Special Education Awards for Exemplary Practice in Integration / Prix d'excellence en intégration des élèves en difficulté
Introduction
Background
The Ministry of Education and Training has established an award for
exemplary practice in integration. This award recognizes exemplary educational
programs or strategies that integrate students with exceptionalities into the
regular classrooms and daily life of Ontario schools. This initiative is in
keeping with the ministry's policy that integration of students with
exceptionalities should be the normal practice in Ontario schools.
Nominations for awards were made by a wide variety of interested individuals
and groups, including educators, speech/language pathologists, parents, parent
and community associations, correctional and treatment facilities, and day-care
centres. Decisions on granting awards were made by the Exemplary Practice in
Integration Awards panel established by the Ministry of Education and Training.
Decisions were based on the letter of nomination, information provided by the
nominated party, and letters of reference. When necessary, additional
information on the nominated program was sought. The panel's recommendations
were validated by the regional offices of the ministry. Award recipients have
been selected at all levels of public education and have been provided with a
certificate from the Ministry of Education and Training.
Criteria for Awards
Programs that won an award met a large number of the following criteria:
- Students are integrated in the regular classroom for most of their program.
- The regular classroom teacher has the primary educational responsibility
for all students in the classroom.
- Special education support staff work in the regular classroom with students
and regular classroom teachers.
- Parents have the opportunity to be closely involved with their children's
educational program.
- Integrated students are members of the local community.
- A peer support system is in place.
- Integrated students are included beyond the individual classroom level.
- Academic and social progress for all students is a constant focus of the
program or strategy.
- Special education support staff work closely with regular classroom
teachers in planning and monitoring individual programs.
- Accommodations are in place to help all students meet the learning outcomes
for the course or program.
- A co-operative planning process based on individual student needs is in
place.
- A collaborative team that includes parents is in place, and regular
meetings of this team are held.
- Stake holders beyond the school are involved in the integration program or
strategy.
- In-service training and/or other professional support in the area of
integration is available to teaching and support staff.
- Human and financial resources are made available to the integration program
at a reasonable level.
- School staff share a common educational philosophy supportive of
integration.
- School administrators are supportive of the integration program.
Honourable mention certificates were granted to schools and boards in which
an outstanding teacher was nominated and to schools and boards that met fewer of
the criteria but whose efforts and achievements in integrating exceptional
students merited recognition.
Assistance to Schools and Boards
The purpose of this publication is to make information available about the
various excellent approaches to integration demonstrated by these schools and
school boards across Ontario. The short descriptions of award-winning programs
are intended to offer some ideas and guidance to others in their efforts to
increase integrated educational opportunities for Ontario students.
Award winners are willing to provide further information on their programs,
strategies, and activities, and are willing to assist others by:
- hosting visitors;
- participating in in-service meetings beyond their own schools;
- providing mentorship opportunities;
- maintaining public and professional awareness of their integration
programs.
For further information on any program, please contact the school or school
board directly.
Historique
Le ministère de l'Éducation et de la Formation a créé
les prix d'excellence en intégration pour souligner les stratégies
ou programmes exemplaires visant l'intégration des élèves
ayant des besoins particuliers aux classes ordinaires et à la vie des écoles
de l'Ontario. Le ministère considère d'ailleurs que cette pratique
devrait être courante.
Ce sont des personnes et des groupes de divers secteurs qui ont proposé
les candidatures. Il s'agissait, entre autres, d'éducateurs,
d'orthophonistes, de parents, d'associations communautaires, de centres
correctionnels et de garderies. Tous les paliers d'enseignement étaient
visés. Le choix des lauréats et lauréates a été
fait par un comité de sélection institué par le ministère
de l'Éducation et de la Formation. Ce comité prenait ses décisions
en se fondant sur une lettre de mise en candidature, sur des renseignements se
rapportant au programme, ainsi que sur des lettres de recommandation. Au besoin,
il cherchait à obtenir d'autres renseignements sur le programme en
question. Les recommandations du jury étaient validées par les
bureaux régionaux du ministère. Les responsables d'un programme
dont la candidature a été retenue ont reçu un certificat du
ministère de l'Éducation et de la Formation.
Caractéristiques des programmes primés
Les programmes primés présentaient bon nombre des caractéristiques
suivantes :
- Les élèves sont intégrés dans les classes
ordinaires pendant la plus grande partie de leur programme.
- L'enseignante ou l'enseignant affecté à la classe ordinaire
est responsable de l'éducation de l'ensemble de ses élèves.
- Le personnel chargé d'appuyer l'enseignement aux élèves
en difficulté travaille dans les classes ordinaires en compagnie des élèves
et des enseignantes et enseignants.
- Les parents peuvent participer étroitement au programme éducatif
de leurs enfants.
- Les élèves intégrés participent à la vie
de la communauté locale.
- Il existe un système où les élèves obtiennent
l'appui de leurs camarades.
- L'intégration des élèves dépasse le cadre de la
classe.
- La stratégie ou le programme se concentre constamment sur le progrès
scolaire et social des élèves.
- Le personnel chargé d'appuyer l'enseignement aux élèves
en difficulté collabore avec les enseignantes et enseignants à la
planification et au suivi de chaque programme.
- Tout a été fait pour permettre à l'ensemble des élèves
d'atteindre les résultats d'apprentissage du cours ou du programme.
- Il existe un processus de planification en commun fondé sur les
besoins de chaque élève.
- Une équipe, composée entre autres de parents, se réunit
régulièrement.
- Les personnes et groupes intéressés de l'extérieur de
l'école participent à la stratégie ou au programme d'intégration.
- Le personnel enseignant et d'appoint a accès à une formation
en cours d'emploi et à d'autres services de perfectionnement
professionnel dans le domaine de l'intégration.
- Le programme d'intégration reçoit un niveau raisonnable de
ressources humaines et financières.
- Les membres du personnel de l'école partagent une philosophie de l'éducation
favorisant l'intégration.
- Le personnel administratif appuie le programme d'intégration.
Des certificats de mention honorable ont été remis aux écoles
et conseils au sein desquels une enseignante ou un enseignant exceptionnel a été
mis en candidature, ainsi qu'aux écoles et conseils dont le programme
d'intégration ne satisfaisait qu'à un certain nombre de caractéristiques,
mais dont les efforts et les réalisations méritaient d'être
reconnus.
Suggestions aux écoles et aux conseils
L'objectif de cette publication est de faire connaître les excellentes
méthodes d'intégration des élèves ayant des besoins
particuliers que ces écoles et conseils ont mis en pratique en Ontario.
Les autres écoles et conseils qui souhaitent créer des programmes
d'intégration trouveront des idées et des façons de procéder
dans les brèves descriptions des programmes primés.
Les gagnants acceptent de donner des renseignements sur leurs programmes et
stratégies et doivent :
- accueillir des visiteuses et visiteurs;
- participer à des rencontres axées sur la formation en cours
d'emploi de personnes ne relevant pas de leur compétence;
- offrir des occasions de mentorat; et
- tenir le public et les associations professionnelles au courant de leurs
programmes d'intégration.
Pour de plus amples renseignements sur tout programme, veuillez contacter l'école
ou le conseil scolaire directement.
For reasons of space the following acronyms have been used:
| Regional offices |
CORO
EORO
MNORO
NEORO
NWORO
WORO | Central Ontario Regional Office
Eastern Ontario Regional
Office
Midnorthern Ontario Regional Office
Northeastern Ontario Regional
Office
Northwestern Ontario Regional Office
Western Ontario Regional
Office |
| Technical and
administrative terms |
ADD
ADHD
EA
ENS
ESL
IEP
IPRC
ISNC
JK
K
MAPS
OAC
OSR
PDD
RCSB
RCSSB
SEAC
SERT
SK | attention-deficit disorder
attention-deficit hyperactivity
disorder
educational assistant
supplementary English course
English
as a second language
individual education plan
Identification,
Placement, and Review Committee
Integrated Services for Northern Children
Junior
Kindergarten
Kindergarten
mapping action plans
Ontario Academic
Course
Ontario Student Record
pervasive developmental disability
Roman
Catholic School Board
Roman Catholic Separate School Board
special
education advisory committee
special education resource teacher
Senior
Kindergarten |
Award Recipients/Prix d'excellence
English-Language Schools and Boards/
Conseils
et écoles de langue anglaise
Alexander Reid Public School (JK-8)
128 Mary St
Arnprior ON
K7S 1E6
Mrs. Dagmar Stonehouse, Principal
(613) 623-2171
Renfrew County Board of Education
EORO
Exceptional students are integrated into regular classrooms in this school,
including students with developmental and physical disabilities, communication
and behaviour disorders, autism, spina bifida, Down's syndrome, Tourette's
syndrome, ADD, and cerebral palsy.
Teachers and educational assistants have regular opportunities to attend
in-service sessions focusing on exceptional needs. The staff read, share, and
discuss relevant articles, research papers, and newspaper items. They have
visited many other centres to gain ideas and understanding. They have
accompanied students and parents to team meetings at the hospital and have
visited the local children's treatment centre.
Ongoing communication has been established with the local day-care centres.
Other service providers meeting the needs of the students are actively involved
in programming, including community associations, public health nurses, Home
Care therapists, doctors, signing consultants, and speech/language pathologists.
Positive relationships with parents are perceived as very important.
Exceptional students participate in all school activities, including field
trips and presentations. They are supported in all their endeavours by other
students. Additional assistance is provided by student teachers, high school
co-operative education students, parent volunteers, and community college
students.
The school staff provide a model for the integration of adults with
exceptionalities by inviting adults with developmental disabilities to take
part-time placements in the school setting.
. . . . . . . . . . . . . . . . . . . . .
Archie Stouffer Elementary School (K-8)
PO Box 370
Minden ON
K0M 2K0
Mr. Peter Forgrave, Principal
(705) 286-1921
Haliburton County Board of Education
CORO
This school, which serves a large rural area, has a total integration
program. Every student is assigned to a regular class. Eighteen per cent of
students have been identified as exceptional, including those who have severe
learning disabilities, Down's syndrome, hydrocephalus, or Arnold-Chiari
malformation, or who are hearing-impaired.
In the fall, the regular classroom teacher and the resource teacher complete
an IEP together. This is signed by the parent. Modifications to the regular
program are implemented by the classroom teacher, supported by the resource
teacher and personnel from health agencies, provincial schools, family
counselling services, etc. Resource teachers also work in the classroom with
individuals and small groups, and complete diagnostic testing.
There are regular team meetings, involving the special education resource
teachers, the guidance teacher, an administrator, and the classroom teacher, to
discuss issues relating to particular students. The outcome of these meetings is
a specific plan of action and the scheduling of follow-up meetings, if
necessary.
There is a fairly extensive peer helper program, in which the guidance
teacher provides training for students who have passed the application
interview. In the case of a hearing-impaired student, there is also peer support
by classmates who have learned sign language. Support technology, such as
computers, spell checkers, and augmentative devices, is also available.
Children who have unsettled family situations may receive individual or
group counselling from the guidance teacher or a community agency that works in
the school. This service can then extend outside the school to the entire
family, if desired.
. . . . . . . . . . . . . . . . . . . . . .
Ardtrea/Cumberland Beach Public School (JK-8)
RR 3
Orillia ON
L3V 6H3
Ms. S. Elizabeth Thomas, Principal
(705) 327-1321
Simcoe County Board of Education
CORO
This is a twinned school serving approximately 370 students, of whom 20 have
been identified as exceptional, including students with Down's syndrome.
Some exceptional students are registered in special education classes and
are integrated into regular classes when it is deemed appropriate by their
teachers. Others are fully integrated in regular classrooms, with program
support provided.
Professionals from community agencies work as partners with regular and
special education teachers, educational assistants, administrators, and parents
to develop programs, adapt existing programs, and provide or recommend equipment
to facilitate the students' participation in all aspects of school life.
. . . . . . . . . . . . . . . . . . . . .
Assikinack Public School (K-8)
226 Little Av
Barrie ON
L4N 6L3
Mr. Gary Letcher, Principal
(705) 726-4256
Simcoe County Board of Education
CORO
Most exceptional students are integrated into regular classes for most of
the day. Each exceptional student is on the class list of a regular classroom
teacher. Responsibility for each student's program is held by a team of regular
classroom teachers, educational assistants, and special education teachers.
Additional support is provided by learning buddies, reading buddies, "peace
keepers", and students in other informal peer support programs. Exceptional
students participate in choirs, house leagues, electives, clubs, field trips,
outdoor education, social events, and other out-of-class activities. A
special-needs committee meets to discuss individual students' programs and
involves parents in these discussions. Parents also participate in determining
their children's needs, and in establishing, reviewing, and modifying strategies
for success. A variety of approaches is used. In some cases, the modifications
to the regular program are extensive and including setting up a parallel
program.
. . . . . . . . . . . . . . . . . . . . .
Balmoral Senior Public School (6-8)
233 Balmoral Drive
Brampton ON
L6T 1V5
Mr. Dave K. Thomas, Principal
(905) 793-6070
Peel Board of Education
CORO
A multidisciplinary approach strengthens the integrated programming for all
identified exceptional students in this school, including students who are
gifted and others who have Tourette's syndrome. Parental involvement is
encouraged, and parents are invited into classrooms for observation and
collaboration. The IEPs are developed in consultation with parents, students,
and teaching staff. Additional support is provided by teaching assistants.
There is a full partnership between special education and regular classroom
teachers in the planning, implementation, evaluation, and assessment of
programs. Many programs are in place, differing in their delivery according to
student needs. The special education teacher and the regular teacher work in the
classroom together. The special education teacher also provides direct
instruction, individually or in small groups.
The school staff are set up in grade-level teams who meet at least once in a
six-day cycle. All teachers in the team have input regarding programming and all
aspects of school life for their students. Staff work with the Guidance
Department in supporting a peer tutor system. Teacher-student mentoring,
student-at-risk monitoring, and teacher-teacher mentoring create an
interconnected learning environment.
. . . . . . . . . . . . . . . . . . . . .
Birchbank Public School (JK-5)
52 Birchbank Rd
Bramalea ON
L6T 1L7
Mrs. Donna Kinch, Principal
(905) 793-7984
Peel Board of Education
CORO
This elementary school has mainstreamed exceptional students, including
those with developmental disabilities, muscular dystrophy, quadriplegia, spina
bifida, and hydrocephalus.
Parents are contacted through notes and phone calls on an ongoing basis. The
IEPs are developed by the regular classroom teacher and an itinerant teacher who
visits approximately once each month and provides appropriate resources.
Relevant professional staff from Home Care provide physiotherapy, occupational
therapy, and advice. Additional support is provided by teaching assistants.
Programs have been modified so that the exceptional students are working on
activities similar to those of their peers, but at their own rate or achievement
level. A variety of special equipment and assistive devices is available in the
classrooms, including a computer. Because the exceptional students join their
peers on all class outings, advance planning is essential to ensure appropriate
accommodation.
. . . . . . . . . . . . . . . . . . . . .
Bishop Reding Secondary School (sec.)
1600 Main St E
Milton ON
L9T 4B6
Mr. Onnig Pilibossian, Principal
(905) 875-0124
Halton RCSSB
CORO
To capitalize on the strengths of the Community Living Centre and the
resource program, this staff integrated the two programs and moved them into a
common setting.
In the Reading Tutor Program, senior students who are being taught the
theory of reading and writing work with students with developmental disabilities
to help them improve their social skills, their academic skills, and their
skills in using augmentative devices in communication.
Exceptional students are included in regular classroom activities.
Background information on the exceptional student is provided to the regular
classroom teacher and also to the students in the regular class. This encourages
a sense of involvement and commitment. A special education assistant helps
transfer the practical, social, and academic support to the classroom. Once this
is accomplished, the services of the EA are no longer needed on a regular basis.
Some curriculum areas include a disabilities awareness aspect in their units
of study; for example, such an aspect is part of the Grade 12 religion
curriculum; and involves guest speakers, presentations, simulations, and
audio-visual presentations. As part of the community service component of the
OAC religion course, students often volunteer to befriend and work with a
student with special needs. The parenting course also has a unit of study
devoted to students with special needs. Co-operative education students are
often placed with the Special Education Department to assist students socially
within the school and in extracurricular activities such as swim and
cross-country teams, and dances.
. . . . . . . . . . . . . . . . . . . . .
Bruce County Board of Education
PO Box 190
351 1st Av N
Chesley ON
N0G 1L0
Mr. Bevan McNeil, Supervisor of Student Services
(519) 396-3655
WORO
The TRAIL program – To Realize Advanced Independent Learning – is
designed to serve the needs of identified gifted students in Grades 4 to 8,
primarily within the regular classroom setting. Enrichment projects, curriculum
modification, curriculum compacting, and acceleration are employed, depending on
the individual student.
In addition, each identified student receives some segregated enrichment
based on the following model:
- individual and/or small group sessions within the home school for
forty minutes every two weeks
- area day sessions based on similar grade levels from a local group of
schools – three times per school year in Grades 5 and 6, four times per
school year in Grades 7 and 8
- two-day residential sessions based on county-wide grade level groupings –
two per school year in Grades 5 and 6, one per school year in Grades 4, 7, and 8
The total time in segregated enrichment is forty-five hours per school year.
All other work is accomplished through the regular classroom setting.
Two county-based specialized teachers are employed to support the program.
They liaise with, and act as a resource for, local school resource teachers and
regular classroom teachers.
. . . . . . . . . . . . . . . . . . . . .
C. H. Norton Public School (K-8)
2120 Cleaver Av
Burlington ON
L7L 1R2
Mr. Ron Beckett, Principal
(905) 332-3897
Halton Board of Education
CORO
Programming at this school is focused on the concept of multiple
intelligences. The staff asks not "How smart are you?" but "How
are you smart?" With this approach, the school has integrated exceptional
students with ADHD, learning disabilities, Down's syndrome, Prader-Willi
syndrome, spina bifida, or Tourette's syndrome.
The special education resource team is a child advocacy network that focuses
on developing the positive attributes of children, particularly of children who
have difficulties in learning. Support is always available, but independence
with collaboration through a network of similar-aged peers is the goal.
The resource team meets weekly to plan the goals for the week. Every six
school days, this team meets with instructional assistants to review these
plans, as well as concerns, issues, and successes, and to provide ongoing
training to help the instructional assistants continue to expand their
repertoire of instructional skills. On the last Monday of each month, the school
resource team meets to discuss the resolution of difficult situations, review
student progress, and plan new strategies to help students succeed.
. . . . . . . . . . . . . . . . . . . . .
Cardinal Newman Catholic Secondary School (sec.)
33 Cromwell Crescent
Hamilton ON
L8G 2E9
Mr. John Valvasori, Principal
(905) 560-3333
Hamilton-Wentworth RCSSB
CORO
This school of 1,460 students integrates approximately 25 students with
special needs into regular classes. Only one or two exceptional students are
placed in each regular class, often at the advanced or general level. The
exceptional students are served, on two campuses, by four special education
resource teachers and 8.5 educational assistants. Through the school attendance
policy and in-school resource team there is a focus on early intervention.
Students who are exhibiting socially inappropriate behaviour are assisted
through co-operation among various school departments, and through an extension
of the school called the Eastgate Partnership Centre. Here students continue
their academic progress through the accumulation of credits while they work on
individualized programs to help them learn to manage their behaviour
appropriately.
Parents are key partners, and are involved in MAPS processes, meetings on
goals and objectives, and IEP meetings each semester in which academic and
social goals are determined. Other important partners are the Industrial
Education Council, the Association for Community Living and other community
associations, Recreation Integration Hamilton, physiotherapists and occupational
therapists, physicians, the March of Dimes, Mohawk College, and the parent
council.
When students reach the age of sixteen, work experience begins with the
assistance of a job coach. Time spent in work experience is increased yearly
until school leaving. The goal is to prepare these students to take adult
education after secondary school, to work as volunteers, or to work for wages.
The school staff are currently piloting three new programs:
- a screening procedure for gifted/talented students
- an adult education/leisure program for exceptional students who have
graduated from the school
- a program to increase peer involvement and support in the classroom and in
the school community
. . . . . . . . . . . . . . . . . . . . .
Cardinal Newman High School (sec.)
2675 Kingston Rd
Scarborough ON
M1M 1M2
Mr. Tim Lee, Principal
(416) 393-5519
Metropolitan Separate School Board
CORO
Identified exceptional students with developmental disabilities are
integrated into regular classrooms for the majority of their classes, though
they may be withdrawn for individual assistance in the resource room.
Exceptional students are also involved in the school newspaper, play, talent
night, and band.
Highlights of the program include the following:
- involvement in co-operative education programs
- ongoing meetings in which the classroom teacher and special education
teacher collaborate in diagnosing needs, designing programs, and evaluating
success
- parental involvement in all phases of educational planning
- regular review and modification of each student's IEP
- involvement of educational assistants who attend to the students' physical
needs and assist with academic support, and are included in the planning process
- provision of peer counsellors and tutors who act as role models and friends
. . . . . . . . . . . . . . . . . . . . .
Carleton Board of Education
133 Greenbank Rd
Nepean ON
K2H 6L3
Ms. Tina Olmstead, Teacher of the Hearing-Impaired
(613) 721-1820
EORO
A program of integration support services for hearing-impaired students is
conducted by itinerant teachers of the hearing-impaired who visit the schools
and work individually with students with hearing losses ranging from mild to
profound.
The program consists of:
- student support in subject materials, language development, speech
development, vocabulary building, and social skills development;
- suggestions and innovations for classroom teachers;
- parent education and assistance;
- support of technology as applied to the classroom situation.
Early each school year, the itinerant teachers prepare and conduct a one-day
workshop for classroom teachers to introduce them to the special needs of
hearing-impaired students, and to provide innovative solutions for effective
communication to ensure that these students have equal opportunities to learn
the subject material. Throughout the year, the itinerant teachers of the
hearing-impaired assist classroom teachers in integrating the students as fully
as possible, while ensuring that the student receives and understands the
material being taught.
The itinerant teachers have prepared a presentation entitled "All
Aboard! the Carleton Board Express . . . a trip to success in the Mainstream",
which describes the journey a student takes from embarking in the school system
through to graduation.
. . . . . . . . . . . . . . . . . . . . .
Cathcart Boulevard School (JK-8)
1219 Cathcart Blvd
Sarnia ON
N7S 2H7
Mr. Jim Boyes, Principal
(519) 542-5651
Lambton County Board of Education
WORO
This large elementary school, with a French-immersion stream, has integrated
about forty exceptional students who have been identified as having disabilities
and/or are gifted. Integration involves every aspect of school life, including
drama, choir, chess club, sports, band, French improvisation, and crafts.
Members of the school team share the responsibility for planning,
implementing, and evaluating each student's program. Regular team meetings
include school and school board personnel, Home Care workers, and parents. The
regular classroom teacher has primary educational responsibility for the
exceptional students.
A large team of volunteers reports daily to a central location for
schedules, name tags, and student plans. Volunteers are carefully matched with
students to make the most effective use of their individual skills and talents.
The resource team provides the volunteers with in-service training regarding the
needs of specific children, and appropriate strategies to use.
The resource team also provides formal and informal in-service training for
parents, such as Reading with the Troubled Reader, and to teachers, such as
workshops on learning disabilities, depression, ADHD, and conflict resolution.
Enrichment activities are available in the regular classroom program for
students who have been identified as gifted. Each teacher involved has the
opportunity to work with this group of students, in a program co-ordinated by
the resource team.
. . . . . . . . . . . . . . . . . . . . .
