants will share copies of relevant assessment results and other helpful information, share the child’s pre-school and/or present school file, identify the strengths and needs of the child, and develop a written transition plan.
Throughout the Kindergarten years, classroom educators, plan programs to address the holistic development of the child. The Durham Catholic District School Board provides educators with assessments titled, The Kindergarten Assessment Tool Kit. All students in Year 1 and Year 2 Kindergarten receive assessments in the following areas:
Comprehension
Personal and Social Development
Concepts about Print
Letter Identification
Oral Language
Phonological Awareness
Sight Words
Writing
Mathematics
The Board follows IPRC procedures under the guidelines of Regulation 181/98.
As set out by the Education Act, DCDSB does provide IPRC meetings if referred by principal or if requested in writing by parent(s)/guardian(s).
Highlights of Regulation 181/98
A Parent/Guardian Guide to Special Education
Initial IPRCs |
IPRC Reviews |
IPRC Appeals |
8 |
16 |
0 |
The types of assessments tools/strategies used to gather appropriate information on students to assist in the development of appropriate educational programs may include Psychological Assessments, Speech and Language Assessments and Formal Diagnostic Assessments.
Psychological assessments are conducted only by registered members of the College of Psychologists of Ontario (Psychologists and Psychological Associates), or by non-registered staff (Psychometrists) under the direct supervision of the Senior Manager of Psychological and Speech-Language Services who is a registered Psychologist. All registered staff are permitted to perform the controlled act of communicating a diagnosis, and the Senior Manager of Psychological and Speech-Language Services would communicate the diagnosis for non-registered staff.
Psychological Services staff are governed by the following legislation/standards: Regulated Health Professionals Act (1993), Health Care Consent Act (1996), Municipal Freedom of Information and Protection of Privacy Act (1990), Personal Health Information Protection Act (2004), Education Act (1990), Psychology Act (1991)
And Standards of Professional Conduct of the College of Psychologists of Ontario (2017).
Speech-language assessments are conducted only by Registered members of the College of Audiologists and Speech-Language Pathologists of Ontario. Speech-Language Pathologists do not make diagnoses.
Speech-Language Services staff are governed by the following legislation/standards:
Regulated Health Professionals Act (1993), Health Care Consent Act (1996), Municipal Freedom of Information and Protection of Privacy Act (1990), Personal Health Information Protection Act (2004), Education Act (1990), Audiology and Speech-Language Pathology Act (1991), Professional Practice Standards of the College of Audiologists and Speech-Language Pathologists of Ontario (2017).
Typically, Student Services staff meet with parents/guardians privately prior to a School Team Meeting to share the results of Psychological or Speech-Language Assessments. Following this meeting parents/guardians are provided with a copy of any assessment reports. Parents/Guardians have the right to decide whether the assessment results and reports are to be shared with the full School Team in order to support programming and service delivery to meet the needs of their child.
A copy of assessment reports is filed in the Student Services file, which can be accessed only by Student Services personnel. Case notes are completed in the secure electronic documentation system. Paper protocols used for assessments by Psychological Services and Speech-Language Services staff are stored in confidential and secure files, along with a copy of the assessment report. These are accessible only to the relevant Psychological Services and Speech-Language Services staff member and the Senior Manager of Psychological and Speech-Language Services, or a designate where appropriate. These files must be kept for 10 years following the date of last contact with the student, or until the student is 28 years of age, whichever is later.
Standardized assessment reports are placed in the documentation folder of the OSR, accessible only to personnel authorized under OSR guidelines.
The purpose of this standard is to provide details of the board’s specialized health support services to the Ministry and to the public.
The provision of health support services to students in school settings is governed by the Ministry Education Policy/Program Memorandum 81. This policy document outlines the shared responsibility for the provision of health support services amongst the Ministries of Education, Health and Long-Term Care and Community and Social Services.
The eligibility criteria for the provision of School Health Support Services is as follows:
1. The person must be enrolled as a pupil at a school or be receiving satisfactory instruction at home in accordance with
clause 21(2) (a) of the Education Act.
2. The person must require the services
3. The person must be an insured person under the Health Insurance Act
4. The school or home in which the service is to be provided must have the physical features necessary to enable the service to be provided.