Chapel Hill Catholic School (JK-6)
34 Forest Valley Drive
Orleans ON
K1C 6G9
Ms. G. Kenny-Castonguay, Principal
(613) 837-3773
Carleton RCSB
EORO
Students with special needs spend all or most of their day in regular
classrooms with age-appropriate peers. The co-operative planning process begins
in September, when meetings are held to establish goals. These meetings involve
the principal, resource teacher, classroom teacher, parents, and, where
necessary, consultants, speech pathologists, occupational therapists, support
staff, and others. The IEP specifies program modifications and teaching
strategies. These modifications may affect the content and the organization of
the material presented. Teaching strategies include a multisensory teaching
approach and an evaluation process that may include the use of portfolios,
tape-recorded answers, and samples of daily work. The IEP serves as a
supplementary report card and is updated every term.
Contact with parents is ongoing through regular home-school communication
via telephone calls, communication book entries, and regularly scheduled
meetings.
There is an extensive in-service training program for teachers, which has
included ministry courses, and there are programs focusing on conflict
resolution, assessment strategies, co-operative learning, discipline, and
leadership training.
Other valuable assistance includes the support of volunteers from the
community, trained by the resource teacher; the use of computers; and a peer
support group of students who volunteer to act as playmates or to monitor a
particular student's activities to ensure constant supervision at recess and at
lunch. Within the classroom, a buddy system is in place. Beyond the classroom,
sports activities and choir membership also include students with special needs.
. . . . . . . . . . . . . . . . . . . . .
Chief Dan George Public School (JK-8)
185 Generation Blvd
Scarborough ON
M1G 2S4
Mr. Larry Barton, Principal
(416) 396-6150
Scarborough Board of Education
CORO
All exceptional students, including those who have learning and physical
disabilities, are fully integrated into regular classrooms. Their needs are
addressed through a "co-teaching, partnership" model. The special
education teachers and educational assistants work in the regular classroom
along with the classroom teachers, and students are withdrawn only for
individual counselling or for Reading Recovery instruction. Co-teaching partners
meet a minimum of once per week to plan the curriculum and monitor progress.
Division meetings are scheduled on a monthly basis.
Additional support is provided by educational assistants; parent,
grandparent, and community volunteers; and university and high school
co-operative education students. Peer coaching is used effectively with students
in all classrooms. Each class in the school is partnered with another class at a
different age level, and the pairs meet regularly for various activities.
Students within these classes are buddied. The exceptional students
participate in all activities, such as gymnastics, trips (including overnight
excursions), sports, clubs, choirs, drama, and special days.
Each student's program includes both a social and an academic focus. Any
concerns are dealt with by both regular education staff and support staff, and
there is a multidisciplinary team which meets monthly and whose members can be
called in for advice and consultation. This team includes professionals from
community agencies and associations. When an exceptional student is integrated
into a classroom, the receiving class is prepared, if necessary, before the
student arrives. This may be through an informal talk, a presentation on a
particular disability, or any other recommended intervention.
. . . . . . . . . . . . . . . . . . . . .
Collegiate Avenue Public School (K-8)
49 Collegiate Av
Stoney Creek ON
L8G 3L5
Mr. Peter Greenberg, Principal
(905) 662-2990
Wentworth County Board of Education
CORO
This school of approximately 330 students integrates exceptional students
through the collaboration of the learning centre, resource program, and regular
classroom teachers.
Exceptional students remain within their regular class while receiving
direct specialized instruction in academic areas. Support is provided by
resource staff, educational assistants, and parent volunteers. Educational
assistants help small groups and individuals both in the classroom during rotary
subjects and in the learning centre, and review concepts, devise study
strategies, create reinforcement learning materials, and track student progress.
Each educational assistant also works co-operatively with the special education
team and the classroom teacher to plan and deliver the students' individualized
programs. Some withdrawal instruction is provided if necessary. A replacement
language arts program is provided in the learning centre for students with
reading skills at least two years below grade level; it usually occupies 15 to
20 per cent of the school day.
Both staff members and parents have been included in the review,
development, and implementation stages of the integration procedure in an effort
to develop a sense of involvement, responsibility, and accountability for
decisions. Teachers from each division and the principal meet every month to
discuss programs, individual student progress, and learning needs.
As a result of the annual IPRC review, an IEP is developed which is updated
regularly with comments and with new short-term goals. Parents are an important
part of the review process. The school has set up a series of school-based
parenting courses for families of exceptionally challenging children.
A detailed Early Identification Program has been developed which includes
initial student contacts and follow-up initiation and observations by teachers,
and monitoring of at-risk students by the principal.
. . . . . . . . . . . . . . . . . . . . .
Collingwood Collegiate Institute (sec.)
6 Cameron St
Collingwood ON
L9Y 2J2
Mr. Paul A. Macallum, Principal
(705) 445-3161
Simcoe County Board of Education
CORO
This school integrates approximately eighty exceptional students, including
those with physical or intellectual disabilities and/or behaviour disorders.
The transition to secondary school begins with June visits from special
education staff to the elementary feeder schools to meet students and teachers,
and to attend end-of-year IPRC reviews with parents. Lists of student strengths
and weaknesses are compiled so that no time is lost in providing appropriate
programs and contacts, e.g., subject teachers of at-risk students. Through this
reverse approach, students receive support early in the year, without having to
request it. Special education staff also provide an anecdotal review of former
years' program plans and a plan for a current IEP, including suggestions and/or
modifications. Visits to the secondary school are arranged and students are
given lockers prior to school beginning, so that the normal chaos of the first
week is alleviated to some extent.
Exceptional students are integrated into regular classes, and educational
assistants are assigned to classes as necessary. In courses with health and
safety aspects, such as food services and physical education, support personnel
are used extensively. In academic courses, educational assistants are also
assigned for purposes of behaviour modification and personal and social
development.
Exceptional students who are gifted have in-school time allotted
specifically to gifted programming, determined through regular conferences with
students, parents, and teachers.
Some students with profound disabilities are scheduled into full-credit
personal life management courses delivered through Special Services, with a
pupil-teacher ratio of eight or fewer to one. The focus of these courses is
behaviour modification and life skills.
. . . . . . . . . . . . . . . . . . . . .
Colonel By Secondary School (sec.)
2381 Ogilvie Rd
Gloucester ON
K1J 7N4
Mrs. Desirée Hincke, Special Education Department Head
(613)
745-9411
Carleton Board of Education
EORO
A plan was developed in conjunction with the principal, heads' council,
parents of special education students, and students themselves.
First, changes were made to course scheduling and the physical surroundings.
Innovations included a computer lab, the Special Education Students'
Association, a Grade 12 credit course in peer helping, a learning enrichment
service for gifted and bright students, and the development of a special
education teaching assistant's job description.
Currently, special education students choose their regular course options in
liaison with their parents, regular teachers, guidance counsellors, and special
education teachers. They also choose the amount of support they need, in the
form of one or more resource periods, or a monitoring program. Parents and
students are encouraged to visit the school in June or late August. IEP goals
are shared with students' subject teachers, both formally, through progress
sheets that go out four times a year, and informally, through consultation among
teachers. Special accommodations for examinations and test-taking are available
to all special education students, as determined by their needs, e.g., extended
time; use of a tape recorder, scribe, or computer; special room arrangements.
All special education students are taught self-advocacy skills. Many take a
co-operative education course, which greatly assists them in their transition
from school to work or post-secondary education.
The plan has been extended for two more years, and the next step is expected
to be more formalized career planning, involving the student, the parents, the
school, and the community work force.
. . . . . . . . . . . . . . . . . . . . .
Coronation Public School (JK-SK)
96 Golden Av W
Timmins ON
P4N 3K5
Mr. D. Buchanan, Principal
(705) 264-0998
Timmins Board of Education
NEORO
This is an early childhood school with an enrolment of approximately 300
students attending half-day programs. The school is on one floor with accessible
washrooms and gym. The activities in the gym are varied and modified for the
skills of each student.
The school admits students directly from homes, nursery schools, day-care
centres, and neighbourhood babysitting arrangements. Exceptional students are
fully integrated into regular classrooms. The staff observe, record, and
identify the difficulties students have with readiness tasks. A modified
approach is provided for students who have speech, language, and/or physical
disabilities.
Some of these students presented severe medical problems at birth and have
been involved with the Cochrane-Temiskaming Resource Centre's infant stimulation
program. The school works closely with this agency in meeting prior to school
entry to discuss needs, support, and modifications. Consultation or treatment
may be continued in the school setting, where the school staff observe agency
staff members at work and can incorporate various lessons or techniques into the
school program. There is a time arranged for agency and school personnel to
discuss mutual concerns and whether the activities in place are still
appropriate.
The special education resource teacher works with small groups or individual
students who are having difficulties with specific skills, such as fine motor
skills, or perceiving and reacting to the world of shapes. A school monitor
helps with toileting routines and a change area is maintained. Discussions are
held with the students at the beginning of the year about communication
difficulties, acceptable behaviour, and physical disabilities.
Parents are encouraged to visit the classes to observe the program and talk
to teachers. They often volunteer time to help with school projects and
classroom tasks.
. . . . . . . . . . . . . . . . . . . . .
Corpus Christi Catholic Elementary School (JK-6)
157 Fourth Av
Ottawa ON
K1S 2L5
Mr. John W. Shaughnessy, Principal
(613) 232-9743
Ottawa RCSSB
EORO
This school integrates all exceptional pupils in regular classes and
provides the required assistance.
For example, one pupil is deaf, has Down's syndrome, and has to be fed
through a J-tube because of a digestive anomaly. A collaborative approach has
been successful in meeting her needs in the regular classroom. A nurse visits
the school daily to administer the feedings. A full-time interpreter/teaching
assistant assists with American Sign Language communication and personal care.
Additional support comes from parents, administrators, a behavioural consultant,
a nutritionist, an occupational therapist, and an itinerant teacher of the deaf.
The parents participate in all team meetings, which occur on a regular basis.
The responsibility for the academic program is shared between classroom
teachers and the teacher of the deaf. These professionals meet regularly to plan
and evaluate progress. Students receive a daily sign-language lesson, in
addition to the incidental exposure to sign language they receive by observing
their exceptional peer and her interpreter/teaching assistant.
A Circle of Friends is beginning; students from this group assist the
exceptional student at recess and bus time, to promote independence from the
many adults involved. Several classes in the school have received special
information sessions to familiarize them with deafness, Down's syndrome, and the
specialized feeding technique.
The academic program includes weekly social language sessions and the use of
basic-level computer programs.
. . . . . . . . . . . . . . . . . . . . .
Danforth Collegiate & Technical Institute (sec.)
800 Greenwood Av
Toronto ON
M4J 4B7
Mr. Robert J. Gooding, Principal
(416) 393-0620
Toronto Board of Education
CORO
Exceptional students have been integrated into mainstream classes, including
students who are gifted or deaf, those who require a section 27 placement (i.e.,
students in care, treatment, or correctional facilities), and those who have
physical disabilities, behaviour disorders, learning disabilities, PDD, or
intellectual disabilities.
In addition to supplying academic support, the school also responds to
students in need of breakfast programs, financial assistance, and support from
social workers, youth workers, and psychologists. With declining resources, the
school staff has developed partnerships with several community agencies to
maintain as many students as possible in a mainstream setting. These
collaborative pilot programs include:
- a tutoring program to address weak literacy skills, with Frontier
College;
- a program to develop more appropriate social skills for exceptional
students, with Integra Foundation;
- a program to assist students in dealing with substance abuse issues, with
the Donwood Institute.
Exceptional students are placed in destreamed Grade 9 classes and special
education supports are provided within the classroom. Special education and
classroom teachers have received training in team-teaching techniques. A special
education teacher is present, along with the subject teacher, in every English
and mathematics class. The subject teacher is assisted by an educational
assistant in approximately 30 per cent of the other classes that make up the
destreamed timetable. Special education teachers monitor students' progress
through ongoing communication with regular teachers. Parents are involved in
educational planning and decision making whenever possible.
In cases where special needs are not adequately addressed in a particular
class, the student may be:
- withdrawn to the resource room for individualized assistance;
- withdrawn to a small instructional group;
- assisted in substituting a more appropriate course.
The special education resource room, staffed by a special education teacher
and two educational assistants, also assists students who are experiencing
behavioural difficulties in their subject class. The staff assist with conflict
mediation and present strategies for successful reintegration into class.
. . . . . . . . . . . . . . . . . . . . .
Don Bosco Secondary School (sec.)
2 St Andrews Blvd
Weston ON
M9R 1V8
Ms. Mary Ruth Bauer, Principal
(416) 393-5525
Metropolitan Separate School Board
CORO
Exceptional students are involved in all aspects of school life, including
physical education, music, drama, outdoor education, co-operative education, and
community involvement. A collaborative/inclusion model has been adopted, with
the regular and resource teachers working together, and the exceptional students
remaining in the regular classroom as much as possible.
Exceptional students receive their instruction in a regular class and are
withdrawn for individual remedial assistance in a resource room when necessary.
The resource teachers assist the subject teacher to ensure that appropriate
modifications are in place. Each resource teacher has a caseload of students who
have been identified as exceptional, and monitors their progress through
continual communication with their subject teachers and communications with the
students.
Strategies that have helped facilitate this educational approach include the
following:
- meetings with subject teachers
- a school-based support team
- peer tutoring
- pre-work experience in school
A climate of open communication has been developed with parents.
. . . . . . . . . . . . . . . . . . . . .
Doncrest Public School (JK-8)
124 Blackmore Av
Richmond Hill ON
L4B 2B1
Mrs. Sylvia Barnard, Principal
(905) 882-4480
York Region Board of Education
CORO
The social adjustment class program in this school, in which 75 per cent of
the students speak English as a second language, is structured on the reverse
integration model, whereby the students spend as much time as possible in the
regular classroom with their peers. Either the teacher of the class or the
child/youth worker is available in the social adjustment classroom, while the
other is monitoring what is happening in the regular classrooms where the
exceptional students are integrated. Time spent in the social adjustment class
by identified students is focused on areas of need, such as weak skill areas, or
on strategies to encourage more appropriate behavioural responses.
One of the criteria for admission to the class is the student's willingness
to be integrated. The teacher works collaboratively on program planning and
evaluation with the regular classroom teachers.
The social adjustment classroom is also used by regular students as a quiet
place to work, and when they are having difficulty with unstructured time in the
regular classroom.
The social adjustment teacher and the child/youth worker often participate
during in-school meetings when the behaviour of students is the topic for
discussion. This provides an opportunity for informal in-service training.
. . . . . . . . . . . . . . . . . . . . .
Dufferin-Peel RCSSB
40 Matheson Blvd W
Mississauga ON
L5R 1C5
Ms. Jean Staley, Teacher of the Hearing-Impaired
(905) 890-1221
CORO
Since 1983, this school board has developed full integration programs for
students from the time of diagnosis until secondary school completion. The
teachers of the deaf have tried to meet the needs of each individual student so
each can live and learn in the home community.
To address the criticism that deaf and hard-of-hearing students do not get
to meet other students like themselves, regular get-togethers are held two or
three times a year, one division at a time. Preschoolers and families may go to
a park or farm; Primary and Junior students will meet for arts, crafts, sports,
and meal preparation; secondary students come together to try assistive devices
and note-taking, to obtain information about postsecondary opportunities, to
engage in discussions with older hearing-impaired individuals, and to discuss
strategy building and self-esteem. Every June, a picnic supper is held for all
families. Parents of babies see how older children are progressing. Classroom
teachers are invited to a one-day workshop before school starts in September.
Individual in-service training continues throughout the year.
The preschool program consists of three service-delivery models:
- home visiting – weekly service in the home
- integrated preschool – a daily head-start program held in day-care
centres: in-service training is provided for day-care staff; the school board
provides transportation, materials, FM systems, acoustic treatment in the
therapy room, and an educational assistant; close co-operation is maintained
with clinical audiologists
- parent support
The elementary years (Junior Kindergarten to Grade 8) program uses the
classroom curriculum to develop auditory skills, speech, speech reading, and
language development, with the assistance of the teacher of the deaf both in the
classroom and in a withdrawal situation. FM systems are provided and serviced.
To lessen background noise in the classroom, movable carpets are provided for
most students; these carpets, which cover most of the classroom floor, can
easily be removed for cleaning and can be transferred to another classroom when
the student moves to the next class.
In the secondary years, support systems (note-takers, scribes, computerized
note-takers, tutors, alternative correspondence programs, interpreters,
decoders, etc.) must be put in place rapidly as needed. The school board offers
an Introduction to Sign Communication course for a Grade 10 credit. Withdrawal
support and consultation with parents, teachers, and audiologists continue.
. . . . . . . . . . . . . . . . . . . . .
Duke of Connaught School (JK-8)
70 Woodfield Rd
Toronto ON
M4L 2W6
Ms. Carolyn Harrop, Principal
(416) 393-9455
Toronto Board of Education
CORO
This school has an integrated project class of twenty-one Grade 7 students,
of whom three have developmental disabilities and two have learning
disabilities. The exceptional students are integrated full-time in the regular
classroom. This integration project has been in place for the past six years.
The program is integrated in every aspect of school life.
Classroom programming ideas that support integration include:
- group projects, in which exceptional students provide illustrations;
- brainstorming, in which there is an expectation that all students will
contribute to the discussion, and all ideas are accepted;
- co-operative "jigsaw" activities, in which each student becomes
an expert in one piece of the puzzle and no one is left out;
- reading partnerships, which give one student the richness of the story and
language, while the other rehearses reading aloud;
- thinking skills, in which the teacher reinforces the concept that there is
more than one way to express oneself;
- a variety of hands-on materials and resources, such as manipulatives,
building structures, timelines, and graphics.
Special education staff are consultants to the program. The regular
classroom teacher has full responsibility for all aspects of the program,
including developing IEPs for all identified students.
. . . . . . . . . . . . . . . . . . . . .
Dundas Public School (JK-5)
935 Dundas St E
Toronto ON
M4M 1R4
Mr. Kemp Rickett, Principal
(416) 393-9565
Toronto Board of Education
CORO
This inner-city, multicultural school fully integrates all its exceptional
students, including those with PDD. All classes are arranged in family groupings
to allow flexibility in dealing with students with different academic and
emotional needs. A child may spend up to three years with one teacher.
Additional support is provided by educational assistants.
All psychosocial assessments are made using the curriculum, rather than
standardized tests, and a meaningful IEP is developed through the assessment and
IPRC process. The program plan outlines ways in which the curriculum can be
modified by all those involved, including parents, teachers, and professionals
from community agencies.
The parent is an integral part of the school team process, including the
development and delivery of a program plan. An area has been set aside in the
school for parents who choose to eat lunch with their children. They are also
invited to work as volunteers in the school.
A variety of preventive strategies are used to ensure the success of the
integration experience, such as peer support and art therapy, depending on the
needs of the child. These strategies are supported by the following programs:
- a student support program, which provides ongoing and intensive
support to exceptional students with social/emotional needs. It is staffed by
one teacher and an educational assistant
- a community outreach program, which co-ordinates and promotes
non-instructional programs in conjunction with other community agencies, e.g.,
nutritional and after-school activity programs
- a project facilitator, who supports the family groupings and the full
integration of all exceptional students
. . . . . . . . . . . . . . . . . . . . .
Dunnville Central School (JK-6)
121 Alder St W
Dunnville ON
N1A 1R2
Mr. Ron Speer, Principal
(905) 774-6033
Haldimand Board of Education
CORO
This school population includes exceptional students who have physical
disabilities, learning disabilities, and developmental disabilities. All
students are educated within the regular class and have access to a special
class if needed.
In the spring, special and general educators meet to discuss the needs of
students for the following September. Units are planned which address the needs
of all learners. Teachers meet regularly to co-plan lessons throughout the year.
Special educators and general educators deliver class lessons as a team.
Students may be withdrawn on a small-group or individual basis if required.
General and special educators conference daily about student needs.
Assessment is completed jointly and reporting to parents through report
cards and conferences is done as a team.
The school involves the local Children's Aid Society, community health
support, and its parental advisory group to assist in developing accommodations
for all students. Linkages are also in place with a local senior citizens' home
so that all students, exceptional included, reach out to senior community
members.
The school administration has organized regular release time so that teams
of teachers may pursue in-service needs, such as exploring appropriate
assessment tools (profiles and portfolios).
. . . . . . . . . . . . . . . . . . . . .
Dunwich-Dutton Public School (JK-6)
PO Box 40
Dutton ON
N0L 1J0
Mr. Roger Robbins, Principal
(519) 762-2419
Elgin County Board of Education
WORO
This rural school has successfully integrated students who have spina
bifida, cerebral palsy, Down's syndrome, hearing impairments, and developmental
and learning disabilities. Frequent parent-teacher communication plays an
important part in planning to accommodate exceptional pupils.
The classroom teachers take responsibility for the educational program for
their students, assisted by the learning resource teachers in planning and
implementing appropriate modifications to the environment and program to ensure
academic and social progress for each student.
When a student with a profound hearing loss who communicates by signing
entered the school, teachers learned sign language and taught it to the other
students in the classroom, who were again placed in the same classroom as this
student the following year. The Robarts School continues to be closely involved
with this student's program. Additional support has come from an educational
assistant, the resource teacher, and a computer.
. . . . . . . . . . . . . . . . . . . . .
E. L. Crossley Secondary School (sec.)
350 Highway 20
Fonthill ON
L0S 1E0
Mr. W. F. Paul Fell, Principal
(905) 892-2635
Niagara South Board of Education
CORO
Students who are deaf or hard of hearing are integrated into regular
classes, where they get academic, social, and practical support to maintain
their freedom in the hearing world. Parents help to develop the IEP and remain
in close contact with teachers through regularly scheduled conferences, parents'
nights, IPRC meetings, and informal conversations.
Students take five years to complete their Ontario Secondary School Diploma,
as they receive daily individualized support for one academic period, for a
semester. Note-takers take notes of material presented orally in the regular
classroom and send these notes to the resource-room teachers, so that students
have access to this material as soon as possible. Any problems that arise in the
use of these notes are dealt with immediately. In this way, students can keep up
with their academic work.
Exceptional students participate in sports teams, drama productions, and art
competitions. They attend dances, study with groups preparing to enter
provincial mathematics contests, and succeed in co-operative education
placements. These have led to successful part-time jobs.
The resource room has been modified to eliminate extraneous sounds, which
increase fatigue in oral students, who have severe to profound hearing losses
but are trying to talk. Support in this optimal listening environment focuses on
the language development and remediation required because of the delays in
language development that typify these students.
The resource room is also where exceptional students take friends during
non-academic times, and where they may interact within their own peer groups.
Although there is no formal peer-tutoring arrangement, regular monitoring of
peer interaction is done through an integration survey that classroom teachers
supply regularly. The note-taker observes and informs the teaching staff of
successes and needs. Summaries of these observations are sent to parents, along
with anecdotal reports on resource room progress, both of which supplement the
regular school reporting.
The exceptional students have use of the following:
- a computer in the resource room, with several word-processing programs
and typing tutors
- VCRs with closed-caption decoders
- a telephone with volume control and a TDD
- photocopies of all orally delivered announcements
- adaptor cords for audio-visual equipment, so they can plug in directly
through their personal hearing aids
- centrally located FM equipment distributed from the resource room
The school staff have taken relevant in-service training, and new teachers
attend workshops at the E. C. Drury School to sensitize them to the special
needs of the integrated students.
. . . . . . . . . . . . . . . . . . . . .
Eastdale Public School (JK-5)
65 Aileen Drive
Woodstock ON
N4S 4A2
Mr. Robert Lester, Principal
(519) 537-2652
Oxford County Board of Education
WORO
This school houses the Primary-Junior Bridges Program, the focus of which is
to integrate students with behavioural needs into a regular classroom
environment. Bridges Program staff initially accompany the students into the
regular classrooms full time, and then decrease their time in the classrooms as
the students become able to cope without their direct assistance.
The philosophy of the program is that all interactions are opportunities for
the students to improve their social behaviour; therefore, integration into
regular classrooms is critical to the success of the program. The role of the
Bridges Program staff is to provide the support, encouragement, and consequences
that allow successful integration to take place.
Parents meet with Bridges Program staff each month to share their thoughts,
feelings, and ideas about discipline and child rearing. A positive relationship
between parents and staff is developed through daily written communication,
regular phone calls, and visits by parents to the school.
The Bridges Program staff co-ordinate frequent case conferences on each of
the exceptional students. All team members, e.g., the Children's Aid Society,
school staff, and support staff, work together to create a co-ordinated approach
to managing each child's needs.
As part of the integration process, all members of the school staff receive
training in non-violent crisis intervention.
. . . . . . . . . . . . . . . . . . . . .
East Oxford Central School (JK-8)
RR 4
Woodstock ON
N4S 7V8
Mr. David Hay, Principal
(519) 539-4828
Oxford County Board of Education
WORO
This rural, elementary school integrates students who are blind or have low
vision. The teacher of the blind provides braille instruction and adapts the
classroom teachers' programs.
The teacher of the blind and the classroom teachers are responsible for
developing and achieving the goals outlined in each student's IEP. Daily
planning allows the exceptional students to achieve the same learning outcomes
expected of their peers. The classroom teachers provide materials to be brailled
or adapted well in advance of each lesson. They are verbally explicit when
giving directions and descriptions of chalkboard work. Concrete manipulatives
are incorporated within the classroom. The educational assistant works directly
with the students, providing assistance as required. The physical education
program has been adapted to include private swimming lessons for exceptional
students.
The teacher of the blind provides in-service training to all school staff
and students. This teacher also ensures that exceptional students have access to
a computer, brailler, printer, and enlarger.
Outside the classroom, the students are involved in co-curricular and recess
activities. Other students assist only when necessary. The school environment
has been adapted so that halls are free of obstructions such as equipment,
boots, and garbage pails.
There is daily communication between educational staff and parents through a
two-way communication book. Homework assignments, information, and inquiries are
conveyed primarily through this medium.
Through the Canadian National Institute for the Blind, the students receive
thirty hours of orientation and mobility training each year. A local service
club has provided funding for them to attend a camp in June. This enables them
to meet and interact with other students who are blind, from all around the
province.
. . . . . . . . . . . . . . . . . . . . .
Elmridge Catholic School (JK-6)
1923 Elmridge Drive
Gloucester ON
K1J 8G7
Mrs. Mary Armstrong, Principal
(613) 741-0100
Carleton RCSB
EORO
This school has successfully integrated exceptional students with spina
bifida, blindness, developmental disabilities, learning disabilities,
giftedness, and extreme behaviour disorders which have required treatment in
residential centres.
Students are viewed as belonging to the school community rather than to an
individual class. They help each other through working buddies and a peer
mediation system. Students are placed in age-appropriate classes and teachers
modify the regular curriculum or seek assistance to have an alternate curriculum
established. Students are in their classrooms for the majority of their program,
but are withdrawn to a small group setting if necessary. Placement students from
community colleges offer additional support.
Each month there is a student awards assembly at which awards for
citizenship, improvement, and achievement in specific English and French
academic areas are given. Exceptional students are encouraged by additional
rewards.
Parents of exceptional students talk with staff regularly and receive a copy
of the IEP, which is written by the classroom teacher in collaboration with the
resource teacher. These IEPs are completed for many students, not just those who
are identified as exceptional. All staff have received in-service sessions on
writing IEPs, accommodating special needs, and dealing with behavioural
concerns. Individuals have received support in working with students who are
blind, or have ADHD, Tourette's syndrome, or language delays.
. . . . . . . . . . . . . . . . . . . . .
Ernest Cumberland Elementary School (JK-8)
160 Eighth Av
Alliston ON
L9R 1A5
Ms. Ruth Montgomery, Principal
(705) 435-0676
Simcoe County Board of Education
CORO
Through the home school model, which keeps students in their local community
school, this school integrates exceptional students in every category. Since all
students are in regular classrooms, there is much collaborative planning among
the regular classroom teachers, speech/language personnel, school resource
staff, and school board support staff.
The integration team includes the entire school community –
administrators, educational assistants, regular class and specialist teachers,
secretarial and custodial staff, secondary school staff, co-operative education
students, adult students, parents, students, school board support personnel, and
outside co-facilitators from hospitals, treatment centres, the police
department, the Children's Aid Society, Home Care, and other agencies. These
team members contribute to case conferences, interviews, and programming.
Parents of exceptional students are involved in decisions about alternative
programs, and are consulted about inclusion in special courses or support
groups. They have input in planning, delivery, and evaluation of programs. The
Interested Parent Group has funded a parent resource library of books, videos,
tapes, and magazines on topics such as ADD.
. . . . . . . . . . . . . . . . . . . . .
Essex County RCSSB
360 Fairview Av W
Essex ON
N8M 1Y5
Mr. Richard Dittman, Superintendent of Education
(519) 776-6431,
Ext. 397
WORO
This school board endeavours to provide flexible and comprehensive special
education services which promote the inclusion of identified exceptional pupils
in neighbourhood schools. Co-operative planning between school staff and parents
about placement and program structure ensures that the pupil is served in the
most enabling environment. Wherever possible, parental choices for placement are
accommodated. The board provides a continuum of services, consisting of various
programs and placements which undergo ongoing assessment and evaluation.
Self-contained centralized programs for pupils with severe behaviour disorders
are available as a short-term program.
Most exceptional pupils are integrated in regular classrooms for 60 per cent
or more of each day. Pupils may be withdrawn for small group and/or individual
instruction, which is usually related to the regular classroom curriculum or
activities. In many cases, the resource teacher works in the regular classroom.
In-service training is provided to staff in order to implement and maintain
optimal learning environments and strategies. There is regular co-operation with
local community services, and participation in relevant support initiatives
focusing on early identification and intervention.
. . . . . . . . . . . . . . . . . . . . .
Father Michael McGivney Catholic High School (sec.)
5300 Fourteenth Av
Markham ON
L3S 3K8
Ms. Andrea Steele, Head – Special Education Department
(905)
472-4961
York Region RCSSB
CORO
Exceptional students with developmental disabilities are integrated into
regular classrooms with the support of the Functional Life Skills (FLS) program.
This withdrawal program operates for forty minutes daily, and lessons focus on
friendship, sexuality, and personal concerns. Other integrated exceptional
students have learning disabilities, visual impairments, and behaviour
disorders.
Parents are involved through the use of a daily communication book, numerous
phone calls, and, in some cases, daily contact. They are an integral part of the
team and have input in developing the IEP.
Classroom teachers and the FLS teachers refer to the IEP in adapting the
curriculum of the classroom teacher, and in marking the work produced by
exceptional students. In some classes, additional support is provided by the FLS
teacher and/or an educational assistant. The educational assistants write daily
anecdotal notes which provide the basis for planning and monitoring individual
programs. Exceptional students are expected to produce assignments parallel to
those of other students, but tailored to their abilities; these are graded by
the subject teachers. Older students in tutorial classes work as mentors and
experts in areas of technology. The strengths of the tutorial students are
tapped and their self-esteem is reinforced as they guide younger students.
Learning-strategies classes are offered to assist Grade 9 and 10 exceptional
students with core subjects. There is frequent dialogue and planning between
regular classroom teachers and the special education teachers providing the
learning strategies program. Students preparing for tests are taught study
skills with lessons that use core subjects. Students writing an English
assignment are taught writing and word-processing skills.
Available for case conferences and in-service training for the school are
behaviour resource workers, speech pathologists, psychologists, the FLS
consultant, and a physiotherapist.
Exceptional students attend school dances and basketball games, participate
in the school band, liturgies, and Grade 9 retreats, and join classmates on all
field trips. Job entry programs and personal life co-operative education provide
the necessary link between integration within a school environment and
integration within the community.
. . . . . . . . . . . . . . . . . . . . .
Francis Libermann Catholic High School (sec.)
4640 Finch Av E
Scarborough ON
M1S 4G2
Mr. Louis Rendulich, Program Leader of Special Education
(416)
393-5524
Metropolitan Separate School Board
CORO
There are approximately 950 students in this school, of whom over 100 have
been identified as exceptional in the areas of behaviour, learning and
development disabilities, physical and multiple disabilities, or giftedness.
The special education department provides support for the classroom teachers
and the exceptional students. Some students are monitored, meaning resource
teachers see them daily, weekly, or biweekly as needed. A form showing
appropriate stages for each monitored student is given to all subject teachers.
Other students are withdrawn for extra help. Most of these students receive one
period of special educational assistance each day and are integrated for the
rest of the time.
Modified programs for exceptional students include:
- parallel teaching;
- taped novels and assignments;
- subject work assistance;
- scribing;
- photocopied notes;
- extended time for tests and exams.
The members of the special education department, including support staff,
work closely with parents, staff, board personnel, and outside agencies in
planning and implementing programs that promote integration into the entire life
of the school. The special education department provides in-service training for
the staff in the needs of exceptional students. Peer tutors provide additional
support in both special education and regular classrooms.
. . . . . . . . . . . . . . . . . . . . .
General Mercer Public School (JK-6)
30 Turnberry Av
Toronto ON
M6N 1P8
Ms. Deborah Porter, Principal
(416) 393-1414
Toronto Board of Education
CORO
A Grade 1 pilot project class was composed of twelve "regular"
students and three with developmental disabilities. School board consultants
helped with planning appropriate programs, such as speech and behaviour
management. During the first year of the program, an independent observer
visited the class every two weeks, observing the interaction of the students. At
the end of the year, a written report was prepared on the program. Various
consultants monitored each child's progress through observation and testing.
Parents approved the IEP and were contacted to discuss students' progress on a
regular basis. They were encouraged to phone the teacher with concerns and were
invited to visit and take part in the classroom program at various times
throughout the year.
Curriculum modifications were made to include students of various abilities,
allowing them to experience success and to develop the skills outlined in their
IEPs. With modifications to the curriculum, the exceptional students were able
to work with peers in reading groups, math groups, and discussions. At times,
students learned other forms of communication such as signing and using
pictures.
Exceptional students were included in music classes and concerts, house
league teams, and play day, class trips, and recess. The only time they were not
with their peers was once a week when they were bused to another school for
swimming lessons.
The students remained together for three years, progressing from Grade 1 to
Grade 3. During that time, new students were added as others moved. At the end
of the three years, the regular students went on to a Grade 4 class with another
teacher and the three exceptional students were placed in a special education
class. A new Grade 1 grouping was formed which is now in its third year.
. . . . . . . . . . . . . . . . . . . . .
George L. Armstrong School (JK-8)
460 Concession St
Hamilton ON
L9A 1C3
Mr. Kenneth Bain, Principal
(905) 385-5337
Hamilton Board of Education
CORO
This school has a full integration program for all exceptional students. Its
learning centre provides support for all students, who move freely in and out of
the centre as their timetables dictate. When all students have access to
resource assistance, any stigma previously attached to a specialized program is
eradicated.
Learning centre staff follow a personalized daily timetable to enable them
to participate both in regular classrooms and in the learning centre. At least
one member of this staff is always assigned to the centre. The staff anticipate
and respond to students' changing needs through collaborative problem solving,
creative use of community resources, and ongoing staff development. Resource
teachers are expected to:
- diagnose and assess learning problems;
- be advocates for students and teachers;
- provide demonstration lessons;
- test before and after teaching, to track base levels;
- provide drill, review, and consolidation;
- co-operatively plan, implement, review, monitor, differentiate, and
evaluate pupil programs;
- facilitate diagnostic, formative, and summative evaluations;
- design and implement parallel and replacement programs;
- consult with classroom teachers, parents, school system, agency, and
community personnel;
- provide formal and informal in-service training for parents, staff, and
volunteers.
The critical components of the learning centre and the details of its
programming are clearly laid out, including:
- daily monitoring and evaluation of student work;
- assessment strategies;
- direct teaching to individuals and small groups;
- a wide variety of ways to practise skills;
- examples of good student work;
- student work contracts;
- opportunities to practise new behaviours, skills, and concepts;
- augmentative communication systems, including signing.
. . . . . . . . . . . . . . . . . . . . .
Glengarry District High School (sec.)
PO Box 190
Alexandria ON
K0C 1A0
Mr. E. Turpin, Principal
(613) 525-1066
Stormont, Dundas and Glengarry Public School Board
EORO
This small school of approximately 430 students is integrating about 75
exceptional students in regular classrooms through a co-operative approach. This
includes students who are gifted and those who have intellectual, developmental,
learning, and physical disabilities, or behaviour disorders.
Regular classroom teachers share responsibility for the development of the
IEPs with resource services staff. Special education support staff work in Grade
9 classes and core Grade 10 classes. Mini-units, alternate testing, and
examination arrangements and resource services for senior students are
available. Additional support is provided by peer tutors.
Parents and relevant agencies, such as the Children's Aid Society and
Probation Services, are involved through visits, telephone calls, and case
conferences, as needed.
In-service training is valued and over the years almost all staff have
become qualified in special education.
. . . . . . . . . . . . . . . . . . . . .
Glenview Public School (JK-5)
143 Townsend Av
Burlington ON
L7T 1Z1
Ms. Virginia Bryer, Principal
(905) 634-6789
Halton Board of Education
CORO
Glenview has no additional teacher support beyond the regular allocation of
1.5 special education resource teachers for a school of 410 students. The
special needs children are integrated into regular classes at the Grades 1 to 3
level.
All children are involved in activities that mix regular classes with French
immersion classes, primary classes with older buddies in junior classes, or
same-grade classes for theme-related activities. As a result, all children work
with a variety of teachers throughout the school. This often requires additional
planning from the special education teachers and instructional assistants, who
provide information, support materials, and assistance.
Teams including special education teachers, instructional assistants, and
regular classroom teachers meet frequently to discuss the program plans for the
regular class, upcoming events, timetable changes, and how to accommodate the
special needs students so they can be part of regular classroom activities.
The IEP documents these plans and is developed collaboratively by the
special education and regular classroom teachers, parents, school board resource
staff, instructional assistants, computer specialists, and personnel from
community resources, such as Chedoke McMaster Hospital. The plans are reviewed
regularly and parents assist in establishing realistic social and academic
goals, for home and for school. Sharing of resources such as computer overlays,
Blissboards, toileting equipment, etc., is an important component. In-service
training sessions on the use of any new equipment or materials are ongoing for
school personnel and parents.
. . . . . . . . . . . . . . . . . . . . .
Good Shepherd Catholic School (JK-6)
101 Bearbrook Rd
Gloucester ON
K1B 3H5
Ms. Sherry Swales, Principal
(613) 824-4531
Carleton RCSB
EORO
Since 1987, this school has provided a school board program for students who
use wheelchairs and have been identified as having physical disabilities and/or
intellectual disabilities, and/or are sensory-deprived and/or medically fragile.
Until 1992 this class, called the Dependently Handicapped (DH) Unit, was
segregated and the students joined their peers in regular classrooms only when
subjects such as music and art were being taught.
Then the DH Unit staff formed an inclusion team, and surveyed the full
school staff to determine the barriers to inclusion. Parents were asked to
recommend ways in which the school community could become more inclusive. The
inclusion team also assisted in developing a school-based philosophy of
inclusion. Parent Program Night provided an opportunity to further educate and
inform the community about the school commitment to bring all children together.
Grade and division meetings began to include the staff from the DH Unit.
Physical changes were made to accommodate the exceptional pupils in the regular
classroom setting.
Now the students in the DH Unit are fully integrated. Their individual
goals, encompassing mobility, communication, and daily living skills, are set up
to be accomplished within the regular classroom program, in consultation with a
transdisciplinary team. The students leave their regular classrooms only for
physiotherapy, tube feeding, therapeutic swimming class, etc. At these times,
they may go to the area that was once their segregated classroom; it is now used
by all staff for art, drama, cooking, and other activities.
Parents continue to be closely involved in setting and monitoring goals via
home-school communication books, phone calls, and school visits.
. . . . . . . . . . . . . . . . . . . . .
Good Shepherd Catholic School (JK-8)
19112 Concession 2
RR 1
Newmarket ON
L3Y 4V8
Mr. Jim McDermott, Principal
(905) 895-0303
York Region RCSSB
CORO
This school offers supported integrated placements to exceptional pupils, as
demonstrated by the program provided to an eight-year-old student with autism.
This student has been placed in a Grade 2 classroom with a full-time
educational assistant to support participation in classroom activities. A peer
support system is in place at recess and lunchtime.
School board professional personnel, including the speech/language
pathologist, behaviour management and special education consultant, and
psychologist, have assisted the special education and classroom teachers in
setting goals for the student. Additional support has been provided by support
personnel from Kerry's Place (a community services group), who work in the home
with the student and his family. A communication book is frequently used between
the classroom and special education teacher and parents.
The special education program plan includes the following elements:
- specific goal statements, e.g., to develop listening and speaking
skills
- specific objective statements, linked to the goals with the introductory
phrase "so that" – e.g., "so that X uses oral social
language with peers and adults in the school community, participates in
conversation . . ."
- term objectives that include strategies, materials, and responsibilities,
e.g., practise telephone conversations, label the environment
- general preventative strategies, e.g., clarification of behavioural
expectations before beginning a task; and individual preventative strategies,
e.g., posting a daily schedule of routines
- general environmental motivating strategies, e.g., reinforcement
activities; and individual motivating strategies, e.g., praise for co-operative
behaviour
- general environmental discipline structures, e.g., three-step system
(label, warn, consequences); and individual discipline structures, e.g., time
out
. . . . . . . . . . . . . . . . . . . . .
Haliburton County Board of Education
PO Box 507
Haliburton ON
K0M 1S0
Mr. H. Dale Robinson, Superintendent of Education
(705) 457-1980
CORO
Almost all exceptional students in this school board are fully integrated.
The exception is a small group of students identified as having behavioural
disorders. These students are placed in a temporary segregated program and are
integrated as soon as possible.
The involvement of parents in their children's educational program is a high
priority. Parents take part in team meetings which are held in the school prior
to the IPRC meeting. They have access to all information gathered by the school,
and have input at this stage, before any decision is made. Integration is
consistently offered as a first-choice option on placement.
All special education resource teachers work in regular classrooms on a
daily basis to assist regular classroom teachers with program modifications,
appropriate strategies, writing IEPs, and the management and instruction of the
students.
There is a secondary school credit course in peer tutoring in which trained
senior students help out in Grade 9 and Grade 10 classrooms. There is a similar
elementary school program called Peer Helping, managed by guidance teachers.
. . . . . . . . . . . . . . . . . . . . .
Hamilton Board of Education
PO Box 2558
Hamilton ON
L8N 3L1
Ms. Diane Husack, Senior Speech/Language Pathologist
(905) 527-5092
CORO
The Augmentative/Alternative Communication (AAC) team was created to meet
the specialized communication needs of students from Junior Kindergarten to
Ontario Academic Courses. AAC programs include body language, facial expression,
natural gestures, pantomime, sign language, tangible systems, graph systems,
written language, technological devices and synthesized speech, and vocal
output. With individualized programming, AAC programs offer the potential for
successful integrated experiences in both learning and socialization.
The team offers a range of services:
- facilitating integration of communication-impaired students
- providing a continuity of services/programming for students from JK to
graduation
- assisting with differentiation and modification of curriculum focus to meet
specialized communication needs
- assisting with communication goal planning, including developing IEPs in
collaboration with the classroom teacher and parents
- providing consultation for identification of, and planning for, optimum
classroom communication environments
- attending system-based and school-based program planning meetings
- designing and constructing customized materials for programming in the
school, home, and community
- maintaining a resource lending library
- offering in-service training and other professional development
opportunities for school personnel, administration, families, and community
- providing individualized assessment and programming recommendations
- providing liaison with community agencies and organizations
. . . . . . . . . . . . . . . . . . . . .
Hamilton-Wentworth RCSSB
690 Barton St E
Hamilton ON
L8L 3A6
Ms. Betty Browne, Co-ordinator of Programs, Special Education
(905)
525-2930
CORO
With the motto "Each Child Belongs", this school board has been
integrating exceptional pupils into regular classrooms for the past twenty-five
years. There is a commitment to providing the necessary human and fiscal
support. All school staff share in the responsibility of integrating each
student.
All exceptional pupils attend regular age-appropriate classrooms where
academic goals and objectives, as well as social and emotional supports, are
designed around the needs of each individual. Exceptional pupils share with
their fellow pupils the responsibility to demonstrate acceptable behaviour and
to strive for total growth and development. All the students with developmental
disabilities who left the board's secondary schools in June 1994 had work and/or
recreational programs arranged as part of their transition to the adult world.
Parents are partners in the education of their children. A parent support
group, Parents of Children with Special Needs, has been operating effectively
for fifteen years. This is a proactive advisory/support group.
. . . . . . . . . . . . . . . . . . . . .
Highview Public School (K-7)
240 McClellan Way
Aurora ON
L4G 6N9
Ms. Judy Kane, Principal
(905) 727-6642
York Region Board of Education
CORO
This school integrates exceptional students who have physical disabilities,
and who are hard of hearing. There are integrated classes for students with
language and learning disabilities and behaviour disorders.
Additional assistance and in-service training are provided by teaching
assistants, the speech and language consultant, the occupational therapist, the
consultant for the hearing-impaired, the special education consultant, and the
special education administrator.
Parents are an integral part of the team that plans and evaluates programs.
. . . . . . . . . . . . . . . . . . . . .
Hillcrest Middle School (6-8)
460 Melvin Av
Hamilton ON
L8H 2L7
Mr. Doug Trimble, Principal
(905) 549-3076
Hamilton Board of Education
CORO
This school integrates students who have learning disabilities, behaviour
disorders, and developmental disabilities. Planning for all students is based on
William Glasser's stages in the development of an effective school: the
elimination of fear, the focus on quality, and self-evaluation.
The staff has restructured the scheduled day to enable classroom teachers to
spend more time with their students. Teachers have created instructional units
in which there is a maximum of fifteen students in each language arts or
mathematics class, giving staff more time to spend with exceptional students in
the regular classroom.
All advisory groups in the school's adviser program have exceptional
students in them. The staff advisers serve as case managers for all students in
their adviser group, including exceptional students. They are responsible for
writing the IEPs for all exceptional students in their adviser group, and for
conferencing with parents on all academic, social, and emotional issues related
to their advisees.
Parents participate in developing and implementing strategies that will
allow them to be more effective in their role as partners in their children's
learning. Parent involvement is regularly requested and supported.
Special education staff meet twice each week with regular classroom teachers
in grade teams and plan co-operatively to meet the needs of all students.
Experienced staff with certification in special education serve as mentors for
peers with less experience in dealing with exceptional students in the regular
classroom.
Exceptional students are actively involved in the life of the school
community, including:
- student support groups dealing with alcohol/drug abuse, peer
counselling/mediation, death, separation, and divorce;
- school athletic teams;
- student council;
- clubs and activities.
A cross-disciplinary violence prevention unit has been developed. Student
progress in all domains of learning is tracked regularly and comprehensively.
Students are informed about their progress and are invited to work with their
teachers and with peers in setting learning goals.
. . . . . . . . . . . . . . . . . . . . .
Humphrey School (JK-8)
RR 2
Parry Sound ON
P2A 2W8
Mr. Don Cowan, Principal
(705) 732-4801
West Parry Sound Board of Education
NEORO
Approximately 4 per cent of the 325 students of this rural elementary school
are identified as exceptional.