5. The risk that a service provider who provides the service to the person who requires it, will suffer
Specialized Health Support Service | Agency or position of person who performs the service (e.g., LHIN, Grandview, Board staff, parent, student | Eligibility criteria for students to receive the service | Position of person who determines eligibility to receive the service and the level of support | Criteria for determining when the service is no longer required | Procedures for resolving disputes about eligibility and level of support (if applicable) |
---|---|---|---|---|---|
Nursing | Home and Community Care Support Services (HCCSS) |
Referral from doctor (HCCSS) policy |
(HCCSS) Administrator |
(HCCSS) Doctor |
(HCCSS) Process |
Nutrition | (HCCSS) | (HCCSS) policy | (HCCSS) Administrator | (HCCSS) | (HCCSS) Process |
Occupational therapy | Grandview | Grandview Screening | Grandview Administrator | Grandview Assessment | Grandview Process |
Physiotherapy | Grandview | Grandview Screening | Grandview Administrator | Grandview Assessment | Grandview Process |
Speech and language therapy (Pre-School) | Grandview SLP | Self-referral or by other agency for speech disorders | Speech Pathologist | Speech Pathologist Assessment | Grandview SLP |
Speech Correction Remediation | Grandview SLP, Board SLP Services Assessments and Referrals | Referral by School SLP or Grandview SLP | DCDSB SLP and Grandview SLP | Grandview Speech Pathologist Assessment | Discussion between school and Grandview and Senior Manager of Speech/Language Services |
Administering of prescribed medications | Board staff unless requires medically controlled procedure |
As outlined in Board Administrative Procedure (AP804-1) |
|
Directions from doctor on form | Principal and/or Superintendent of Education – Student Services |
Non-sterile catheterization | School Board E.A.* | (HCCSS) Screening |
|
Directions from doctor | Principal and/or Superintendent of Education – Student Services |
Sterile catheterization | (HCCSS) | (HCCSS) Screening | (HCCSS) Administrator | (HCCSS) Assessment | (HCCSS) Process |
Suctioning Shallow (oral or nasal suction surface) |
School E.A.* (HCCSS) |
(HCCSS) Screening |
|
Direction from doctor | Principal and/or Superintendent of Education – Student Services |
Suctioning Deep | (HCCSS) | (HCCSS) Screening | (HCCSS) Administrator | (HCCSS) Assessment | (HCCSS)Process |
Lifting and positioning | E.A.* | Assessment by Grandview | Principal | Direction from doctor, therapist | Principal and/or Superintendent of Education – Student Services |
Assistance with mobility | E.A.* | Direction from doctor, therapist |
|
Direction from doctor, therapist | Principal and/or Superintendent of Education – Student Services |
G Tube feeding | (HCCSS) | (HCCSS) Screening |
|
(HCCSS) Assessment | LHIN Process |
Toileting | E.A.* | Assessment by Grandview |
|
Direction from doctor, therapist | Principal and/or Superintendent of Education – Student Services |
Other training |
(HCCSS) Holland Bloorview Kids Rehab Grandview Kids DCDSB |
Assessment by (HCCSS) |
(HCCSS) Principal |
Assessment by (HCCSS)/Doctor’s note |
*(HCCSS) = Home and Community Care Support Services *E.A.= Educational Assistant *SLP = Speech Language Pathologist
Updated June 2022
The Education Act identifies five categories of exceptionalities for exceptional students: behavioural, communicational, intellectual, physical, and multiple. These broad categories are designed to address the wide range of conditions that may affect a student's ability to learn and are meant to be inclusive of all medical conditions, whether diagnosed or not, that can lead to particular types of learning difficulties.
The five categories are a useful tool for the identification of students with special education needs. However, a student may present learning needs in many ways in the school setting and may be identified as exceptional within one or more of the categories. The determining factor for the provision of special education programs or services is not any specific diagnosed or undiagnosed medical condition, but rather the need of the individual student based on an individual assessment of strengths and needs.
Placement in a regular class, age-appropriate placement with appropriate support is the first option considered by the Identification, Review and Placement Committee (IPRC).
Special Education Placements Offered
Program modifications and alternative goals are implemented to support student learning as outlined in their IEP. A qualified special education teacher includes Program Support, Resource, and Itinerant Teachers.
1. Regular class with indirect support
The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services.
2. Regular class with resource support
The student is placed in the regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.
3. Regular class with withdrawal assistance
The student is placed in the regular class and receives instruction outside of the classroom for less than 50 per cent of the school day, from a qualified special education teacher.
4. A special education class with partial integration
The student is placed by the IPRC in a special education class* where the student-teacher ratio conforms to the standards in O. Reg. 298, section 31, for at least 50 per cent of the school day, but is integrated with a regular class for at least one instructional period daily.
5. A special education class full time
*Early Intervention Classes (currently 3 locations) will provide temporary placement (up to 1 year) for students in Kindergarten requiring intensive support in social communication through a highly structured program.
Involvement of the Special Education Advisory Committee (SEAC)
SEAC maintains an advisory role as they make recommendations on any matter affecting the establishment and development of special education programs/services based on a model of inclusion.
Alternatives include:
Campbell Children’s School
E.C. Drury School for the Deaf, Milton
Holland Bloorview Kids Rehabilitation Centre
Kinark Child and Family Services, Frontenac Youth Services, Chimo, Family Court Clinic
Ontario Shores Centre for Mental Health Sciences
Provincial Demonstration Schools (e.g., Sagonaska, Trillium)
Regional Ontario Youth Apprenticeship Program (OYAP)
Sir James Whitney School for the Deaf, Belleville
W. Ross Macdonald School for the Blind, Brantford
Planning an educational program for a student with special education needs is best accomplished through the combined efforts of, and with close communication among, the student, parent(s)/guardian(s), school and Board staff, members of the community, and other professionals involved with the student. The School Team Meeting provides the structure for the collaborative approach that underlies the Individual Education Plan process.
The Ministry of Education’s policy and resource guide, Special Education in Ontario–Kindergarten to 12, supports school boards in their effective delivery of programs and services for students with special needs. Part E of this guide sets out the standards for the development, implementation, monitoring and review of Individual Education Plans.
The Board recognizes that the IEP is an important tool for communication and consultation with parents/guardians and therefore, it must provide all necessary information in a coherent manner in terms that are understandable to non-educators. Specific training for school principals and educators on the implementation and monitoring of IEPs will ensure they are working documents and recognize the need for continuous evaluation and ongoing revisions.
As part of the Individual Education Plan, a plan to support the student’s various transitions throughout their academic career and into their chosen pathways, must be developed with input from the student, parents/guardians, the principal, school staff, community agencies, and postsecondary institutions, as appropriate. The plan should reflect the student's needs and goals for his or her future. The IEP is be a valuable tool for secondary students as they transition to post-secondary pathways, including students with Learning Disabilities, who may require accommodations as they transition to post-secondary institutions.
Program Policy Memorandum 156: Supporting Transitions for Students with Special Needs provides direction to school boards regarding the development of transition plans for all students with special education needs in Kindergarten to Grade 12. A transition plan must be in place to support the student in those transitions which may include: entry to school; transition between grades; moving from school to school; from elementary to secondary school; as well as transition from secondary school to next appropriate pathways, as identified in Regulation 181/98.
PPM 140: Incorporating Methods of Applied Behaviour Analysis (ABA) into Programs for Students with Autism Spectrum Disorders (ASD) provides specific transition planning requirements for students with autism spectrum disorders.
Life beyond secondary school requires transition planning to look ahead to the future and to prepare for adulthood. It is a coordinated partnership involving the student, parents and guardians, teachers, and depending on the post-secondary pathway, community agencies, adult service providers and post-secondary institutions.
Consideration must be given to such things as:
living arrangements,
post-secondary education opportunities,
financial supports,
community programs,
employment services,
health care, and
recreation and social activities.
Provincial Schools and Demonstration Schools are part of the Provincial Schools Authority (PSA), which was established under the Provincial School Negotiation Act. Admittance to a Provincial School is determined by the Provincial Schools Admission Committee in accordance with the requirements set out in Regulation 296, Ontario Schools for the Blind and the Deaf.
Application for admission to a Demonstration School is made on behalf of students by the school board, with parental consent. Decisions regarding admission to demonstration schools will be made by the Provincial Committee on Learning Disabilities. The admissions criteria and procedures for a demonstration school are outlined in Policy/Program (PPM) 89: The Residential Demonstration Schools for Students with Learning Disabilities.
More information on these schools can be found on the Provincial Schools Branch page of the ministry website.
Provincial Schools for students who are Deaf/Hard of Hearing/Blind/Low Vision/Deafblind. Instruction in the first three schools listed is in American Sign Language.