Exceptional students are integrated in regular classroom programs with
opportunities for in-class and withdrawal assistance provided as needed. There
are two special education support programs to complement the regular classroom
programs:
- a half-hour small-group withdrawal program for daily language arts
and/or mathematics remedial/enrichment opportunities
- up to a quarter-day withdrawal support
Both of these support programs have curricula and instruction that
complement what is happening in the regular classroom. The continuity between
programs is maintained through daily contact between the resource teachers and
the classroom teachers.
The special education resource teachers work closely with parents and
community agencies such as Home Care, the Child and Family Centre, ISNC, and the
Children's Aid Society. The extensive use of community volunteers, the
library/resource teacher, and community professionals provides additional
support.
The steering group for planning integration consists of the two special
education resource teachers and the principal. The team begins annual planning
for integration in June so that supports are in place for students from the
first day of school in September. A three-level system is used to support the
special needs of:
- students whose progress is being monitored;
- students who are supported by the Resource Assistance Program;
- students who are given additional support through the Communications
Resource Program.
Ongoing educational resource team meetings are held throughout the school
year. The steering group is augmented by classroom teachers and sometimes
parents, and minutes are kept as part of the tracking of student progress.
. . . . . . . . . . . . . . . . . . . . .
Huttonville Public School (JK-8)
Embleton Rd
Huttonville ON
L0J 1B0
Mr. L. Baswick, Principal
(905) 455-8480
Peel Board of Education
CORO
This small school integrates several pupils who have physical and/or
developmental disabilities.
The school support teacher works in the classroom with these students in
partnership with the teacher, as does the teacher assistant. Parents of the
exceptional students are involved to the same extent as other parents in the
school. Board personnel are involved with the school on a monitoring and
consultation basis.
The exceptional pupils are evaluated in the same manner as all other
children and expectations for their success are of a high standard. Personal
computers, slant boards, black-lined paper, standers, and wheelchairs contribute
to program and mobility. With the help of teacher assistants,
or on their own with their classroom teacher, the exceptional students
participate in all aspects of school life, including extracurricular activities
such as choir, dances, field trips, clubs, and committees.
. . . . . . . . . . . . . . . . . . . . .
J. E. Benson Public School (JK-8)
1556 Wyandotte St W
Windsor ON
N9B 1H5
Mr. W. French, Principal
(519) 254-3761
Windsor Board of Education
WORO
This inner-city school of approximately 475 students integrates exceptional
students into regular classes through the Primary/Junior Family Grouping Program
at the Grades 3 to 5 level. (In a "family grouping" program – as
in a family – the children are of various ages.) School staff believed that
the students would benefit from staying in the same class setting for longer
than one year. Before any structural changes were made, the teachers spent a
year experimenting with multi-aged situations, using broad-based themes as the
vehicle. Visits were organized to schools taking a similar approach in Ontario
and British Columbia. Parent meetings were held to explain the program and
answer questions and concerns.
Over the extended time a student stays with one teacher, a rapport develops
between parents and teacher. This becomes a partnership that assists teachers in
dealing with any pupil concerns.
Exceptional pupils are never isolated as a class. The fact that the Family
Grouping Program covers three grade levels allows the exceptional pupils to work
at the appropriate level in all subject areas.
. . . . . . . . . . . . . . . . . . . . .
K. P. Manson Public School (JK-8)
Graham Rd
Severn Bridge ON
P0E 1N0
Mr. Brian Veitch, Principal
(705) 689-2612
Muskoka Board of Education
NEORO
The support available to exceptional students in this school is demonstrated
through the example of a Grade 1 student with PDD.
Immediately after this student's enrolment, the school staff consulted with
the parents and school board program services staff. An educational assistant
was assigned to the student's regular classroom. Information meetings were held
with the parent, the student's previous teachers in a specialized preschool
program, consultants, and assistants. An action team investigated the student's
needs on an ongoing basis, developed a suitable program, maintained effective
communications between task group members as well as with the home, and
determined professional development needs for staff. The child's parent has
agreed to act as a parent adviser/counsellor for other parents who may enrol
students with similar difficulties in the school.
The following program initiatives support the student and ensure that the
school atmosphere is inclusive:
- staff training in pervasive disorders and related programming
- MAPS
- Circle of Friends
- community visits
- pet therapy
- a daily journal for the parent, alternate educational assistant, and others
- videotaping sessions of therapies to ensure that parents are aware of goals
and techniques
- picture symbol communication techniques at home and school to facilitate
social interaction
- peer relational strategies
- remedial programs for home and caregiver
The school board has developed system-wide initiatives to train staff in the
area of non-violent crisis intervention, to ensure that educational assistants
have training in special education, to "lend" specially trained staff
to other schools when necessary, to train staff to meet a specific challenge
rapidly, and to mobilize special "coping" teams.
. . . . . . . . . . . . . . . . . . . . .
Kenner Collegiate and Vocational Institute (sec.)
633 Monaghan Rd
Peterborough ON
K9J 5J2
Mr. D. Davison, Principal
(705) 743-2181
Peterborough County Board of Education
CORO
The comprehensive behaviour program is an elementary program operating
within a secondary school site. The students served have been identified as
having a behaviour disorder and are twelve to fourteen years of age. Due to
extreme behaviours, often including physical aggression, integration is
generally not possible in an elementary school because of the potential risk to
other students.
The program blends the elementary curriculum with the secondary school
environment and offers unique learning situations coupled with an on-site
counselling component. Exceptional students in the comprehensive behaviour
program are integrated into regular secondary school courses to the extent
possible, given their severe behavioural needs. As the students begin to develop
adequate coping skills, they are integrated into secondary school courses. Their
regular classroom teacher assumes a primary educational role and the program's
child and youth worker serves as a resource to the pupil and the teacher.
A highly developed peer support system is in place. Senior students are
available as program peer tutors, mentors, and aids to help guide integrated
students. Integrated students are directly involved in the social life of the
school and opportunities are available to participate in school activities and
functions.
A co-operative planning process is well established, and team meetings are
held as needed to review and refine integration measures and supports. Parents
are involved as partners in the program. They are key members of team
conferences. Contact, in person or by phone, is an accepted and often daily
practice to ensure that effective progress is experienced by the student and
supported by the family. Community agencies and associations, such as the John
Howard Society, the local Probation Department, and the Children's Aid Society,
have readily assumed a crucial role.
This program supports the Stay-in-School initiative, and gives high-risk
students an opportunity that makes a discernible difference for them and their
families.
. . . . . . . . . . . . . . . . . . . . .
Kernahan Park Secondary School (sec.)
91 Bunting Rd
St. Catharines ON
L2P 3G8
Mr. Ron Cuthbert, Principal
(905) 684-9461
Lincoln County Board of Education
CORO
Approximately 80 per cent of the Grade 9 students in this vocational school
have been identified as "at risk" and exceptional in the areas of
communication and/or behaviour. Classroom, guidance, and special education
teachers, and a youth worker, meet weekly to develop and implement action plans.
Students are fully integrated into heterogeneous groupings, which spend half
of each day studying Self and Society subjects or communications and the other
half of the day studying technology and math/science. All students have access
to special education resources and a transition committee.
Effective programs include:
- the transition years overlay – workshops for all Grade 9
students, usually one or two periods long. They may involve small groups or all
students. Topics include learning style, abuse, personality profile and conflict
style, gender issues, substance use, diet and nutrition;
- the technical aptitude and skills testing centre (TASK) – adapted
vocational assessment tests are used to determine the highest level of
vocational potential for all Grade 9 students. A comprehensive summary report is
written and presented to the student and parents;
- the onside mentoring program – a stay-in-school initiative which
matches at-risk students with a caring adult from the community for at least two
hours a week for one semester. The adult mentors are trained in communication,
legal concerns, and personality issues;
- OASIS (Opportunities for Achievement and Success in School) – in which
at-risk elementary students enter high school one year earlier to develop
positive attitudes towards school. These students are easily frustrated, lack
interest in school, are underachieving, lack confidence with verbal/social
skills, and have poor attendance. They attend a contained classroom for a
half-day and are fully integrated into the Mathematics, Science, and Technology
program;
- the Community Development Program/Project Adventure – an
adventure-based curriculum which targets developing physical, emotional, and
social skills for all Grade 9 students. Through problem-solving, students
develop skill in making decisions and setting goals;
- the special needs class – in which students with developmental and
physical disabilities are integrated into regular classes for three of the four
periods each day. Even if they do not earn credits, their experiences help them
in future life experiences;
- the Peer-Helping program – in which senior students receive training
on various leadership issues and then fulfil various responsibilities involving
attendance, assigned projects, record-keeping, etc.
. . . . . . . . . . . . . . . . . . . . .
Lakeside Public School (K-8)
4 Parkes Drive
Ajax ON
L1S 4S6
Mr. Doug Ferguson, Principal
(905) 686-3014
Durham Board of Education
CORO
This school provides integration for students who are visually impaired or
hearing-impaired, or have Down's syndrome, spina bifida, or cystic fibrosis.
Programs for all identified students are individualized; for example, one
program includes a life skills component and another offers weight training
focusing on the development of specific muscle groups.
Support for these students is offered by the regular classroom teachers,
academic resource teachers, educational assistants, parents, and community
resource people. The classroom teacher is responsible for program modifications.
Resource teachers give assistance in the regular classroom. Parental input is
part of the collaborative team planning that occurs regularly.
. . . . . . . . . . . . . . . . . . . . .
Lambton Park Community School (JK-6)
50 Bernice Crescent
Toronto ON
M6N 1W9
Ms. Cheryl Smith, Principal
(416) 394-3070
City of York Board of Education
CORO
The school's approach to integration is exemplified by the support provided
to one student in the Junior Kindergarten/child-care program, an integrated
full-day facility.
This student was severely delayed when he arrived in Canada from a Romanian
orphanage. He had suffered deprivation and trauma, resulting in serious delays
in communication, socialization, motor, and daily living skills.
As soon as the student was enrolled in the school, meetings were held with
the parents, the speech pathologist, and the psychologist. Regular programming
meetings were begun to set goals and monitor gains. The directors of the
child-care facility worked with the school team to provide a consistent approach
throughout the day.
. . . . . . . . . . . . . . . . . . . . .
Lanark County Board of Education
15 Victoria St
Perth ON
K7H 2H7
Ms. Jean Knowles, Itinerant Teacher of the Hearing-Impaired
(613)
267-4210
Lanark County Board of Education
EORO
About forty students who are deaf or hard of hearing are fully integrated
into regular classrooms in their home schools, where they participate in all
aspects of school life, including sports, clubs, and activities. Their hearing
losses extend from mild to profound. Students with unilateral and bilateral
losses are included.
Regular classroom teachers work closely with support staff and parents to
develop program modifications, when necessary. These modifications are developed
through collaboration with regular class support staff and parents. Formal
annual reviews are held, with communication links made informally and frequently
throughout the school year. Parents, special services staff, school staff
members, administrators, and representatives of other connected agencies are
included as required.
The students who are deaf or hard of hearing develop natural peer groups in
the schools, and are given the opportunity to mix with other hearing-impaired
students in the school board at special events hosted by the teachers of the
hearing-impaired.
Students are monitored frequently and consistently to ensure that any
difficulties are dealt with promptly and adequately. Most individualized support
is delivered in class – e.g., training in speech and language, auditory
training, and development of coping skills.
. . . . . . . . . . . . . . . . . . . . .
Lord Nelson Public School (JK-8)
1990 Royal Crescent
London ON
N5V 1N8
Ms. Valerie Neilson, School Librarian
(519) 455-6120
London Board of Education
WORO
In a school population of about 650 students, there are 26 mainstreamed,
identified exceptional students. Over 100 students receive mathematics and
language support from educational assistants, and 70 students receive
occupational therapy/speech and language assistance.
Programs that support mainstreaming in this school include the following:
- a new delivery model for the resource program, which involves all
staff
- weekly team meetings to discuss students' progress and begin the IPRC
process
- an Early Intervention Program in Junior Kindergarten through Grade 1, in
which selected students receive daily assistance from trained Grade 8 mentors
- resource packages for all Junior Kindergarten through Grade 1 parents, with
ideas to encourage language development and problem-solving abilities in their
children
- an Early Identification Program for students in Grades 1 to 3
- an independent reading program, allowing students in Grades 6 and 7 to work
at their own level
- an OSR survey of students completed by classroom teachers each September
- the flexible assignment of educational assistants based on students' needs
- training of educational assistants in occupational therapy (fine motor)
programs
- a behaviour support plan, developed, when necessary, with students,
teachers, parents, and resource teachers/counsellors; a home support plan is
also available if parents request it
- a Peacemakers program, in which older students help to resolve conflicts on
the playground
- a CREW (Caring, Responsibility, Excellence Through Hard Work) program, in
which all staff are responsible for reinforcing appropriate behaviour in
students
- a leadership training camp for senior students
- a student advisory council with representatives from each class from Grades
4 through 8
- use of the Marie Carbo Reading Program and Reading Recovery
- parent and high school student volunteers who assist teachers
- child and youth worker students from Fanshawe community college who are
involved with social skills and conflict management programs
. . . . . . . . . . . . . . . . . . . . .
M. B. McEachren School (JK-8)
Colonel Talbot Rd
PO Box 70
Lambeth ON
N0L 1S0
Mr. Scott Hughes, Principal
(519) 652-3121
London Board of Education
WORO
Consistent with a site-based approach to the integration of exceptional
students, the school staff work together to create a common educational
philosophy supportive of integration. The role of resource teacher has become
more flexible. The responsibilities of two resource personnel are now shared
among four teachers, with each of those four also sharing responsibilities as a
regular classroom teacher.
The resource teacher provides in-class support for exceptional and
non-exceptional students. When the resource teachers work closely with regular
classroom teachers, they are able to plan and monitor individual programs for
any child who needs additional support. This is provided immediately, without
having to go through the lengthy IPRC process.
Students' individual needs are addressed through a team approach. The
parents are an integral part of this planning process. A compensatory reading
program and a student publishing company are well supported by volunteers. Peer
support systems, such as reading buddies, are in place.
Students identified as gifted are in the regular classroom for 90 per cent
of their time and withdrawn for 10 per cent into a peer grouping.
. . . . . . . . . . . . . . . . . . . . .
McBride Avenue Public School (K-6)
974 McBride Av
Mississauga ON
L5C 1L6
Mr. Neil Gillies, Principal
(905) 270-6414
Peel Board of Education
CORO
To maintain all exceptional students in this home school, several changes
were made, including the following:
- revising the time of the school day
- timetabling the junior level classes to provide language instruction
without using a rotary system
- offering Reading Recovery to Grade 1 students
- providing in-school support for primary level students through a
combination of withdrawal and/or in-class support
- providing in-school support for junior level students by a team of teachers
- offering a learning centre program for junior level students, called the
Writer's Workshop and held every morning; this reduces class size in the regular
classroom and thereby benefits all students, regardless of where they choose to
work
- giving social skills workshops for junior level students who need modelling
in attitude, behaviours, and coping strategies
- organizing a peer-coaching program with co-operative education students
from a neighbouring secondary school
- recognizing one student per week whose behaviour has been outstanding
- offering an enrichment program through the efforts of the itinerant
enhanced learning teacher, the teacher librarian, and the classroom teachers
. . . . . . . . . . . . . . . . . . . . .
McDougall School (JK-8)
RR 1
Parry Sound ON
P2A 2W7
Mr. Terry Timmons
(705) 746-5904
West Parry Sound Board of Education
NEORO
Since 1992, exceptional students have been integrated into regular classes
in this school of approximately 300 students. The staff serves over 25
identified students, including one who is blind. Parents are involved as full
partners in decisions regarding placement and programming. Special education
resource teachers work in the regular classrooms with students and regular
classroom teachers, withdraw students to a resource setting for short periods of
time, and work closely with parents and community agencies involved in the
integration programs.
The school process for integrating exceptional students involves the
following strategies:
- build a team – establish communication channels and common
philosophy
- learn boundaries – rules and regulations, outside influences;
establish documentation procedures
- extend the team – educate in an ever-widening circle
- know the student – research, observe, test, communicate, and consult
- keep flexible, keep a consensus among team members, keep a balanced view of
the student as part of the family, class, school, community
- grow – keep developing the academic program
. . . . . . . . . . . . . . . . . . . . .
McHugh Public School (JK-5)
31 Craig St
Brampton ON
L6Y 1J2
Mrs. Dianne Burrow, Vice-Principal
(905) 451-2515
Peel Board of Education
CORO
An instruction resources team was developed at this school to promote
integration, staff development, and teacher involvement regarding special
education.
The team and the teachers meet once each month. The group aim is to provide
the necessary support to create a successful learning environment so the
students, with their teachers' guidance, reach the learning outcomes promoted as
classroom academic and behavioural goals. Additional support is provided by the
exceptional students' peers.
The IEP is the starting-point for the team's work. Team members design goals
and strategies focusing on academic and social progress. All team members, e.g.,
speech/language pathologist, social worker, and school resource teacher, offer
support to the teacher and student in their areas of expertise. The classroom
teacher schedules specific staff involvement in the classroom over the next few
weeks for resource visitation, consultation, observation, and/or demonstrations.
The team holds progress review meetings to review goals and strategies and to
make modifications where necessary.
. . . . . . . . . . . . . . . . . . . . .
Madonna Catholic Secondary School (sec.)
20 Dubray Av
Downsview ON
M3K 1V5
Mrs. M. Bilyk, Principal
(416) 393-5506
Metropolitan Separate School Board
CORO
This school has fully integrated exceptional students into the academic and
social components of secondary school life. The identified students enrolled at
the school range in ability from developmentally delayed to gifted. Parents are
involved in developing goals for the students.
While in class, identified students are exposed to the regular curriculum
units; however, the seat work, assignments, tests, quizzes, and exams are
modified to suit the pupils' ability levels. These adjustments may be in the
form of fewer questions, examples for each section, recall-recognition-style
questions, open-book testing, clue sheets, and oral testing. Further, the
evaluation scheme is altered to allow for differentiated materials such as
scrapbooks, collages, presentations, and diagrams.
Special education teachers meet students on a withdrawal basis with the
frequency being determined by their needs. During these sessions, the student
receives individual instruction in difficult concepts, assignment completion,
assessments, and organizational skill development. Students also receive course
selection assistance, guidance in peer interaction and appropriate social
behaviour, encouragement, and moral support. Special education teachers confer
regularly with subject teachers to discuss student needs, and program
development and modification.
Additional support is provided by educational assistants and peer helpers.
Students in the peer helping/human relations course, a senior Social Science
course developed under the Guidance 1984 Guideline, work with exceptional peers
as teachers' aides.
. . . . . . . . . . . . . . . . . . . . .
Maple Grove Public School (K-8)
242 Grove St E
Barrie ON
L4M 2P2
Ms. Anita Townsend, Vice-Principal
(705) 728-5201
Simcoe County RCSSB
CORO
The home school model is used to integrate exceptional students into regular
classrooms in this school of approximately 400 students. The model provides for:
- total integration of all exceptional students;
- ongoing support from a specially trained teacher for the regular students
in the class who may require support from time to time;
- positive role models for exceptional students.
The special education teachers team-teach full-time with a regular class
teacher. There is one such team situation in each of the Primary, Junior, and
Intermediate divisions. In each of the team-teaching classes are regular
students and most of the identified exceptional students in that division. All
students in these classes consider both teachers "their" teacher. The
teachers are a resource and support for students and also for each other.
For other students who require some resource support, there is an extensive
volunteer program. The volunteers are supported by the special education
teachers in teaching and reinforcing needed strategies with a variety of
students.
. . . . . . . . . . . . . . . . . . . . .
Marc Garneau Collegiate Institute (sec.)
135 Overlea Blvd
Toronto ON
M3C 1B3
Ms. Lynne Koffman, Head of Special Education
(416) 396-2410
East York Board of Education
CORO
Students may receive direct service in class, through partial withdrawal, or
through full-period withdrawal in which students drop one credit to take a
resource program. In most cases the resource teacher works in the regular
classroom setting and helps students get organized for class, review material
before a test, or complete an assignment, or else observes their behaviour and
participation in the classroom. The resource teachers pass along to the
classroom teacher pertinent background information, learning strategies, testing
methods, informal assessment, and curriculum modifications. Resource teachers
meet regularly as a team to test out new ideas, identify and solve problems, and
support each other's efforts.
Students are helping to write their own objectives. Parents are encouraged
to keep in regular contact with the resource teacher. The newsletter, The
Bridge, provides an additional dimension of communication with the students
and parents. Appropriate professionals outside the school have a role in the
decisions affecting the exceptional students. They are frequently consulted
about the academic, behavioural, and social needs of the students.
There are many benefits of this approach, including the following:
- students don't miss valuable classroom instruction through withdrawal
- non-IPRC'd students benefit from the present of the resource teachers
- the resource teachers are more familiar with the course curriculum and
provide relevant remediation
- the resource teachers ensure that the stated objectives of the IEP are
being carried out and make adaptations to the IEP as necessary
. . . . . . . . . . . . . . . . . . . . .
Metcalfe Public School (JK-8)
PO Box 190
2701 Albert St
Metcalfe ON
K0A 2P0
Mr. R. Hugh Turner, Principal
(613) 821-2261
Carleton Board of Education
EORO
In this rural school all high-needs students are integrated into regular
classrooms, but academic expectations are modified and supports are provided
both in the regular classrooms and with small-group withdrawals. All students
are home-roomed with a regular class. At the Grades 7 and 8 levels, all the
special education students have desks in regular classrooms and are in regular
classes for more than 50 per cent of their programs.
Special education staff, both teachers and teaching assistants, offer
over-the-shoulder assistance to any student in need.
Interviews with parents of special needs students are conducted by all staff
involved with those students. There are regular team meetings for discussion of
the program and behavioural concerns. In addition, there are thirty-three
trained peer tutors who assist students four noon-hours each week.
. . . . . . . . . . . . . . . . . . . . .
Mother Teresa School (JK-8)
PO Box 1330
Highway 9 South
Walkerton ON
N0G 2V0
Ms. Patricia Guay, Principal
(519) 881-1852
Bruce-Grey County RCSSB
WORO
This school has moved carefully and deliberately to a program of full
integration of all students. The major focus of this work has been on program
planning, development, and implementation for high-risk students in the regular
classroom, as well as professional development activities that promote the
understanding and adoption of successful inclusion practices, at both the school
and classroom levels.
Extensive in-service training has been provided in process writing and
publishing. A school publishing centre has been set up in the resource centre.
Students work collegially in supporting each other throughout the various stages
of the writing process, and work in pairs on the computers.
School and board personnel provide support for the regular classroom
teacher, assistance in developing IEPs, and regular team weekly meetings. At
these meetings, the student learning profile is reviewed in a manner that
highlights progress and strengths that will be helpful in developing programs
tailored to fit the themes and activities planned by the teacher. This allows
students with special needs to participate fully in the regular classroom.
Teachers have been given full afternoons of divisional planning time through
scheduling guest speakers, visiting drama groups, and supervision by the
principal, the librarian, and the French teachers. An interdisciplinary team of
school board personnel is working with the school staff to increase the
knowledge and skill base of the resource team, including the principal and
teachers, so that skill transfer can take place at the classroom level.
Integration is a team effort that requires ongoing professional development
linked directly to job function, and hands-on experiential training linked
directly to program application in the classroom.
. . . . . . . . . . . . . . . . . . . . .
Nationview Public School (JK-8)
PO Box 140
South Mountain ON
K0E 1W0
Mr. Jack Barkley, Vice-Principal
(613) 989-2600
Stormont, Dundas, and Glengarry Public School Board
EORO
The integration program offered to exceptional students at this school is
demonstrated by the support offered to one student with Rett syndrome who is
fully integrated with her peers except for core French, at which time a speech
therapy program is provided. The transition from home to school was facilitated
by personnel from community agencies. Physical modifications have been made to
the classroom to accommodate the integrated placement. The student participates
in all aspects of school life, including concerts, play days, and class trips.
A full-time teacher assistant helps the student follow a modified Grade 2
program. The resource teacher consults when needed regarding curriculum
adaptations for classroom use.
The student uses a Dynavox and picture symbols for communication. She is
involved in a weekly reading buddy program with her own class and a Grade 6
class. A Circle of Friends program introduced her to other members of the school
community.
Parents are seen as integration team members who support the efforts of the
school. Daily communication and weekly team meetings ensure optimal functioning
of the network. Parents were involved in developing the IEP, along with the
special education consultant, classroom and resource teacher, administrator, and
teacher assistant. Additional team members, e.g., speech therapist,
physiotherapist, and occupational therapist, communication specialists, home
support workers, developmental services workers, a SEAC advocate, and school
superintendents, may be involved in monthly meetings, and the entire team meets
at least twice each year.
. . . . . . . . . . . . . . . . . . . . .
Northern Collegiate Institute & Vocational School (sec.)
940 Michigan Av
Sarnia ON
N7S 2B1
Mr. Bryan Trothen, Head – English Department
(519) 542-5545
Lambton County Board of Education
WORO
The peer-tutoring class is designed to facilitate the entry of all
identified exceptional Grade 9 students into secondary school. Students enter
the program voluntarily after full consultation with their Grade 8 teachers,
their resource teachers, and their parents.
The primary setting is an English classroom, under the supervision of an
experienced teacher. Each exceptional Grade 9 student is paired with a peer
tutor, in most cases a Grade 12 advanced-level student. At the start of each
school day, the Grade 9 students receive a full period of unbroken one-to-one
attention and instruction. As a consequence of such concentrated support, these
students experience a high degree of success, their sense of competence
increases, and they establish a strong base for further academic achievement.
Eventually, the tutors take on additional responsibility for direct
instruction, and each Grade 9 student's English program becomes highly
individualized according to the student's interests and abilities. The tutors
also oversee their students' progress in other classes, act as liaison with the
subject teachers, and help the students stay organized for tests and assignments
in all courses.
The tutors become mentors to these students, encouraging them to study and
learn and also to participate in the extracurricular life of the school.
. . . . . . . . . . . . . . . . . . . . .
Northern Heights Public School (JK-8)
210 Grand Blvd
Sault Ste. Marie ON
P6B 4S8
Dr. P. Nicolson, Principal
(705) 945-7128
Sault Ste. Marie Board of Education
MNORO
This school provides an integrated setting for exceptional students with
language difficulties.
Students selected for the pilot program in Grade 1 were chosen from those
attending the Kindergarten language class, and those identified as in need of
additional assistance through early identification procedures. The program has
now expanded into the rest of the Primary Division and Grades 4 and 5 of the
Junior Division.
The classroom teacher, learning resource teacher, and educational assistant
plan and teach co-operatively, working with the students in a large group
setting, in small groups, or individually. Biweekly meetings are used to track
students, adjust groups and timetables, and plan joint units. Outside resources,
such as the Association for Community Living, are very supportive of the
program.
Exceptional students participate in all aspects of school life, winning
marble tournaments, playing on floor hockey teams, and speaking at Remembrance
Day assemblies.
. . . . . . . . . . . . . . . . . . . . .
Notre Dame College School (sec.)
64 Smith St
Welland ON
L3C 4H4
Ms. Clara Palma, Vice-Principal
(905) 735-7110
Welland County RCSSB
CORO
Several exceptional students are fully integrated into regular classes.
Their needs are addressed by the regular classroom teacher with programming
assistance from the general resource teacher and special education staff of the
school board. Additional support is provided by community agencies and
associations, such as the Association for Community Living.
An extensive peer-helping program is in place in this school. Senior
students accompany exceptional students around the school and to class if and
when necessary. When exceptional students reach age sixteen they are given the
opportunity to work in the community, through the co-operation of local
businesses and with the assistance of peer helpers if necessary.
Exceptional students participate in many aspects of school life, including
weight-lifting and other sports.
. . . . . . . . . . . . . . . . . . . . .
Oakwood Public School (JK-8)
2520 Cabana Rd W
Windsor ON
N9G 1E5
Ms. Beverly J. Kelk, Principal
(519) 969-3290
Windsor Board of Education
WORO
In this small school, there is an amalgamation of regular and special
education to provide a range of services for all students. The school staff
collaborate on a regular basis to plan and implement programs for exceptional
students, including students who are gifted, deaf or hard of hearing, or
visually impaired, or who have learning, intellectual, or developmental
disabilities, behaviour disorders, or ADHD.
Support is available through the following:
- modified classroom programs
- individualized spelling and mathematics programs
- advanced-enrichment math Think Tank program
- conflict management programs
- Values, Importance, Peers program (VIP)
- individualized direct instruction
- multi-age groupings/co-operative themes
- drama/creative arts/role-playing
Additional support is provided by parent volunteers, retired teachers, peer
tutors, student and teacher mentors, secondary school co-operative education
students, community college students, and the local police department.
. . . . . . . . . . . . . . . . . . . . .
Ottawa Board of Education
330 Gilmour St
Ottawa ON
K2P 0P9
Ms. Dorothy McKay, Co-ordinator of Special Education
(613) 239-2211
EORO
Student who have hearing losses ranging from mild to profound and who are
being taught to communicate orally are fully integrated into regular classrooms
in this school board.
Approximately sixty exceptional students are able to achieve their potential
because of the support of the itinerant teachers of the hearing-impaired, who
see them on a withdrawal basis once to five times each week, as determined by
the IPRC process.
The itinerant teachers focus on:
- support for the student, including assessment, determination of goals
for speech, language, and auditory skills, and provision of regular resource
withdrawal. During this time, students are given subject support, and speech,
auditory, and language skills. The students' hearing aids and FM systems are
adjusted or repaired if necessary. The itinerant teachers are also advocates for
the students, in the classroom and in the school, and teach the students how to
be advocates for themselves;
- support for the classroom teacher and other school staff, through
in-service workshops on the specific needs of each student, how to deal with
those needs in the classroom or school environment, and the use of hearing aids
and FM equipment. Itinerant teachers also work with class teachers on using
specific teaching strategies in the classroom, such as seating arrangements and
visual aids;
- co-ordination of communication between home, school, and other services the
student may require, either within the school board or from outside agencies.
Parents are encouraged to attend resource withdrawal sessions in the early years
in order to be able to reinforce new skills at home. A communication book is
established for weekly contacts. The teachers of the hearing-impaired work
closely with a parent support group. They also maintain a close link with
appropriate medical personnel.
The students participate in community life, working at part-time jobs,
participating in school bands and competitive athletics, representing peers on
the student council, etc. Many have continued their education at colleges and
universities.
. . . . . . . . . . . . . . . . . . . . .
Our Lady of Mount Carmel Secondary School (sec.)
3700 Trelawny Circle
Mississauga ON
L5N 5J7
Mr. Joseph Geiser, Principal
(905) 824-1025
Dufferin-Peel RCSSB
CORO
There are several programs in the school that support exceptional students,
including those with autism, emotional and behavioural difficulties, physical
disabilities, visual and hearing impairment, Tourette's syndrome, and
developmental disabilities. These programs include the following:
- Programs for students with learning differences – The Academic
Resource Department teaches English-language studies courses for students who
need intensive instruction to develop strategies for time management,
organization, study skills, reading and writing, listening and note-taking, and
problem-solving. Resource teachers monitor the students' progress in all their
other courses, and work with teachers to provide modifications to regular
programs.
- Modified co-operative education – A resource teacher modifies
assignments as required, preteaches or reviews concepts taught in the regular
co-operative education class, and monitors the students in their workplace.
- Enhanced programs – The pace, depth, and breadth of curriculum, style
of teaching, and opportunities for individualized extension are modified for
gifted learners.
- The Alternative Program (TAP) – Students who have difficulty in a
traditional classroom setting, for a variety of reasons, may complete courses
independently through correspondence, and do the work at school with the support
of a TAP teacher and child-and-youth worker. Counselling is available. The goal
is to return to full-time participation in regular courses.
- Planning for Independence Program (PIP) – Students with developmental
disabilities learn life skills and functional academics with the PIP staff.
Students with schizophrenia and significant language and emotional difficulties
are also helped by this program. All students participate daily in regular
courses with the support of a PIP staff or peer helper, and are involved in all
aspects of school, e.g., assemblies and extracurricular events. The PIP students
are taught job-related skills.
- Modified examinations – These are available to any student requiring
modifications such as extra time, oral responses, computer-written responses,
monitoring by resource teachers to assist in attention to task, verbalization of
answers prior to completing written responses, and/or a quiet environment.
- Support through outside agencies – Sharing of pertinent information
and collaborative planning facilitate integration in both the school and the
larger community.
- Professional development – E.g., school staff hold meetings and
seminars on learning and behaviour exceptionalities.
. . . . . . . . . . . . . . . . . . . . .
Our Lady of Victory Senior School (6-8)
300 Central Av
Fort Erie ON
L2A 3T3
Mr. Clyde Carruthers, Principal
(905) 871-6518
Welland County RCSSB
CORO
Exceptional students who are deaf or hard of hearing are integrated
full-time into a regular Grade 6 class in this school. These students previously
attended provincial schools for the deaf. Their parents have been closely
involved in the development strategies and goals for the educational programs.
Student Services area team members (a speech/language pathologist, a
consultant, an assessment and resource teacher) have worked closely with the
classroom teacher, principal, and teaching assistant. Additional support is
provided by the speech/language pathologist from Home Care.
Programs are specially adapted so the exceptional students remain in the
classroom for regular instruction. Other programs have been purchased by the
school board to meet the individual needs of the students. The French program
includes games and activities for language development in English. The
exceptional students participate in extracurricular sports, assemblies, field
trips, church services, and other school activities.
The teaching assistant facilitates communication through sign language. Sign
classes offered by the teaching assistant are available at lunchtime for
interested students. Some peers have become proficient in using sign language
and have helped to play a vital role in bridging the communication gap between
the exceptional students and others in the school.
. . . . . . . . . . . . . . . . . . . . .
Peterborough Victoria Northumberland and Clarington RCSSB
580 Cameron St
Peterborough ON
K9J 3Z5
Ms. Deb Heslinga, Co-ordinator of Student Services
(705) 748-4861
CORO
Starting in 1988, this school board has provided a program of integration
for exceptional students, with a maximum time of withdrawal of no more than
approximately 25 per cent of the day. The board-wide initiative began with a
pilot project involving
three schools, then expanded to half the schools in the board one year
later. All schools have been involved in the integration program since 1990.
Resources are provided based on the individual needs of each exceptional
student. Resource teachers and educational assistants support the delivery of
programs in both integrated and small-group withdrawal settings. All special
education programs are delivered either in class or through short periods of
resource withdrawal. Techniques developed to assist in the integration of
exceptional pupils into regular classrooms include the Circle of Friends.
Additional assistance is provided by Student Services staff, who assess student
needs and progress, recommend appropriate programs, and assist in modifications
to meet individual needs. In-service training is provided regularly for
principals and special education resource teachers. SEAC is actively involved in
the initiative.
Regular students assist their exceptional peers by modelling appropriate
behaviour, motivating effort, and supporting communication by learning sign
language. Parents are partners in the integration process and are involved in
creating the IEP and sharing strategies for success. They are also very active
in SEAC, on subcommittees, and in assisting in writing parent-friendly
materials.
. . . . . . . . . . . . . . . . . . . . .
Pineview Catholic School (JK-6)
1500 Beaverpond Drive
Gloucester ON
K1B 3R9
Ms. Julie Tuepah, Principal
(613) 744-3591
Carleton RCSB
EORO
This school has a population of 380 students. It houses two system-wide
classes, one for students with behavioural exceptionalities and one for students
with developmental disabilities.
In each six-day cycle there is a communication period in which the classroom
teachers, resource teachers, ESL teachers, and support and consultative staff
meet to discuss the "adaptive plan" or IEP, which is developed
collaboratively with the parent at the beginning of the year, or when the need
arises. This plan is attached to each student's report card, and is discussed
with parents three times during the year. If a student is formally identified as
exceptional, the review is part of the second term interview. A student does not
need to be formally identified for modifications for success to occur within the
regular classroom program.
The resource team meets every Day Three to discuss students, programs,
problem-solving strategies, new techniques, etc. Members of the team work within
the classroom with students and the classroom teacher to support modifications
to the program, but are not responsible for implementing the modifications –
this is the classroom teacher's responsibility.
Resource staff provide relevant in-service training at staff meetings. In
addition, the school has established a student peer mediation program,
good-behaviour assemblies, parent information programs using newsletters and
program evenings involving their children, the Snuggle Reading home program,
math homework bags, and a buddy system. A code of behaviour was developed by
staff, parents, and students, and is reviewed and refined yearly.
. . . . . . . . . . . . . . . . . . . . .
Plattsville & District Public School (JK-8)
112 Mill St E
Plattsville ON
N0J 1S0
Mr. Douglas Lester, Principal
(519) 684-7436
Oxford County Board of Education
WORO
This school integrates exceptional students who are blind, or who have
developmental disabilities, autism, Down's syndrome, or Möbius syndrome.
The resource program teacher has provided leadership in educating and
encouraging teachers, parents, and support staff. A program development team,
made up of the principal, resource program teachers, classroom teachers,
education assistants, and special subject teachers, meets regularly to redevelop
and review IEPs for each identified student.
The program focus is on modified academics and specialized social skills.
Partnerships with other service agencies have been built to ensure a team
approach and the best use of resources.
Exceptional students are well accepted in the playground and school. Support
staff are rotated at times to avoid overdependency. Expectations for playground
behaviour are consistent for all students, and staff and students are encouraged
to avoid patronizing or condescending behaviours.
Effective programs include:
- involvement in the Special Friendship Olympics for older students who
have developmental disabilities;
- use of computers to enhance the academic program;
- home-made resources and concrete materials;
- Bridge Reading;
- special attention, e.g., painting a protective helmet, celebrating success.
. . . . . . . . . . . . . . . . . . . . .
Pope John Paul II School (JK-8)
211 Ashford Drive
Barrie ON
L4N 6A3
Ms. Rosemary Gannon, Principal
(705) 722-0212
Simcoe County RCSSB
CORO
Exceptional students are integrated into regular classrooms with support
from special education resource staff (special needs resource teacher and
regular education resource teachers) who work as a special education team.
Outside agencies and personnel also support this team, including Home Care,
speech and language services, children's hospitals, community agencies,
provincial schools, children's treatment centres, school board personnel, and a
specialized teacher of the blind.
Special education resource teachers are also involved in the establishment
of small-group and whole class self-esteem, violence prevention, and conflict
resolution programs. The school staff has collaborated with the Children's Aid
Society and the local District Health Unit in establishing these programs.
Parents have input in the development of the IEP and attend case conferences
which are held every six weeks, along with members of the special education team
and other professionals as needed. Parent information sessions have been held on
relevant topics.
Circles of Friends provide assistance in recess and lunch activities,
assemblies, school mass, and class trips. Classroom teachers also set up
in-class peer support systems. A Grades 7 and 8 elective program has been
established. This contains a special needs student assistant component, in which
older students work with exceptional students for forty-five minutes a day.
Additional support is provided by parent volunteers, high school and college
students, and educational assistants.
. . . . . . . . . . . . . . . . . . . . .
Queen Elizabeth Public School (JK-6)
100 Coumbe St
Renfrew ON
K7V 2R6
Mr. Ron Barrington, Principal
(613) 432-4845
Renfrew County Board of Education
EORO
The integration of students with developmental disabilities is supported by
the presence of either the special education teacher or the teacher assistants.
In each classroom, at least one regular student acts as a peer buddy. The
regular classroom program is modified in terms of process, evaluation, or
product through the joint planning of the special education teacher or teacher
assistant and the regular class teacher.
Additional support is provided by outside agencies, such as Home Care.
Ongoing consultation maintains consistency of goals. Parents participate in the
planning process through interviews, case conferences, and the IPRC process.
Exceptional students participate in school special events such as the house
league and excursions.
. . . . . . . . . . . . . . . . . . . . .
Queen Elizabeth II School (JK-8)
60 Aberdeen Av
Sarnia ON
N7S 2N8
Mr. G. A. White, Principal
(519) 344-0801
Lambton County Board of Education
WORO
This large elementary school integrates exceptional students who have
learning or developmental disabilities, ADHD, and/or behaviour disorders into
age-appropriate classroom settings. Resource teachers act as advocates for
exceptional students in all aspects of school life.
Through weekly support team meetings the resource team meets regularly with
classroom teachers, and often incorporates community resources such as a
children's centre, a psychiatric research institute, the provincial school, and
Big Brothers/Sisters in planning and sharing information sessions. They work
within the classroom setting with the classroom teacher in a team-teaching
approach. They observe the exceptional child in the classroom, plan a program,
arrange parent-teacher interviews, and keep comprehensive records. Most
important, the resource teachers modify the regular classroom program and
oversee the implementation of the modified program. The resource team has been
involved in "sharing sessions" with other resource teachers in the
school board.
The resource teachers have found the following very helpful:
- a morphographic spelling program
- the administration of a reading style inventory
- the Carbo recorded book method
The exceptional students are included in school organizations, e.g., the
students' council, the playground assistance leadership program (PALs), and
sports leagues. Counselling occurs on an "as needs" basis to fill gaps
in background experience and to support appropriate behaviour in academic and
social situations.
. . . . . . . . . . . . . . . . . . . . .
Queensdale Elementary School (JK-5)
67 Queensdale Av E
Hamilton ON
L9A 1K4
Mrs. Barbara-Lee Jepson, Principal
(905) 387-5744
Hamilton Board of Education
CORO
This school has an extensive staff development program, in which the
following topics have been addressed:
- hard of hearing: programs, students' needs, equipment, history
- inclusion and integration policy
- orientation checklist for exceptional students
- staff roles and responsibilities
- positive behavioural intervention strategies
- retention
- ADHD and ADD
Parents are invited to observe and participate in their child's learning on
a regular basis, through classroom visits and observation, a parent volunteer
program, the use of daily communication books, attendance at diagnostic and
resource team meetings, and involvement in developing their child's IEP.
Several community service agencies are involved in supporting the
exceptional students in the school. These include the provincial school, E. C.
Drury, as well as Home Care, Chedoke McMaster and St. Joseph's hospitals, and
the IODE.
Students who are candidates for inclusion are integrated for non-academic
subjects initially, and for more academic subjects later, when their needs have
been assessed. Prior to this inclusion, there is an intake meeting in which all
teachers involved fulfil the requirements of an orientation process. Additional
support is provided for each integrated student by the teacher, educational
assistant, co-operative education student, or parent volunteer, as deemed
necessary or available by the team members. The roles and responsibilities of
team members are explicit with regard to orientation, program differentiation,
planning unit learning, determining student learning outcomes, evaluation,
assessment, tracking, and report cards. A detailed orientation checklist ensures
that all aspects of the exceptional student's development are considered, e.g.,
willingness to ask for assistance or clarification.
The timetable is constructed in a way that allows staff to meet regularly
for planning and for the assessment and evaluation of the integrated students.
Grade teams meet regularly in a team-planning area that was created to promote
the planning process. Regular and special education staff have planning time
together to plan programs.
. . . . . . . . . . . . . . . . . . . . .
Renfrew County RCSSB
499 Pembroke St W
Pembroke ON
K8A 5P1
Mr. Lorne Keon, Superintendent of Education
(613) 735-1031
EORO
This school board includes urban centres as well as rural and remote
communities. It has integrated exceptional pupils into regular classrooms in its
schools by collaborating with community groups to solve problems and support the
integration policy of the board. SEAC is effective in ensuring that an
integrated education is provided for all students in the system.
Professional staff from local associations such as the Association for
Community Living attend regular staff meetings at many schools to help ensure
that extra resources to assist regular classroom teachers are identified and
provided as necessary. IPRC meetings and case conferences include parents,
support workers, and other individuals involved in the lives of exceptional
students.
. . . . . . . . . . . . . . . . . . . . .
Resurrection Catholic Secondary School (sec.)
455 University Av W
Kitchener ON
N2N 3B9
Mr. Michael Schmitt, Principal
(519) 741-1990
Waterloo Region RCSSB
CORO
This school was built in 1990, in a way that ensured all students access to
all classrooms and facilities. Ramps have been added to ensure access to
portable classrooms. The Special Education Department serves approximately 250
students, including students with multiple exceptionalities. All exceptional
students are assigned their own lockers, are attached to home rooms, and
participate in school liturgies, celebrations, assemblies, and cafeteria
lunches.
Special education staff spend the majority of their time in the classroom,
supporting students and working as a team with the classroom teacher. They work
with classroom teachers to develop student education plans. These teachers are
assisted by school board staff including special education consultants in
behaviour and in vision and hearing impairments, psychometrists, and speech/
language pathologists.
Additional support is provided by peer helper programs and volunteers.
Community agencies such as the Rotary Centre and Parks and Recreation Leisure
Buddy Support Services work with the school staff to meet students' physical,
social, emotional, and educational needs in the school and facilitate a smooth
transition to the community or post-secondary education. A supported
co-operative education program is offered to provide students with work
experience. This program is staffed by a special education teacher and job coach
and is supported by community business, industry, and service organizations.
Communication with parents occurs regularly through verbal and written reports,
interviews, and IPRC meetings.
. . . . . . . . . . . . . . . . . . . . .
Roselawn Public School (4-8)
422 Carrville Rd
Richmond Hill ON
L4C 6E6
Ms. Diane Finlay, Principal
(905) 884-5934
York Region Board of Education
CORO
Exceptional students in this school are integrated through a team-teaching
approach at the intermediate level. The program combines twelve identified
exceptional students with twenty-two heterogeneously grouped students at the
Grade 7/8 level in a regular classroom setting.
Parents work closely with the teaching team to set up goals and monitor
progress. Planning is done by the team and includes parents' suggestions of
student interests. These suggestions may be used to assist in setting up special
programs with the local secondary school and community. Students in this program
attend the local secondary school for instrumental music, design and technology,
and mathematics, and have the opportunity to examine other programs.
Program modifications are frequently re-evaluated to meet the learning
outcomes for the program and to assist students in working towards mastery of
the performance criteria. Personality typing and the concept of multiple
intelligences are used as part of the programming, and are discussed with
parents during interviews.
. . . . . . . . . . . . . . . . . . . . .
Russell D. Barber Public School (JK-5)
255 North Park Drive
Brampton ON
L6S 6A5
Mr. Ian Rasmussen, Principal
(905) 455-7177
Peel Board of Education
CORO
This school integrates exceptional pupils at the Grade 4 and 5 level through
a team-teaching approach in a large instructional area. Both teachers work with
all students. The teacher with special education qualifications assumes
responsibility for written reports and IEPs for the exceptional students. This
teacher also modifies the programs for the exceptional students to ensure that
their program parallels that of the regular students, so that all can achieve
success at an appropriate level.
Parents meet with the teachers at the beginning of the school year to
discuss goals for the year. Regular contact is maintained and parents are very
supportive of the program.
Every effort is made to avoid singling out the exceptional students. They
are fully integrated at all times, including in music, core French, and physical
education classes. The regular students in the integrated class are selected and
placed in the program for two years as good academic and behavioural role
models. As such, they constitute an unobtrusive peer support system.
. . . . . . . . . . . . . . . . . . . . .
St. Andrew's School (JK-8)
PO Box 339
Killaloe ON
K0J 2A0
Ms. Lorraine Finn, Principal
(613) 757-2330
Renfrew County RCSSB
EORO
This school has integrated exceptional students, including those with Down's
syndrome, autism, developmental disabilities, and sensory deprivation, into
regular classrooms through a multidisciplinary approach. Many resources are
drawn from local agencies such as the Association for Community Living, Public
Health units, and the Children's Aid Society. Through their access to
specialized literature, computer programs, and equipment aids, the exceptional
students are able to use existing computers to their best potential. They
participate in community summer programs offered by the same associations.