Ernest C. Drury School for the Deaf, Milton
Robarts School for the Deaf, London
Sir James Whitney School for the Deaf, Belleville
W. Ross Macdonald School, Brantford (English)
Demonstration Schools for students who have severe learning disabilities. Instruction at these schools is in English.
Amethyst School, London
Sagonaska School, Belleville
Trillium School, Milton
Students attending a Provincial or Demonstration School are transported through busing. This mode of transportation is shared with the Durham District School Board. When necessary, an attendant will be provided, and this cost will also be shared between Durham Catholic District School Board and the Durham District School Board.
Provincial/Demonstration School |
Number of Students |
Sagonaska Demonstration School |
4 |
Trillium Demonstration School |
0 |
Sir James Whitney School for the Deaf |
0 |
W. Ross MacDonald School for the Blind |
0 |
Ernest C. Drury School |
0 |
Special Education Staff | FTEs | Staff Qualifications |
---|---|---|
1. Teachers of exceptional students |
||
1.1 Teachers for resource- withdrawal programs |
63.7 |
Special Education Part I (minimum) |
2. Other special education teachers |
||
2.1 Itinerant teachers |
3.0 |
B.A., B.Ed. Blind Specialist, Deaf Specialist, Special Education Part 1 (minimum) |
2.2 Teacher diagnosticians |
NA |
|
2.3 Coordinators |
2.0 |
B.A., B.Ed. Special Education Specialist |
2.4 Consultant/Resource Teachers |
6.0 |
B.A., B.Ed. Special Education Specialist/Specialist in Deaf or Blind |
3. Educational Assistants |
||
3.1 Educational Assistants |
315 |
B.A., B.Sc. Educational Assistant Diploma or equivalent |
3.2 Behaviour Support Specialists |
6 |
|
4. Other professional resource staff |
||
4.1 Senior Manager of Psychological and Speech-Language Services |
1.0 |
Ph.D. |
4.2 Psychologists/Psychological Associates |
5.0 |
Ph.D. or M.A. in Psychology, registered with College of Psychologists of Ontario |
4.3 Psychometrists |
2.0 |
M.A. or equivalent in Psychology |
4.4 Psychiatrists |
NA |
|
4.5 Speech-Language Pathologists |
8 |
M.A. or equivalent, registered with CASLPO |
4.6 Board Certified Behaviour Analysts |
3.0 |
M.ADS, BCBA |
4.7 Audiologists (12 days per year) |
|
|
4.8 Occupational therapists |
NA |
|
4.9 Physiotherapists |
NA |
|
4.10 Manager of Clinical Services, Chief Attendance Counsellor |
1.0 |
MSW registered with Ontario College of Social Workers |
4.11 Social Workers |
14.8 |
MSW registered with Ontario College of Social Workers |
4.12 Child and Youth Counsellors |
11 |
Child and Youth Counselor Diploma |
4.13 Communicative Disorder Assistants |
1.0 |
B.A. Communicative Disorder Assistant Diploma |
4.14 Supervisor of Educational Assistants |
1.0 |
University degree or Community College diploma relating specifically to children with special needs combined with a minimum of five (5) years related experience |
5. Paraprofessional resource staff |
||
5.1 Orientation and mobility personnel |
0.5 |
B.A., Diploma in Orientation and Mobility |
5.2 Oral interpreters (for deaf students) |
NA |
|
5.3 Sign interpreters (for deaf students) |
NA |
|
5.4 Transcribers (for blind students) |
0.5 |
Working knowledge of Braille |
5.5 Interveners (for deaf/blind students) |
2.0 |
Diploma in Deaf /Blind Intervention |
5.6 Auditory-verbal therapists |
NA |
|
The overall goal of special education staff development is to keep teachers and support staff informed of the legislation and Ministry policy on Special Education. It is also necessary to provide staff with the materials, strategies and skills to implement programming for students with exceptionalities and to increase individual awareness of the unique needs of these students.
Allocation of budget occurs through the board’s budget process and is based on the needs of staff as expressed by the Special Education Superintendent in collaboration with Family of Schools Coordinators, Student Services Consultant, Consultant for Autism Services, Manager of Educational Assistants, and Academic Services Consultants.
Updated June 2022
The Ministry of Education provides annual Special Equipment Amount (SEA) funding to school boards to assist with the costs of equipment essential to support students with special education needs. This equipment is to provide students with accommodations that are essential for one or more of the following: attending school, accessing the Ontario curriculum, accessing a board determined alternative program and/or course.
Examples of special equipment includes:
The Durham Catholic District School Board is committed to ensuring that students with special needs have the personalized equipment necessary to access their individual education programs. Student equipment needs are identified through the School Team (including Board resource personnel), as well as by recommendations received through authorized service providers (e.g., Grandview Kids and Holland Bloorview Kids Rehab Centre).
SEA Claims-Based Equipment (non-computer-based equipment)
Per Pupil Amount Equipment (Assistive Technology)
The Durham Catholic District School Board embraces a philosophy of inclusion. Thus, every effort is made in every situation to provide transportation with peers to and from school and on class excursions.
If specialized transportation is required because of unique medical, health, physical, cognitive, or behavioural needs, consultation between school staff, the Student Services Coordinator, and DSTS takes place. Appropriate safety measures are considered when making the final decision.
Durham Student Transportation Services (DSTS) is responsible for the management and administration of all home to school transportation for students eligible for transportation in accordance with the DSTS Transportation Policy. DSTS contracts with transportation providers who mutually agree upon safety criteria as outlined by the Ministry of Transportation.
Name | Organization |
---|---|
Valerie Adamo (Chair) |
VOICE for the Hearing Impaired |
Walter Heeney (Vice-Chair) |
Durham Down Syndrome Association |
Edward Secnik |
Autism Ontario – Durham Region |
Julie Sorhaitz |
Learning Disabilities Association - Durham Region |
Iskandar Massis |
Community Representative |
Candace Julien |
Community Representative |
Jim McCafferty |
Trustee |
Claudia Nosseir |
Grandview Children’s Centre |
Robert De Souza |
Trustee |
TBD |
Alternate, VOICE for the Hearing Impaired |
TBD |
Alternate, Learning Disabilities Association – Durham |
TBD |
Alternate, Autism Ontario – Durham Region |
TBD |
Alternate, Durham Down Syndrome Association |
Richard Damianopoulos |
Alternate, Trustee |
In addition, guests regularly include:
Meetings are usually held on the Tuesday of the first full week of every month in the North Board Room of Durham Catholic District School Board’s St. Francis of Assisi Catholic Education Centre. These meetings are open to the public. Meetings begin at 7:30 p.m. When necessary, SEAC meetings may be held virtually.
The selection of SEAC members is governed by Regulation 464, with consideration given to the best practices found in the Handbook for Members of the Special Education Advisory Committee. Members are nominated in writing by the respective association
and approved by SEAC and the Board by means of a Board motion. The rules for conducting meetings and associated procedures can be found in the Board’s Rules and Regulations.
SEAC meeting dates are published in the Board Calendar and distributed to all parents/guardians in the Board. SEAC members also make reports to their respective associations regarding SEAC meeting items for the purposes of providing information and receiving subsequent feedback. SEAC meeting dates are also posted on the Board website.
As noted in both Regulation 464/97 and in the Special Education in Ontario Kindergarten to Grade 12 Policy and Resource Guide the roles and responsibilities of SEAC are as follows:
By way of presentations, SEAC members are provided with the opportunity to fulfill their roles and responsibilities. In addition to presentations, SEAC members receive a monthly report from the Superintendent for Student Services. Additional staff are also made available to provide SEAC members with requested/required resource information. SEAC members have been provided with the opportunity to review staffing plans, draft revisions to the Board’s special education plan, as well as budget information relating to current operations and the proposed budget for the coming school year.
Updated June 2022
Education is the shared responsibility of the Principal, Classroom Teacher, Program Support Teacher, support staff, and the Parent(s)/Guardian(s). Ongoing communication and consultation among these partners and other Ministries/agencies are particularly important in helping a student with special needs achieve success.
Durham Catholic District School Board’s Entry Plan, which becomes a vital part of the student’s Individual Education Plan, is designed in collaboration with all partners before the student’s entry to the school setting. It ensures the student has the necessary supports in place to provide a positive transition to the new school.
The entry plan outlined below applies to all students, elementary and secondary, entering or re-entering Durham Catholic District School Board from outside services such as:
Questions regarding the Board’s Special Education Plan can be directed to:
Superintendent of Education for Student Services
Durham Catholic District School Board
650 Rossland Road West
Oshawa, Ontario L1J 7C4
Telephone: (905) 576-6150 ext. 22279
Toll Free: 1 (877) 482-0722