Additional support is provided by educational assistants and board
personnel, including psychologists, speech/language pathologists, and sign
language instructors. Opportunities for social integration into the school
community have been supported by the establishment of a Circle of Friends
program, as these circles shift the focus from adult caregivers to peer
interaction. The support group meets approximately once a month, in a variety of
community locations. For the transition to secondary school, the group considers
issues including advance planning in the areas of skill level required; interest
in age-appropriate activities, peer relationships, and home-life stability; and
physical development. Action plans based on these elements are developed.
Program initiatives include communication through a picture/symbol system
set up by the speech/language consultant, reinforced by computer programs and
used in contacts with home.
. . . . . . . . . . . . . . . . . . . . .
St. Anne School (JK-8)
1366 Huron St
London ON
N5V 2E2
Ms. Mary Ellen Zabehaylo, Principal
(519) 455-5890
London and Middlesex County RCSSB
WORO
Students who are deaf or hard of hearing are involved in the auditory/verbal
program in this school. The integration of these exceptional students in regular
classrooms is supported by the regular classroom teachers, the teacher of the
deaf, and an educational assistant. These professionals hold weekly conferences
to discuss curriculum goals and program modifications. A speech/language
pathologist provides weekly tutorial sessions as well as assessments and
programming suggestions. An audiologist and School Health Services Program
personnel are also involved.
Parents are closely involved in their children's education program, through
the usual parent/teacher conferences and IPRC meetings and also through a daily
planning sheet they must initial; and through in-service training on the
implications of their children's audiological reports, and on the use and care
of their children's hearing aids and FM equipment.
As much as possible, support is offered within the regular class. When
further explanations or assistance necessitate withdrawal, it is not necessarily
with the hearing-impaired students. Any students in the regular class may be
part of a withdrawal support group. Exceptional students are fully involved in
all aspects of the school community, including sports activities, choir, drama
productions, peer mediation programs, and special school celebrations.
The physical environment of the school has been modified to facilitate the
integration of students who are deaf or hard of hearing. This accommodation
includes a school TTY, carpeting in integrated classrooms, and conference and
pass-around microphones, as well as FM equipment. People making presentations in
the classroom and the school assembly are expected to use FM microphones. The
resource room has been equipped with a computer, FM equipment, and specialized
support materials.
. . . . . . . . . . . . . . . . . . . . .
St. Anthony School (JK-6)
391 Booth St
Ottawa ON
K1R 7K5
Mr. Cliff Foley, Principal
(613) 235-0340
Ottawa RCSSB
EORO
This school integrates all exceptional pupils in regular classes, including
those who are autistic and those who have developmental disabilities, and
provides the necessary assistance, as exemplified by the support provided to one
exceptional pupil.
This pupil is profoundly deaf and has Down's syndrome. A signing interpreter
has been assigned to the class, and all students have learned enough American
Sign Language to use it as a means of communicating with their exceptional peer.
The classroom program has been enhanced and a peer support system is in place.
. . . . . . . . . . . . . . . . . . . . .
St. Augustine's School (JK-8)
25 Alma St
Dundas ON
L9H 2C9
Mrs. Mary B. Galarneau, Principal
(905) 628-8525
Hamilton-Wentworth RCSSB
CORO
All exceptional pupils are in regular classrooms and are an integral part of
this school. Classroom teachers are responsible for each and every student in
their classrooms. They are involved in setting goals, providing instruction and
materials, and evaluating the students' progress. In-service training is ongoing
and is provided by school board consultants and agencies outside the school
board, such as a summer workshop hosted by the Pervasive Developmental Team at
Chedoke Hospital.
Parents are active participants in planning and implementing the student's
IEP. They are also welcome to observe their child's classroom at any time.
Additional support is provided by volunteers and secondary school co-operative
education students. Community and school board professionals are part of a
planning process to address the needs of the exceptional students.
A Circle of Friends program is in place to foster relationships between
peers with and without disabilities. A buddy system and peer helpers also
facilitate integration.
. . . . . . . . . . . . . . . . . . . . .
St. Bernadette Catholic Elementary School (JK-8)
270 Governor's Rd
Dundas ON
L9H 5E3
Ms. Katharine Daymond, Principal
(905) 627-3403
Hamilton-Wentworth RCSSB
CORO
The school staff are committed to service without prejudice, and take risks
to formulate programs, strategies, and techniques to foster inclusion within the
school community. All students are integrated in regular classrooms for the
majority of their programs.
Special education support staff, consisting of the special education
teacher, language resource teacher, and educational assistants, work in the
classroom and resource areas with regular classroom teachers to enhance the
programming. Co-operative planning meetings occur regularly to identify
strengths and weaknesses and to develop the IEP to accommodate the students'
needs. The collaborative team approach involves parents, the school staff,
school board personnel, health support professionals, and pediatricians.
Peer support systems are planned and organized. Peer tutors and peer buddies
receive in-service training. Many students volunteer for Circle of Friends or
the MAPS process. Exceptional students are involved in the life of the school
beyond the classroom; for example, on school skating days the children who use
wheelchairs are pulled around the arena on large sleds.
. . . . . . . . . . . . . . . . . . . . .
St. Bernard Catholic School (JK-8)
101 Nash Rd N
Hamilton ON
L8H 2P7
Mrs. J. Bajus, Principal
(905) 561-8247
Hamilton-Wentworth RCSSB
CORO
Exceptional students who have Down's syndrome, hearing impairments,
developmental disabilities, and/or ADHD are included in regular classrooms for
all facets of their school lives. Funds for materials, resources, and equipment
have been budgeted to meet the needs of all special needs students. Modified or
augmentative programs are provided primarily within the regular classroom
setting, with the resource centre used only as an alternate site for
accessibility to computers.
A peer support system is evident in recreational activities, help in the
lunch room, and buddy programs for a variety of events. To work and play more
effectively with exceptional students who communicate through signing, the
entire school body (students, and teaching and non-teaching staff) is learning a
new sign each week; student council representatives teach their classmates the
sign for the week.
Parent contact is maintained through frequent personal or written
communication. Team meetings are planned around the availability of parents.
IEPs are developed co-operatively with parents, school staff, and resource
personnel. The academic and social progress of each child is carefully monitored
by the staff at regular in-school team meetings. One component of each staff
meeting is special education; at this time new ideas or resources are shared, or
alternative methods of resolving newly developed problems are discussed.
New programs being developed include:
- a New Waves program for students in need of support due to loss
through divorce or separation;
- a school-wide peer mediation program to ensure that all children learn
better ways to resolve personal problems and communicate more appropriately.
. . . . . . . . . . . . . . . . . . . . .
St. Brigid School (JK-6)
200 Springfield Rd
Ottawa ON
K1M 1C2
Mr. P. L. Butler, Principal
(613) 746-4888
Ottawa RCSSB
EORO
Communication between parents and educators is the key to the integration
program in this elementary school of about 350 students. Teacher, resource, and
support staff meetings are ongoing. Exceptional students are fully integrated
into regular classrooms through a collaborative approach led by the special
education resource staff.
Exceptional students participate in the regular program and are included in
many co-curricular activities.
. . . . . . . . . . . . . . . . . . . . .
St. Charles School (3-8)
25 Whyte Av
Thorold ON
L2V 2T4
Ms. Sherry Shuttler, Principal
(905) 227-3522
Welland County RCSSB
CORO
There are a large number of exceptional students in this school, including
some who use wheelchairs and some who have developmental disabilities. The
school has been retrofitted to make it fully accessible.
All students begin their day in a regular, age-appropriate classroom. The
special education class is perceived as a resource room.
All students, including those with physical disabilities, participate in
physical education classes. During Education Week, an all-day wheelchair
basketball tournament took place. A wheelchair van is used for field trips and a
classmate gets to travel in the van with his disabled peer.
The school works closely with community agencies and associations, such as
the Association for Community Living.
. . . . . . . . . . . . . . . . . . . . .
St. Clare Catholic School (JK-6)
2133 Gardenway Drive
Cumberland ON
K0A 1S0
Ms. Lynne Charette, Teacher
(613) 834-6334
Carleton RCSB
EORO
The program for all exceptional pupils in the school is exemplified by the
support provided to an eleven-year-old pupil with cerebral palsy. The parents
are involved in their child's education through the use of MAP sessions. A
school-based action plan is then developed for the necessary assistance, and
adaptation/modification of the curriculum and classroom routine. This plan is
the basis of the IEP. The classroom teacher is responsible for the pupil's
educational mandate, collaborating and sharing tasks with the teaching
assistant.
Exceptional pupils follow the same curriculum timetable as the other
students in the classroom. Active participation is facilitated through cueing
and questioning throughout the lessons. Exceptional students sit in a group with
other students, so peer modelling and motivation occur naturally. Concepts
taught are consolidated through appropriate activities. Examples of the
modifications are: student repetition of instruction, keyboarding, use of a
personal student schedule for daily communication of homework and other
information to parents, modified activity cards for theme centres, and use of
media, such as a TV/VCR, tape recorder, and computer.
Everyday recess activities, chores, and responsibilities are shared by all
students. Social skills developed during these activities form an important
component of the school day.
. . . . . . . . . . . . . . . . . . . . .
St. Elizabeth Ann Seton School (JK-6)
41 Weybridge Drive
Nepean ON
K2J 2Z8
Mr. Gerald Leveque, Principal
(613) 825-3596
Carleton RCSB
EORO
This school includes 725 children. The school staff have integrated a wide
variety of exceptional students, including those with learning disabilities,
language delays, physical disabilities, fragile X syndrome, and Down's syndrome.
The school has a central goal of maintaining strong lines of communication.
English classroom teachers meet with resource teachers once every six days. They
discuss observed student needs and plan co-operatively. French teachers are
included in these meetings twice each term. School administrators take over
classrooms to provide time for vital communication between the English and
French home room teachers and to allow opportunities for professional
development. Parents are invited to participate in the development of their
child's IEP and are assigned job responsibilities. Collaborative meetings
involving administrators, resource teachers, and French and English teachers are
held three times each year. Regular communication leads to understanding and
empathy; shared goal-setting leads to a deeper sense of involvement.
The classroom teacher plays a leading role in providing a variety of program
delivery methods. Instruction is given to students in large groups or small
groups, or on an individual basis, by the classroom teacher, support teacher,
and/or resource teacher. If a student requires intensive skill development in a
specific area, short-term withdrawal is an option.
To assist teachers, ongoing professional development has been provided in
requested areas, including ADD, co-operative learning, peer coaching, behaviour,
and inclusion.
. . . . . . . . . . . . . . . . . . . . .
St. Francis of Assisi Catholic School (JK-6)
795 Walters Rd
Orléans ON
K4A 2T2
Mr. Bert O'Connor, Principal
(613) 830-3215
Carleton RCSB
EORO
Special needs students spend all or most of their day in regular classrooms.
The guiding principle for integration is the tri-step approach.
- Step one: In June, classroom and resource teachers summarize the needs
of students for September, determine the stage each student is at in the
tri-step approach, and collaborate in developing IEPs for special needs
students. The classroom teacher plans and delivers the necessary programs, and
maintains an extensive tracking system for all students. Modifications may be
made to content, process, product, and evaluation. Each classroom teacher is
partnered with a colleague to assist in implementing programs in the classroom
setting. This team partner spends forty-five minutes four times each week
providing this assistance. A study-buddy peer coach/assistance program is also
used.
- Step two: Parents are informed by the classroom teacher of a child's need
to begin this step. The team partner assists in modifying the program for
specific students who are experiencing difficulty. The resource team provides
further assistance where necessary. Daily and/or weekly planning and evaluation
sessions including all involved teachers are a crucial part of this step.
Teachers, parents, support and student services staff, and consultants from
other agencies meet to discuss and modify programs. Bimonthly meetings are held
with members of the Student Services collaborative team to discuss alternate
interventions and strategies when previous interventions have been unsuccessful.
Professional development has been offered on team-building, integration,
technology for special needs students, etc. The school staff rely heavily on
co-operative education students, retired teachers, parents, and other
volunteers.
- Step three: Parents are informed by the resource teacher that the student's
level of basic skills is two to three years below grade level, and that the
child should begin step three. The classroom teacher, resource teacher, and
educational consultant plan special programs collaboratively. Students may be
withdrawn by the resource team, either individually or in small groups, for
extensive review and drill. This program is closely monitored to determine the
need for alternate strategies or a temporary special placement.
. . . . . . . . . . . . . . . . . . . . .
St. Francis Xavier School (JK-6)
74 Church St
Brockville ON
K6X 3X6
Mr. Donald K. McPhee, Principal
(613) 342-0510
Lanark Leeds and Grenville County RCSSB
EORO
The use of positive classroom discipline, in which students are taught how
to set limits and accept responsibility, allows all staff to share
responsibility for all students. IEPs are written for all students identified as
exceptional and many who are not.
Students with developmental disabilities are fully integrated into classroom
and school life with the support of teaching assistants, special education and
regular classroom teachers, and co-operative education and community college
placement students. The staff work closely with community agencies to provide
necessary programs, for occupational therapy and physiotherapy, or mental
health, for example. An extensive volunteer program is a source of extra help
for teachers and students.
Augmentative technology is used to adapt and enhance programs. Co-operative
learning and multilevel instruction and activities are used to meet the needs of
students with a wide range of abilities in multi-age classes. All students are
involved in the CoRT thinking skills program, based on the work of deBono.
Additional assistance is provided by a buddy system and by secondary school
students who work in the areas of drama, reading and writing, using computer
technology, and visual arts.
Exceptional students participate in school masses and intramural activities.
They make presentations at assemblies and speak in public.
A part-time behavioural support worker has developed programs which are run
in conjunction with school staff. These include the following:
classroom-specific behaviour programs, sports programs, assertiveness training,
an In Charge of Me program, an after-school and breakfast club, and Rainbows for
All God's Children, which supports children who have suffered loss of someone
close.
. . . . . . . . . . . . . . . . . . . . .
St. Gabriel the Archangel Catholic School (JK-8)
91 Fiori Drive
Woodbridge ON
L4L 5S4
Mr. R. Bahlieda, Principal
(905) 856-4155
York Region RCSSB
CORO
The support provided to an exceptional student in Grade 4 is reflective of
other programs for other exceptional students at this school.
This student has cerebral palsy and is in a Functional Life Skills program
initiated by the school board. There is ongoing consultation, discussion,
sharing, and in-service training with staff, and regular dialogue with parents
surrounding programming and decision making. The student is involved in a broad
range of activities and is receiving Home Care services for physiotherapy and
speech and language. There is periodic consultation with outside agencies such
as the Hugh MacMillan Centre. Specialized computer software, including
Intellitalk, Intellikeys, and Kid Pix, assists the student in developing skills
in communication. A full-time educational assistant has been assigned to support
the student in the fully mainstreamed class environment.
Program hallmarks include:
- a collaborative, interdisciplinary team concept of service delivery;
- ongoing shared decision-making involving staff, parents, and support staff;
- a focus on a fully mainstreamed environment for the student;
- innovative use of technology (computers and software);
- integration of community support services in the school and home settings;
- a student buddy system in class;
- personalized, one-to-one support from an educational assistant and special
education staff.
. . . . . . . . . . . . . . . . . . . . .
St. Ignatius of Loyola Secondary School (sec.)
1550 Nottinghill Gate
Oakville ON
L6M 1S2
Ms. Kim Slomka, Head, Special Education Department
(905) 847-0595
Halton RCSSB
CORO
This secondary school has an enrolment of 1,300. Students who have
developmental disabilities and those who are gifted are among exceptional
students integrated into regular classes.
A formal peer-tutoring program enables students from the enrichment
component of the school to develop leadership and interpersonal skills while
working in Grade 9 destreamed classes. The students work in collaboration with a
SERT and classroom teacher to assist in modifying the program for both
exceptional students and those requiring temporary remediation or enrichment.
The program is expanding to peer counselling. Both staff and students have
received in-service training about counselling in career planning and social
skills.
Students in the community living class are integrated in a full program of
credit-earning classes leading to employment after graduation. The SERT works
with subject teachers to discuss and help implement modifications to the
programs. The school-to-work transition process includes in-school placement
with eventual placement in a co-operative education class and job training in
the community. A SERT and educational assistant work in collaboration with the
co-operative education teachers and employers at all stages of the integration.
The New Beginnings program provides an opportunity for female students to
develop leadership and organizational skills in a male-dominated setting
(woodworking) while providing a practical application of mathematics, English,
and science skills, employability skills, and social skills towards other
students.
. . . . . . . . . . . . . . . . . . . . .
St. James Catholic School (JK-8)
10 Clover Ridge Drive W
Ajax ON
L1S 3E5
Mr. L. W. Corrigan, Principal
(905) 427-3327
Durham Region RCSSB
CORO
A philosophy of positive discipline has played a major role in making the
goals of inclusion of exceptional students a reality. This positive discipline
initiative comprises five programs or strategies, as follows:
- A peace-making curriculum helps students develop the skills necessary
to deal with one another and resolve their conflicts in a non-violent manner. It
also assists teachers in community-building in their classroom.
- A peer mediation program is being extended to establish a peer mediation
room for the students. This program is a further support in the ongoing process
of building community and promoting integration.
- The Adopt a Cop program is helping to make the school a safe place for
everyone.
- A play and wellness room, a derivative of a play therapy room, is designed
to assist teachers in developing a proactive response to children suffering from
emotional distress, and those who have difficulty socializing and being accepted
by their peers.
- Positive Classroom Discipline/Instruction is a holistic system of
management designed by Dr. Fred Jones of California to give teachers practical
strategies and skills in the areas of discipline management and instruction.
Teachers are encouraged to promote positive attitudes in students, build on
their strengths, and encourage co-operation in education.
. . . . . . . . . . . . . . . . . . . . .
St. James the Apostle School (JK-8)
29 John Murray St
Stoney Creek ON
L8J 1C5
Mr. John Shkopiak, Principal
(905) 560-2700
Hamilton-Wentworth RCSSB
CORO
All exceptional students in the school are integrated into regular classes.
The school-wide program is exemplified by the integration support available to
one student with multiple disabilities in a Grade 7 class.
A team composed of school personnel, parents, community agency staff, and
school board support services personnel plans and sets up programs to meet as
many of the student's needs as possible. An occupational therapist and a
physiotherapist visit the school regularly. The Technology Access Clinic at
Chedoke McMaster Hospital has provided a communicative device to assist
learning. This team gathers and provides information which assists in developing
the IEP for each exceptional student. The parents play a significant role in
developing their child's program. They provide additional insights and
suggestions for accommodation of their child's needs. After setting the IEP
goals, they continue to develop these goals with the child at home.
The educational assistant supports integration in the regular classroom by
meeting with the classroom teacher daily to plan and modify the program and to
make sure the student has optimum involvement in the day's activities. A special
education resource teacher is available for support and instruction, and to
oversee program modifications.
Circle of Friends, the Heart to Heart Group, and the mentor conference
assist exceptional pupils in all social aspects of the school. The volunteer
peer group assists by accompanying the exceptional students to in-school
functions, extracurricular activities, and recess breaks.
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St. Joachim School (JK-8)
75 Concerto Court
Ancaster ON
L9G 4V6
Mr. Anthony Tigani, Principal
(905) 648-6642
Hamilton-Wentworth RCSSB
CORO
This large elementary school (over 700 students) integrates all special
needs students into regular classrooms. The classroom teachers are supported by
an onsite staff including a special education resource teacher, a learning
resource teacher, and educational assistants. This resource team can draw on the
expertise of instructional services and community stake holders for support and
in-service training.
Peers offer support to integrated students. Exceptional students using
augmentative communication systems are supported by classmates who are included
in the development of these systems. Parents are very involved in planning for
their children. All meetings, including IPRC meetings, take place in a "user-friendly"
environment. Parents are encouraged to bring along any advocate or individual
who would increase their comfort. The IEPs developed as a result of these
meetings are viewed as working documents, constantly in a process of revision
and evaluation to be sure they meet the needs of the students.
. . . . . . . . . . . . . . . . . . . . .
St. John Bosco Catholic School (JK-6)
75 Holmesdale Rd
Toronto ON
M6E 1Y2
Mr. P. Riddell, Principal
(416) 393-5305
Metropolitan Separate School Board
CORO
All exceptional students use a regular classroom as a home base. While
limited withdrawal does occur, the delivery of the program is the responsibility
of the regular classroom teacher with the direct support of the special
education staff, volunteer teacher aides, and peer tutors. The team approach
benefits the learning of the exceptional students, and the professional
development of the teachers.
The school-based support teacher (SBST) co-ordinates programming and
evaluation for all exceptional students, and consults with the interdisciplinary
team.
Parents and university students serve as volunteers, offering from a
half-day to two full days each week. They usually work in the classroom, with
either individuals or small groups, or they supervise the large group in a
teacher-directed activity so that the classroom teacher is free to teach the
exceptional students. At other times, the volunteer may instruct a student in a
quieter space. Efforts are made to match the needs of the school with the
preferences of the volunteers. School staff provide a variety of experiences to
help the volunteers set and achieve goals with their students, and offer praise
and encouragement to keep the volunteers' interest level high.
Students from Grades 4 to 6 who choose not to participate in the
international language program volunteer to work with individuals or small
groups of children from Grades 1 to 4 during this scheduled time. These peer
tutors are trained by the SBST and are closely monitored by the classroom
teacher or the SBST. To further monitor the success of the peer-tutoring
program, the tutors bring their students to the SBST for testing of the skills
taught before moving on to the next level of the program. This provides the SBST
with an opportunity to encourage both the tutors and their charges.
. . . . . . . . . . . . . . . . . . . . .
St. John Bosco School (JK-5)
755 Fielden Av
Port Colborne ON
L3K 4W4
Ms. Angie Talosi, General Resource Teacher
(905) 834-3946
Welland County RCSSB
CORO
This school integrates all exceptional students, as demonstrated by the
support provided to one student with special needs.
With the support of the classroom teacher, the general resource teacher, and
the teaching assistant, this Grade 3 student with very high emotional and
academic needs has been fully integrated into a regular classroom. Additional
assistance is provided by an occupational therapist.
The student participates fully in the regular religion, environmental
studies, physical education, and music programs. Modified programs in reading,
spelling, and mathematics are taught individually in a quiet place. The student
then takes her written assignment back to the classroom to complete. If she
finishes the work before the period is up, the classroom teacher will provide
related activities.
. . . . . . . . . . . . . . . . . . . . .
St. Joseph School (JK-8)
5895 North St
Niagara Falls ON
L2G 1J7
Ms. Ann Marie Young, Principal
(519) 356-6122
Welland County RCSSB
CORO
This inner-city school with about 240 students has two behavioural
adjustment classes, and several students identified as exceptional whose needs
are met in regular classes. The integration process involves the principal,
general resource teacher, special education teachers, child-care workers, and
student services personnel working closely with regular classroom teachers to
plan, implement, and revise programs. Case conferences involving parents and
community agencies allow for additional sharing of information.
In addition to constant monitoring, program modification, and provision of
consistent behavioural expectations, teachers use individual and group student
conferencing techniques to help students become aware of their own individual
learning styles and adaptive programming plans.
. . . . . . . . . . . . . . . . . . . . .
St. Joseph's School (JK-8)
324 John St N
Arnprior ON
K7S 2P6
Mr. Robert A. Daze, Principal
(613) 623-2347
Renfrew County RCSSB
EORO
Exceptional students, including those with limited vision or developmental
disabilities, are integrated into regular classrooms for the majority of their
programs. Only support programs that cannot be accommodated within the
classroom, such as speech correction, physiotherapy, and swimming, take place
elsewhere.
Special education personnel work in the regular classrooms. Specific,
scheduled sessions for planning, monitoring, and evaluating programs are
provided for individuals and small groups of students. The educational team
develops and employs a variety of accommodation techniques (including
differentiation, paralleling, and modification), as well as physical supports.
Professional development support from the school board and internal sources
provides growth experiences, as do class twinning and time sharing, techniques
developed by the school.
Parental opinions about program directions for the children are actively
sought in case conferences and IPRC meetings.
. . . . . . . . . . . . . . . . . . . . .
St. Joseph's School (JK-8)
PO Box 150, Mill St
Calabogie ON
K0J 1H0
Ms. Suzanne Herrick, Principal
(613) 628-2927
Renfrew County RCSSB
EORO
This small rural school has fully integrated its exceptional students –
including those who are gifted, and others who have behaviour disorders,
developmental disabilities, and/or communications exceptionalities, some
requiring signing – into its multigrade classrooms. All identified students
attend French-as-a-second-language classes.
Peers assist in the classroom, the bathroom, the lunchroom, the gym, and the
schoolyard. Additional support is provided by educational assistants, who are
encouraged to attend all relevant in-service workshops and to work closely with
the classroom teachers in planning, monitoring, and implementing programs.
Educational assistants and teachers confer daily for a half-hour. They send home
communication books for ongoing collaboration with parents. Case conferences
with parents are scheduled twice each term, more often if necessary, and include
parents, Home Care staff, educational assistants, classroom teachers, resource
teachers, and occasionally the student and/or home support staff.
The entire school population, including staff, have their own sign names,
and their pictures are posted, labelled with their signs. Sign pictures of
objects are posted throughout the school building, and students receive weekly
instruction in signing. Key phrases are signed by the educational assistant in
the classroom when instruction or reading is taking place in a large group.
Children sing and sign "O Canada!" daily, and signing is part of all
concert presentations and school assemblies.
. . . . . . . . . . . . . . . . . . . . .
St. Joseph's School (K-8)
235 Georgiana St
Gananoque ON
K7G 1M9
Mrs. Margaret Fancy, Principal
(613) 382-2361
Lanark Leeds and Grenville County RCSSB
EORO
In this school of 400 students, there are over 20 students who have
communication, intellectual, and/or behavioural exceptionalities.
These students are supported by a strong partnership of the teacher,
teaching assistant, special education teacher, parents, and personnel from
community agencies who develop and monitor learning outcomes. The regular
classroom teacher and special education resource teacher meet regularly to plan.
The special education resource teacher works most frequently in the regular
classroom. Volunteers provide additional in-class support.
All programs are modified as needed, e.g., scooter-board basketball.
Portfolios of student work are kept and are often used to demonstrate the
achievement of learning outcomes. A peer group has been established to assist
exceptional students with academic tutoring, lunch and recess activities, and
conflict resolution.
Students with behaviour disorders are developing empathy, impulse control,
and anger management through the implementation of a violence prevention
program, Second Step. Another program, Rainbows for All God's Children, supports
students who have suffered loss through death or separation.
. . . . . . . . . . . . . . . . . . . . .
St. Joseph's Secondary School (sec.)
33 Lochiel St E
Alexandria ON
K0C 1A0
Mr. Michael Dunne, Department Head – Special Education
(613)
932-0349
Stormont, Dundas & Glengarry Catholic Schools
EORO
In this school over 900 students, special education teachers, and regular
class teachers collaborate on IEPs and other aspects of curriculum modification
to facilitate the integration of exceptional students into regular classes.
Parents of exceptional students are involved in initial planning meetings to
smooth the transition from elementary to secondary school, and are invited to
serve as volunteers in classrooms.
Students with developmental disabilities report to an integrated home room
for first period. Then they meet in their own classrooms to take a physical
education class or begin their co-operative education placements. Students spend
seventy-five minutes once every two days working at one of four work stations in
the community. The workplaces and equipment have been provided without cost to
the school by the city, a hospital, a department store, and a grocery.
Later in the morning, the exceptional students participate in a hands-on
program designed as an introduction to the arts and technology. For this
program, students are assigned to a Grade 9 class. Students who need close
supervision are assigned an educational assistant to monitor their safety and
assist them in performing the tasks required for the course. For those students
who require less assistance, a peer helper is assigned to help keep the student
on task.
In the afternoon, the students are divided into two groups; one group has
life skills training with some assistance from peer helpers, while the other
group is in an individualized academic program consisting of language arts
alternating with mathematics. Exceptional students who are capable of being
integrated into regular academic credit courses are offered the opportunity to
audit their courses each semester.
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St. Leonard Catholic School (JK-6)
5344 Long Island Rd
Manotick ON
K4M 1E8
Mr. Ralph Watzenboeck, Principal
(613) 692-3521
Carleton RCSB
EORO
The general approach of this school to the integration of exceptional pupils
is exemplified by the support offered to a very high needs student with
developmental disabilities who is fully integrated into a regular class. A
collaborative team, including an in-school team and a central Student Services
team, meets on a regular basis to solve problems. The primary focus of
discussion is programming. This includes language development, signing,
technology, behaviour management, supervision, the friendship circle, and
transportation.
In the regular class setting, modifications are made to content, process,
product, and evaluation through collaboration with the special education support
team and the regular class teachers. The IEP is developed collaboratively.
The Circle of Friends is a very important component of this inclusion
process. The support and participation of the Friends are invaluable. Parents
have been particularly involved with the Circle of Friends and have also been
available for mapping sessions. Along with their advocate, parents attend
regular IPRC reviews.
. . . . . . . . . . . . . . . . . . . . .
St. Margaret's Roman Catholic School (JK-8)
720 Devine St
Sarnia ON
N7T 1X2
Mrs. Leslie Bradley, Program Resource Teacher
(519) 336-6511
Lambton County RCSSB
WORO
The success of the integration program in this school has been largely
dependent on providing parents with ample opportunity to be involved in a
significant way in their children's education. Communication and contact are
achieved both formally and informally. Parents of exceptional pupils are actely
involved in goal setting and programming for their children. There are regular
parent/ teacher meetings and daily communication books; there is an open-door
policy on visits to the school, an extensive parent volunteer program, and an
active parent council.
Exceptional students are integrated into the regular classroom for the
majority of their program. The resource teacher acts as a case manager and
consultant to the regular teacher and the educational assistant. On occasion,
small groups of children may be withdrawn for intensive, modified instruction or
social skills training.
The school has been actively involved in a tri-ministry project, Helping
Children Adjust. Classroom teachers received in-service training that enabled
them to implement the program, which provides extensive social skills training
to all students from Junior Kindergarten to Grade 3.
The school team includes school, school board, and community
association/agency personnel, specializing in behaviour, counselling, and other
areas relevant to specific students. Through regular conferencing and an ongoing
professional dialogue, the staff implement preventive procedures that are
clear-cut and consistently followed.
. . . . . . . . . . . . . . . . . . . . .
St. Marguerite d'Youville (JK-6)
89 Lorry Greenberg Drive
Ottawa ON
K1T 3J6
Mrs. Lucille Pummer, Principal
(613) 737-1141
Ottawa RCSSB
EORO
This school has a student population of about 430 students, of whom 32 have
been identified as exceptional and an additional 67 have been identified as
requiring a modified program.
The physical structure of the school has been designed to meet the needs of
all exceptional students. Specialized spaces such as a large gym, a
library/resource centre, a gross motor room (for large-muscle exercise), a
technology room, and a computer lab were included in the design.
Collaborative planning includes parents, school staff, community personnel
such as a police officer and a parish priest, Home Care and treatment centre
staff, and school board consultants such as a behavioural consultant and a
psychologist. They meet to plan and implement required programs. Parent
volunteers provide additional support.
The integration program is based on a modification of the cascade model,
which is flexible enough to meet the changing needs of students. It consists of
seven levels, allowing for a variety of entry points for individual students,
and various types of interventions.
. . . . . . . . . . . . . . . . . . . . .
St. Marguerite d'Youville School (JK-8)
240 Kozlov St
Barrie ON
L4N 7H6
Ms. Pat Johnston, Vice-Principal
(705) 726-5849
Simcoe County RCSSB
CORO
A wide spectrum of exceptional students are fully integrated in regular
classrooms. Modifications are made within this setting with the least possible
amount of intrusion in order to enable each student to succeed.
In June, classroom teachers and school resource staff were released to visit
their future students. Classroom teachers are team leaders and central figures
in the development and implementation of the program for each child. When the
teacher expresses a need for support, the team will assist in developing a plan.
The team consists of other teachers, special education resource teachers,
administrators, parents, educational assistants, and, when necessary, school
board support staff and personnel from community agencies. Team meetings are
scheduled weekly, with particular agendas which call for the presence of some
members but not all. Consultative school board support staff assist in
brainstorming sessions at monthly meetings.
Special education resource teachers work within the regular classroom. They
assist with the development of IEP plans and with ideas for implementation. They
also provide in-service training, co-ordinate outside services, and provide
schedules for educational assistants, community college and secondary school
co-operative education students, volunteers, and the Circle of Friends. On
request, they arrange discussions with other students in the classroom who have
questions about the exceptional students.
Parents of exceptional students are invited to make presentations to the
students in their children's classrooms and to answer questions. Peer buddies
are common in all classes for students with mild to severe exceptionalities. The
Circle of Friends Club encourages friendships among same-age peers.
Exceptional students participate in all assemblies and enjoy equal
opportunity and choice in joining group and extracurricular activities with
their peers.
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St. Mark School (JK-8)
2145 Upper Middle Rd
Burlington ON
L7P 3P4
Mr. John MacInnis, Principal
(905) 336-3911
Halton RCSSB
CORO
All exceptional students are integrated into regular classrooms, including
those with developmental and learning disabilities, and those who are gifted.
The classroom and special education teacher plan the IEP co-operatively. If
an educational assistant has been assigned, the teacher and educational
assistant meet weekly to plan the program and to determine the most appropriate
method of intervention.
If a child needs individual help for a short period of time, temporary
assistance may be provided outside the classroom. Gifted children up to Grade 4
are served at the school for a quarter-day each week. Gifted students in Grades
5 to 8 go to a central site for one day each week.
Teachers believe that students and staff have been enriched by the constant
presence of the special needs students in the classroom. The exceptional
students become more independent and accountable, comparable to other children
in sharing, caring, and following school expectations.
. . . . . . . . . . . . . . . . . . . . .
St. Mark School (JK-3)
560 Edward St
PO Box 1720
Prescott ON
K0E 1T0
Mr. Robert Doucette, Principal
(613) 925-3581
Lanark Leeds and Grenville County RCSSB
EORO
Exceptional students are fully integrated into the regular classroom
programs, and all are involved in every aspect of school life, such as trips,
celebrations, and church activities. They also participate in community
activities such as Boy Scouts and Girl Guides.
Frequent communication between parents, the school, and the wider community
has created a strong school/community partnership. Local community agencies, for
example, provide support for meeting the needs of individual students.
Therapists and special education teachers work in the regular classrooms and
with non-identified as well as exceptional students. Positive interdependence of
all students is promoted in the classrooms. Exceptional students in higher
grades act as tutors for exceptional students in Primary classrooms, and a
cross-grade peer buddy system is in place for reading and computer activities.
The school uses an innovative "toolbox" approach for providing
multisensory learning opportunities for students with learning disabilities, as
well as a writing process model that promotes individual success within a
multilevel group.
Regular in-service training on special education issues and other relevant
topics occurs at staff meetings.
. . . . . . . . . . . . . . . . . . . . .
Sts. Martha and Mary Catholic School (JK-8)
1760 Bough Beeches Blvd
Mississauga ON
L4W 2B9
Mr. Dennis Maika, Principal
(905) 624-9625
Dufferin-Peel RCSSB
CORO
The Junior-Intermediate composite class services eighteen identified
exceptional students, as well as several non-identified students with special
needs. The profiles of the students include developmental disabilities, specific
learning disabilities, and behaviour disorders.
The program uses a reverse integration model, in which regular students come
in to join the special education class. Students in the composite class begin
and end their day in their integration classes and participate in all aspects of
them, e.g., daily classroom routines, academic work, lunch, and trips. They
receive support from the composite class teacher as required. Programming is
developed through collaboration between the composite class teacher and the
integration class teacher, along with relevant special services personnel. Each
student's program is differentiated from the integration classroom curriculum so
that students can participate in the integration class programs at their own
levels of ability.
Evaluation of the students is made on a collaborative basis. Report cards
are identical to those of the integration class students, and are accompanied by
an anecdotal report. All interviews with parents are held with both the
composite class and the integration class teacher present. Both teachers
maintain regular contact with parents through formal meetings, notes, and
telephone conversations.
In-service training has been provided on the inquiry group model and all
staff have been involved in researching different topics, such as Reading
Recovery and the relationship between literacy and inquiry.
. . . . . . . . . . . . . . . . . . . . .
St. Martin of Tours School (JK-8)
60 Gray Rd S
Stoney Creek ON
L8G 2X5
Mr. L. J. Giancarlo, Principal
(905) 664-4854
Hamilton-Wentworth RCSSB
CORO
All exceptional students in the school are integrated into regular classes.
The school-wide program is exemplified by the integration support available to
one student in a Grade 8 class.
There is a fully developed peer support program. Regular students integrate
their exceptional peer by providing academic tutoring according to a
student-designed schedule, playing together at recess, making music tapes,
singing together, and taking turns supervising the student and engaging him in
play. Regular students assist in dressing him for winter activities, and in
making sure he complies with behavioural norms. Regular students visit their
exceptional peer at home and socialize with him.
. . . . . . . . . . . . . . . . . . . . .
St. Mary School (K-8)
Brae St PO Box 789
Almonte ON
K0A 1A0
Mr. Patrick Freeman, Principal
(613) 256-2532
Lanark Leeds and Grenville County RCSSB
EORO
In this school of 300 students, there are non-verbal and multihandicapped
children in the Primary division, as well as almost 30 others with
communication, intellectual, and behavioural exceptionalities.
A strong partnership of teacher, teaching assistant, special education
teacher, consultant, parents, and community agencies develops and monitors
learning outcomes. Most special education resource support occurs in the regular
classroom.
All exceptional students participate in all class activities, including
physical education and skating, as well as opening exercises and other
announcements made over the public address system. Peer helpers from senior
grades assist with school arrival and departure routines. These peer helpers and
classmates have learned sign language and use it when appropriate. A
communication book facilitates daily contact with parents. A reading and
language cross-grade buddy support program provides social and academic support.
Students with behaviour disorders in Grades 2 to 8 are developing empathy,
impulse control, and anger management through a violence prevention program,
Second Step. Another program, Rainbows for All God's Children, supports students
in Grades 2 to 3 and Grades 5 to 6 who have suffered loss through death or
separation.
. . . . . . . . . . . . . . . . . . . . .
St. Mary School (7-8)
40 Central Av
Brockville ON
K6V 4N5
Ms. Darlene Murphy, Principal
(613) 342-4911
Lanark Leeds and Grenville County RCSSB
EORO
A team approach has supported the integration of exceptional students into
regular classrooms in this school. There are close to sixty exceptional students
in the elementary panel.
Since the school houses both elementary and secondary programs in one
building, there are a great many opportunities for creative programming that
promotes student independence and interdependence, using the following
strategies:
- The special education teacher and the regular teacher collaborate in
writing the IEP and evaluation strategies.
- Students with multiple disabilities are placed in age-appropriate
classrooms, participate in a Friends of Friends group for life skills, and make
use of a buddy system.
- Students with multiple disabilities participate in all school activities
outside the classroom, from floor hockey to evening events such as dances, where
they are accompanied by teaching assistants.
- Teachers are piloting a life skills course for credit.
- Students with learning disabilities are supported in class by curriculum
modifications, peer helpers, different teaching styles, and co-operative
education and placement students. In addition, they may attend a clinic to learn
organization and learning strategies.
- Teachers incorporate concerns and issues facing students into the total
life of the school; for example, anti-violence day workshops.
- Preventive programs encourage students to plan, solve problems, make good
decisions – e.g., social skills programs, the Peaceable School program,
self-expression through the arts, and student conferences.
- Biweekly team meetings are held to review the immediate needs of individual
students and discuss means of addressing concerns. (Teachers use the "Strategies
That Make It Work" binder to modify student assignments.)
- Parent volunteers assist with enrichment programs.
. . . . . . . . . . . . . . . . . . . . .
St. Mary's Catholic Secondary School (sec.)
66 Dufferin Park Av
Toronto ON
M6H 1J6
Ms. Rosanne Morris, Head - Special Services Department
(416)
393-5528
Metropolitan Separate School Board
CORO
Exceptional students are supported in the mainstream with appropriate
services as needed. Parents of exceptional students are involved in their
children's education and future.
A collaborative resource model integrates the services and programs of
student services, special services, and the classroom teacher through the work
of the Special Services Department in facilitating:
- collaborative resource services for staff and students in all program
areas;
- an exchange of information with staff members about program modifications
and alternative evaluation;
- the implementation of personal life management, deaf studies, and ENS
curriculum;
- development and support of cross-curricular peer support programs through
the religion, student services, and English departments;
- development and implementation of the youth worker program;
- co-ordination of support services offered by the education assistants and
professional sign language interpreter;
- development of entry-level skills for co-operative education classes
through job observation, job shadowing, and work experience placements;
- support of the school-based support team and IPRC annual review process.
The curriculum involves community service learning, such as peer helpers,
co-operative education, and preparation for the world of work. Strategies for
inclusion include:
- peer tutoring;
- curriculum adaptation and modification;
- friendship development inside and outside the school;
- realistic co-operative education placements;
- accessing sources of assistance in the student's community.
. . . . . . . . . . . . . . . . . . . . .
St. Mary's High School (sec.)
35 Weber St W
Kitchener ON
N2H 3Z1
Mr. Gary W. Leduc, Principal
(519) 745-6891
Waterloo Region RCSSB
CORO
Exceptional students in this school attend regular classes with an
educational assistant, carry a full course load, and participate in a job
placement component. Work experience is usually started in Grade 10.
The learning resource centre team consists of the student, parents,
educational assistants, special education teacher, and department head, who work
together to ensure that a suitable modified program is established. A daily
communication book provides a consistent resource for open communication with
parents. Parent-teacher interviews, collaborative team meetings, and special
education monitoring ensure that academic and social progress is constantly
monitored. The progress of students is tracked through anecdotal reports, report
cards, and the students' increasing willingness to attend field trips and
special activities.
Additional assistance is provided by the peer support program, which enables
exceptional students to become more involved in extracurricular activities
including sports, school clubs, and after-school events.
. . . . . . . . . . . . . . . . . . . . .
St. Mary's School (JK-8)
Plymouth Rd
Welland ON
L3B 3C7
Mr. Gino Mastracci, Principal
(905) 734-7326
Welland County RCSSB
ORO
This school integrates exceptional students with physical and developmental
disabilities, behaviour disorders, and learning disabilities. Every exceptional
student is part of the school family and is the responsibility of the entire
staff. Additional support is provided by occupational and speech/language
therapists, and educational assistants.
A comprehensive in-service program is in place, which is geared to the
development of a positive school climate and effective classroom management.
The exceptional students participate in all aspects of the school program,
including computer use and swimming instruction.
. . . . . . . . . . . . . . . . . . . . .
St. Mary's Secondary School (sec.)
760 Burnham St
Cobourg ON
K9A 2X6
Mr. Michael Nolan, Principal
(905) 372-4339
Peterborough, Victoria, Northumberland and Clarington RCSSB
CORO
This school integrates exceptional students into regular classes, including
students with physical and developmental disabilities.
The exceptional students participate in all aspects of school life,
including art, drama, and physical education classes as well as athletic events,
assemblies, and liturgical gatherings. Additional support is provided by
education assistants and community professionals, such as physiotherapists.
Regular students have befriended their exceptional peers and help them in class.
. . . . . . . . . . . . . . . . . . . . .
St. Matthew's Roman Catholic School (JK-8 )
1050 Nottinghill Gate
Oakville ON
L6M 2G3
Ms. Teresa Demytryk, Special Education Resource Teacher
(905)
847-0088
Halton RCSSB
CORO
This school integrates a broad range of special education students who are
deaf, hard of hearing, or visually impaired, or who have multiple disabilities,
developmental disabilities, and learning disabilities. All students are
integrated into a regular classroom at their age level for most of the day.
The exceptional students are withdrawn for specialized services, as needed,
from the hearing-impairment or visual-impairment teachers, the special education
resource teachers, consultants from the provincial schools, and occupational
therapists and/or physiotherapists. The classroom teachers and educational
assistants and/or interpreters also consult with these specialized teachers and
the parents to develop, implement, and review the program for each student.
Weekly team meetings are held, to which classroom teachers bring concerns
regarding their students, whether "identified" or not. Case
conferences involving parents, staff, school board resource people, and
community resources are frequently held to co-ordinate delivery of services.
. . . . . . . . . . . . . . . . . . . . .
St. Michael High School (sec.)
6009 Valleyway
Niagara Falls ON
L2L 1X9
Mr. Bill Vernoy, Principal
(905) 356-5155
Welland County RCSSB
CORO
This composite school consists of 700 students, including over 40 identified
exceptional students with developmental and learning disabilities and/or
behaviour disorders. Exceptional students are categorized by the IPRC as either
Level I or Level II. Level I students are integrated into the regular classroom
and given partial-withdrawal support. They are monitored by the assistant
head/resource teacher. Level II students are placed in the supported learning
program.
There is daily communication between program personnel, integrative
teachers, school administration, and school board Student Services personnel.
Students who need extra assistance receive support from teachers, peer helpers,
and teaching assistants. The peer-helping course offers senior credits in
understanding and working with adolescents who have learning and/or
developmental disabilities. Teachers work closely with outside agencies, such as
the Association for Community Living, the Mental Health Association, family
doctors, health-care workers, social services, and specialized organizations.
The students' families are involved in developing appropriate school and
life plans. Some students earn an Ontario Secondary School Diploma or a
Certificate of Education, and others enter the world of work and specialized
work-training programs. Some students are assisted with supported living
arrangements and pensions.
Innovative features of the program include:
- a peer helper program tied into assisting students with learning
disabilities within the supported learning centre and the developmental
handicapped centre;
- computer-designed programming for remedial reading, writing, and
subject-oriented lessons (Grades 1 through OAC);
- shared access to washroom facilities in the classrooms;
- social worker students from a community college social services program,
placed in the school to develop social counselling skills, process group
interactions with difficult students, work in life skills programs, and
supervise after-school activities;
- involvement in community services through close networking with school
board Student Services personnel, Community Living, various employment programs,
developmental work placement, World of Work co-operative education programs,
and the START program.
. . . . . . . . . . . . . . . . . . . . .
St. Michael's School (JK-8)
165 Sewell Drive
Oakville ON
L6H 1E3
Ms. Ann Boyle, Principal
(905) 631-0901
Halton RCSSB
CORO
This school has two teams of teachers who assist with the full integration
of exceptional students. Both the formative years team and the early years team
include the classroom teacher, the special education teacher, and an educational
assistant. The teams collaborate to formulate a suitable program for each
exceptional child.
Through total integration of the exceptional students, gains are sustained
and extended within the classroom. Simultaneously, teachers can make additional
use of some of the program modifications to benefit the non-exceptional child or
those at risk.
Personnel from community agencies meet regularly with the in-school team.
Common goals are established and implemented so that a consensus of professional
opinion is effected.
. . . . . . . . . . . . . . . . . . . . .
St. Paul School (JK-8)
140 William Roe Blvd
Newmarket ON
L3Y 1B2
Mrs. Gina Turco, Principal
(905) 895-4122
York Region RCSSB
CORO
Exceptional students are integrated into the regular classroom and are
withdrawn only when meeting the specialized needs of the child would cause
disruption of the regular classroom, e.g., for speech therapy.
Parents are invited to participate in workshops offered by the school or
board staff. The core resource teacher sends out relevant brochures, articles,
and information about local community services, and also assists parents with
documentation for referrals to the social agencies.
Throughout the school year, a buddy system matching younger with older
students is in place for the entire student body. The buddy system covers
activities such as shared reading, visits to the park, year-end celebrations,
and shared enjoyment of holidays.
All field trips are inclusive. The school, with parents and board personnel,
provides specialized transportation. Rented ramps provide access to portable
classrooms. Volunteers ensure participation of exceptional students in swimming
programs. Specialized equipment and instruction have enabled exceptional
students to participate in school ski and skating programs. Transit training is
provided for students with developmental disabilities. Parents are encouraged to
participate in field trips.
The special needs technology team has assigned computers and appropriate
programs to exceptional students to assist them with academic programs. Where
required, educational assistants assist with the implementation of programs and
with meeting the students' physical needs. The IEP is developed through an
annual planning meeting with school board personnel, parents, and involved
school staff. This plan is re-evaluated and adjusted as the student's needs
change. The regular school report is written collaboratively by the classroom
teacher and the core resource teacher.
Many stake holders beyond the school are involved in the integration
programs and strategies. When local agencies inform the school of the
approaching entrance of an exceptional student, parent meetings are organized,
the child is visited in the home and/or nursery school, and the parents and
child are invited to visit the school prior to entrance. The school staff plan
for a successful entrance to the school system for each identified special needs
student.
. . . . . . . . . . . . . . . . . . . . .
St. Raphael School (JK-8)
4056 New St
Burlington ON
L7L 1S9
Mrs. Mary Tessari, Special Education Resource Teacher
(905)
637-3810
Halton RCSSB
CORO
Several staff members have formed a team which meets weekly to plan and
monitor individual programs. The team may include the principal, a consultant,
classroom teacher, special education resource teacher, itinerant teacher,
education assistant, occupational therapist and/or physiotherapist, speech
pathologist, and parents.
All students are encouraged to participate in intramural sports, the art
club, choir, prayer group, holy mass, winter carnival, grandparents' tea, and
health club. These extracurricular activities provide opportunities for social
development. When necessary, a Circle of Friends has been set up for a student.
Out of this have come a telephone tree, home visits, street hockey games, and
social outings.
. . . . . . . . . . . . . . . . . . . . .
St. Sebastian School (JK-8)
225 Cairn St
London ON
N5Z 3W6
Ms. Marg Clendenning, Vice-Principal
(519) 686-8051
London and Middlesex County RCSSB
WORO
This school of about 470 students has developed integration programs for
exceptional students who have developmental disabilities, low vision, hearing
impairments, Down's syndrome, and autism.
Visually impaired students are fully integrated into primary classrooms.
Support is provided by the classroom teacher, a system liaison vision teacher,
two teaching assistants, and parents. There is daily written communication with
parents. All parents are involved in Child Light, a program for younger children
who are blind or visually impaired. The system liaison vision teacher meets
weekly with the school's vision services staff to monitor learning outcomes for
the program, and to provide equipment, opportunities for professional
development, and outside resources. Community partners from the Canadian
National Institute for the Blind, Home Care, School Health Services, and the
Provincial School, the W. Ross Macdonald School for the Blind, also participate
in the integration programs. An extensive in-service program has been
established, including visits to the Provincial School.
Additional support is provided by peers, in the classroom and in the
playground. Primary students are matched up with older students as reading
buddies, and special events such as pumpkin carving and gym activities.
The program reflects the need for the student who is visually impaired to
develop specific skills that will lead to personal independence. Exceptional
students are involved in community activities such as Brownies, piano and
gymnastic lessons, and church and neighbourhood events.
Exceptional students are withdrawn from class as necessary for occupational
therapy, and orientation and mobility instruction. Braille instruction occurs
within the regular classroom and in the resource room.
. . . . . . . . . . . . . . . . . . . . .
St. Theresa Catholic School (JK-8)
173 Crawforth St
Whitby ON
L1N 3S4
Mr. John Nicholls, Principal
(905) 668-8261
Durham Region RCSSB
CORO
This school has an inclusive philosophy, exemplified by the support offered
to one exceptional student who is blind and has a developmental disability and a
behaviour disorder.
Staff and students have celebrated this student's successes. Every classroom
has an open door and every class welcomes her to join its music and art
activities. Video presentations keep her classmates updated on her activities in
the classroom, the school, and the community. Staff members have creatively
adapted tricycles and toys for her use.
For all students, there is an emphasis on the belief that parents are equal
partners in the education of their children. Their participation is encouraged
in planning the program, and determining appropriate assessment and evaluation
strategies. The IEP is a collaborative effort between classroom teachers and
program support staff, with parent input solicited during the planning process.
The plan is reviewed by the school team at the midpoint of the school year and
formally reviewed with the parents in the spring. Student achievement in
relation to the IEP is monitored throughout the school year. Communication
between parents and school is an ongoing dialogue, both formal and informal.
All exceptional students are encouraged to participate in intramural sports
and clubs, and are expected to participate in school excursions, accompanied by
an educational assistant if necessary.
. . . . . . . . . . . . . . . . . . . . .
St. Theresa's High School (sec.)
347 Galloway Blvd
Midland ON
L4R 5B2
Mr. Richard Presse, Principal
(705) 526-1311
Simcoe County RCSSB
CORO
In this new school, which is totally accessible and fully equipped with the
latest technological tools, all exceptional students are integrated to the
greatest extent possible. This includes students who are autistic or gifted, or
have Down's syndrome, ADHD, or multiple exceptionalities.
Support services are provided to facilitate the regular programs. Resource
teachers, educational assistants, and peer tutors provide support in the regular
classrooms. Co-operative learning and peer partnering are an integral part of
the classroom programs.
A resource room is available as an occasional placement, not a permanent
withdrawal. It may be used to write tests, for extra help, for a quiet place to
work, or for computer use. Students are occasionally scheduled into this class
for a resource period to support their other classes. It is staffed by different
members of the resource team and is available throughout the day.
For students who require social skills and self-esteem, LIFT (Life Skills
for Teens) is offered in collaboration with a local community agency. For
students who require independent living skills, there is a life skills class
where they learn home maintenance, community living, and the job skills
necessary for living partially or totally independent lives when they leave
school. All students have the opportunity to take co-operative education
programs.
Lunch-hour activities including gym programs, noon-hour concerts, the games
rooms, the computer rooms, movies, the music room, and outdoor games involve all
the students, including those identified as exceptional.
. . . . . . . . . . . . . . . . . . . . .
St. Thomas More Catholic Secondary School (sec.)
1045 Upper Paradise Rd
Hamilton ON
L9B 2N4
Ms. Joanne Gera, Head – Special Education Department
(905)
388-3030
Hamilton-Wentworth RCSSB
CORO
This secondary school has a population of 1,470 students, including some
with physical disabilities, hearing impairments, and developmental and multiple
disabilities. The exceptional students are integrated into regular classrooms
for the majority of their programs. Modifications to meet their needs include
the use of computers for output, and modifications of assignments as well as of
evaluation and expectations.
The transition of students with special needs from their elementary setting
to that of secondary school is given much attention through IPRC meetings
attended by special education teachers from St. Thomas More and the elementary
teachers, and support staff such as therapists. Courses are selected at this
time and parents are invited to visit the secondary school. Towards the end of
the school year, the elementary students spend time at the secondary school to
familiarize themselves with the new surroundings. An educational assistant from
the secondary level visits the elementary school to learn the use of specialized
equipment, personal care techniques, e.g., toileting and feeding, and how to
deal with transportation and other issues. In August the head of the Special
Education Department contacts parents about important dates, transportation, and
any other concerns.
Early in the Grade 9 school year, classroom teachers receive relevant
in-service training. There is daily communication with parents via a
communication book or by telephone. In October a goals and objectives meeting is
held, followed by a MAPS meeting, which involves the student, parents, teachers,
and peers. Realistic goals are set for the student.
Exceptional students are encouraged to participate in extracurricular
activities, e.g., as spirit coach for the football team, on the school radio
station, or in the school band.
During the student's final year, a meeting is set up with a representative
of the local Association for Community Living to begin the transition into the
community. The school assists in finding a job placement, if appropriate, or a
meaningful day agenda for those students whose needs must be met in other ways.
. . . . . . . . . . . . . . . . . . . . .
Shuniah Street School (JK-8)
99 Shuniah St
Thunder Bay ON
P7A 2Z2
Mr. John Noyes, Co-Principal
(807) 344-2461
Lakehead Board of Education
NWORO
This school integrates the exceptional students from the surrounding
community as well as over thirty exceptional students from other communities
within the school board. All these students have been identified as having
behaviour disorders or moderate to severe developmental disabilities. Close
communication with parents is arranged either through frequent telephone contact
or through a communication and homework log.
The organization of the school has been altered to facilitate integration.
This included reassigning special education teachers as resource teachers,
assigning support staff to regular classes, relocating regular classrooms so
they could be closer to the resource rooms, and co-ordinating planning times for
teachers.
The special education resource teacher is primarily responsible for the
design of each exceptional student's program, in close collaboration with
teachers of regular classes and special education support staff. The special
education support staff spend the majority of their time within regular classes,
and also use the resource room for scheduled or necessary purposes.
The regular classroom program includes skill development in problem solving
and conflict resolution. A Circle of Friends arrangement has been organized for
intermediate students. Exceptional students participate in all aspects of school
activities, including sports, drama productions, recess periods, and class
excursions.
The school is planning to develop a school-based committee to examine
special education programming and the integration of exceptional students.
. . . . . . . . . . . . . . . . . . . . .
Sir John A. Macdonald Elementary School (JK-8 )
160 Logan Av
Thunder Bay ON
P7A 6R1
Mr. Ernie Surkan, Principal
(807) 345-2375
Lakehead Board of Education
NWORO
Exceptional students, including those with neurological, neurobehavioural,
and learning disorders, are totally integrated into regular classrooms at this
school. Exceptional children identified through the IPRC process are assured of
the appropriate assistance, if and when they need it.
Programs are aimed at students who have been identified as having learning
disabilities or developmental disabilities, or who are perceived by teachers as
high-risk.
The Special Education Department is composed of teachers, support persons,
and placement students from high school, community college, and university, who
work interdependently to intervene as required whenever a child is in need. The
college students come from programs leading to careers as social workers, child
and youth workers, developmental service workers, and early child education
professionals. All special education teachers work in classrooms throughout the
entire school and meet regularly with team members to discuss areas for focus
and concern. The staff work collaboratively and share the responsibility of
meeting the students' needs.
. . . . . . . . . . . . . . . . . . . . .
Sir Oliver Mowat Collegiate Institute (sec.)
5400 Lawrence Av E
West Hill ON
M1C 2C6
Ms. Sandra McLean, Principal
(416) 396-6802
Scarborough Board of Education
CORO
Most exceptional students in Grades 9 and 10 remain in their regular classes
for seven of their eight classes, and the eighth class is held in the special
education classroom, where exceptional students learn strategies designed to
help them become more independent learners. In Grade 9 the class is considered
one of the package of eight, while in Grade 10 and beyond a credit is granted.
By Grade 11, most exceptional students spend all periods in regular classes.
A curriculum has been developed which covers such topics as:
- learning styles and thinking skills;
- time management, study skills, organizational strategies;
- problem solving and conflict resolution;
- group-building activities;
- computer competency;
- literacy/numeracy skills.
Students who have completed two years of the program are considered for the
following placements:
- total integration with help offered in morning, lunchtime, and
after-school programs
- total integration, though students can drop in to special education classes
during spares
- a third year of timetabled support, with credit granted, when the student
needs this
Special education teachers are scheduled to be in the individual subject
classrooms for three of every four periods, working with exceptional and
high-risk students. They participate in team-teaching and model-teaching
strategies. Classroom programs are modified for all exceptional students, and an
individualized program is developed for each student. Additional support is
provided by senior assistants (OAC students) who serve as peer tutors, as
organized by the Guidance Department. All exceptional students may write tests
and exams with support from special education staff and modifications such as
computer access, oral exams, use of scribes, cue cards, and extra time.
Parents participate in regular meetings, in developing the IEPs, and in
telephone conferences initiated by them or the special education staff. Weekly
contacts facilitate student monitoring and regular communication, and are used
if needed.
Exceptional students are involved in many aspects of school life, e.g. in
drama productions, clubs, co-operative education courses, and the Prefect
Association, as helpers in Grade 8 orientation sessions, and as tour guides for
scavenger hunts. This involvement is supported by personal contact with the
teachers involved, letters of support if needed, and help in finding the sign-up
or site for the first meeting. Practice in self-advocacy skills is provided
through role plays.
. . . . . . . . . . . . . . . . . . . . .
Smithson Public School (JK-6, and preschool for special needs
children)
150 Belleview Av
Kitchener ON
N2B 1G7
Mr. Bruce Davidson, Principal
(519) 578-3890
Waterloo County Board of Education
CORO
In a school population of approximately 200 students, there are about 75
exceptional students. Some of these students are deaf or hard of hearing. These
students are offered:
- regular home visits by a teacher of the deaf to foster the parents'
knowledge of, and skills in, the development of language skills;
- preschool programs for children over the age of eighteen months, scheduled
for four half-days a week. The children are taught through an auditory-oral or a
total communication approach, depending on which method will result in the best
possible language base, to promote early integration. The Junior Kindergarten
class provides hearing peers, who are the best models for language and social
behaviour for the exceptional children;
- language enrichment at the Kindergarten level which involves a half-day of
Kindergarten and a half-day of language enrichment class. The program includes
preteaching of the concepts and vocabulary taught in the Kindergarten class,
socializing, and language modelling. Parent education and communication are done
through daily, weekly, and monthly letters, phone contacts, and numerous
parental visits to the classroom;
- integration into Primary and Junior Division classrooms, supported by the
use of technological devices. Special education support staff work in the
regular classroom with the exceptional students and the regular classroom
teachers to plan and monitor individual programs, and to continue the
development of speech and auditory learning and social skills development.
To support these programs, the following special services have been
provided:
- effective audiological management with the resources of an educational
audiologist on site
- qualified teachers of the deaf and hard of hearing who develop the learning
environment
- regular classroom teachers who have received in-service training in order
to communicate effectively with the students
- teacher assistance in the regular classroom
. . . . . . . . . . . . . . . . . . . . .
Springfield Public School (JK-6)
3251 Credit Woodlands
Mississauga ON
L5C 2J7
Ms. Xandra Busche, Principal
(905) 279-7950
Peel Board of Education
CORO
The integration program at this school is organized around "Four Keys
to Accommodation", which involves the efforts of staff, parents, and
students. The four keys are:
- a clear mission statement that maintains that students have more
similarities than differences and should therefore be educated together, not
separately;
- a focus on supplying effective instruction by identifying the best
practices for teaching high-need students. These include providing additional
direct teaching and direct support in an individual or small-group situation;
ensuring high levels of task engagement; modifying program materials;
individualizing spelling, writing, and math; and communicating high expectations
for learning and appropriate behaviour;
- shared ownership, in which each special program is the product of a
collaborative effort, in terms of planning and delivery, with the classroom
teacher as the central dispenser of each program;
- managing diversity through monthly sharing sessions where teachers,
parents, and students share their ideas and their successes; focusing reporting
practices on the achievement of clear, practical goals; using task sheets to
help at-risk students organize their efforts to focus; implementing co-operative
learning and peer helper programs.
. . . . . . . . . . . . . . . . . . . . .
Steele Street Public School (K-8)
36 Steel St
Barrie ON
L4M 2E7
Ms. Patricia O'Connor, Special Education Resource Teacher
(705)
728-9292
Simcoe County Board of Education
CORO
All exceptional students are placed in regular classrooms in September. Each
classroom teacher has a learning centre contact teacher. Concerns and support
for IEP development are channelled through this member of the special education
team. The classroom teachers sensitize students to the needs of the exceptional
students in the class.
The special education team, consisting of two special education class
teachers and two special education resource teachers, provides in-class support
to integrated exceptional students. In addition to assessment and program
responsibilities, these teachers team-teach with classroom teachers and work
with students on behavioural contracts. The in-school team meets biweekly to
monitor, direct, and adjust programming within the school. This team sends a
representative to make presentations to IPRC meetings, and involves external
resources when necessary.
Most exceptional students at the Junior and Intermediate levels are
withdrawn for assistance in the learning centre while their peers are in French
class. During this time they receive assistance in accordance with their IEPs,
and modifications are made to in-class programming. In addition, they receive
in-class resource assistance at least three times each week.
The learning centre has periods open for remedial assistance and/or
enrichment. Other times are available for any Intermediate students requiring
support in the rotary subjects, or in organization and study skills.
Teachers plan enrichment units with the teacher-librarians while special
education personnel provide classroom coverage. Delivery of enrichment programs
may involve the rotation of all students of a particular grade level.
Formulation of small groups based on interest is also used.
Exceptional students participate in every aspect of school life, including
the safety patrol. Daily communication with parents is the responsibility of the
educational assistants, with the support of the special education and regular
classroom teachers.
. . . . . . . . . . . . . . . . . . . . .
Stella Maris Catholic School (K-8)
31 Ascot Av
Toronto ON
M6E 1E6
Mr. Barry Hayward, Principal
(416) 393-5371
Metropolitan Separate School Board
CORO
This school has adopted a full-inclusion model for the provision of special
education programs. There are about 70 exceptional pupils in a population of
about 570, including students identified as having learning and/or language
disabilities, or developmental and multiple disabilities, and students who are
gifted. Students are included in co-curricular activities such as cross-country
meets. Parents are supported and invited to be involved to the extent they wish.
Instruction occurs in the regular classroom and withdrawal support is kept
to a minimum, as the resource teachers and educational assistants work in the
regular classroom as much as possible.
Common planning time has been scheduled to allow for the necessary
communication between teachers. Other teachers cover classes to enable these
teachers to collaborate in writing student report cards, when necessary.
Additional support is provided by teacher candidates from York University.
. . . . . . . . . . . . . . . . . . . . .
Sudbury District RCSSB
201 Jogues St
Sudbury ON
P3C 5L7
Ms. Sharon Celestini, Special Education Consultant
(705) 673-5621
MNORO
The itinerant communication resource model has replaced segregated classes
for exceptional students with learning disabilities. There are over fifty
identified students in about twenty different schools who have been placed in
regular classes with support from the school special education resource
teachers. They benefit from additional help from teachers in the new program to
complement their program.
The itinerant communication resource teacher (ICRT) provides direct service
to these students on a weekly basis. Parents are encouraged to share concerns
with the ICRT, who sends home articles which may be beneficial to the parents.
The ICRT meets with the student's teacher each week to discuss strategies
and to make required program modifications, and then works directly with the
students on topics such as language or math for students in the Primary/Junior
Divisions, and organizational strategies for students in the Intermediate
Division. The ICRT and classroom teacher communicate frequently. Strategies that
are successful in the ICRT's program are incorporated into the regular program
so that all children benefit.
There are three sessions a year and the students are seen ten to twelve
times a session. At the end of each session, the needs of the students are
discussed with all relevant individuals. If it appears that the student no
longer requires the additional service, the student is demitted but continues to
be closely monitored through ongoing liaison with the classroom teachers and
special education resource teacher.
. . . . . . . . . . . . . . . . . . . . .
Sunnybrae Public School (K-8)
216 Sunnybrae Av
Stroud ON
L0L 1L0
Ms. Mary Lower, Principal
(705) 436-1100
Simcoe County Board of Education
CORO
This school has two highly integrated special class programs and two special
education resource teacher programs to provide programs for exceptional pupils
with behaviour, communication, intellectual, physical, and/or multiple
exceptionalities.
All exceptional pupils spend some of their day in a regular classroom.
Several regular class pupils with special needs spend a portion of their day in
the special classes. Tracking sheets are used to ensure that, when pupils are
assigned to regular classes, the overall composition of each class is balanced
with regards to special needs. The tracking sheets are also used to monitor
long-term programs and use of resources, and in reporting to parents. Compatible
groups of pupils, in which pupils can best learn together and from each other,
are developed.
Team planning involves regular and special education staff, who also
participate in division meetings. The school's special needs committee is
available as a planning forum for all teachers. Additional support may be
provided by peer tutors, primary partners, conflict managers, and reading
buddies, if recommended by the committee.
In-service opportunities include visits to other schools, distribution of
summarized professional literature, showing of professional development videos
during lunch, and in-school minicourses. Parent volunteers are included in many
professional development activities.
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T. W. Morison Public School (JK-8)
PO Box 1420, Avon Rd
Deep River ON
K0J 1P0
Mr. Alex Frew, Principal
(613) 584-4211
Renfrew County Board of Education
EORO
This school has integrated exceptional students into regular classrooms,
with the support of the school board special education staff and the
co-operation of community agencies. The students have developmental
disabilities, accompanied by communication and behaviour disorders.
The staff have developed appropriate strategies and resource materials that
meet the students' needs, are appropriate to the Primary grade levels, and are
sufficiently interesting to entice the regular students to interact with their
classmates. Group activities are combined with individual instruction from the
educational assistants. Based on consultation with physical, occupational,
behavioural, and speech therapists, each program has been tailored to the
requirements of the exceptional pupil.
Program initiatives include communication through pictures and symbols,
manipulative activities and games to overcome tactile-defensive behaviour, and
encouragement of verbalizing through songs and games.
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Terry Fox School (K-6)
95 Richvale Drive
Brampton ON
L6Z 1Y6
Mr. J. Baird, Principal
(905) 846-1262
Peel Board of Education
CORO
The in-school support program involves an in-school support teacher working
in the regular classroom to provide support to exceptional students for a short
time each day through modifying, reteaching, and reinforcing the lessons taught
by the regular classroom teacher. Additional support is available on a
withdrawal basis. This collaborative approach extends to the writing of report
cards and IEPs, and the sharing of annual reviews and parent-teacher
conferences.
Integration is facilitated through weekly grade level meetings. The
in-school support teacher joins the meetings of each grade once a month and also
provides teacher and parent in-service training, often focusing on the board's
document "Everyone Is Exceptional". Parents and students are involved
in setting goals together.
Additional support is provided by community professionals from a hospital, a
treatment centre, and the school board. Peer support systems, such as Big Buddy–Little
Buddy and Peacemakers, are in place. Exceptional students are involved in all
aspects of school life, serving as snack monitors, working in the library, and
participating in sports and clubs.
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Thousand Islands Secondary School (sec.)
Parkedale Av
Brockville ON
K6V 3H1
Mr. Dale Shannon, Principal
(613) 342-1100
Leeds and Grenville County Board of Education
EORO
There are about fifteen exceptional students with developmental disabilities
integrated into regular classes in this school. Program support is provided by a
special education teacher, several educational assistants, regular classroom
teachers, community agencies, service clubs, employers in the community, and the
school administration. The school works to implement programs that parents and
advocates request for the students.
Each exceptional student follows an individualized program, developed in
consultation with the parents/ guardians, agency advocates, consulting resource
teachers, and classroom teachers. Most students spend at least half their school
day in integrated, experiential, and arts-based courses. The other half involves
work experience placements within the community. Students who can read and/or
write usually take basic-level academic subjects, and do not have a work
placement until their second or third year in the school. Students requiring
physical therapy have swimming and physiotherapy included in their schedule.
Work experience follows the Lou Brown model of assisted employment, with
most placements being in the service industries. Each student begins the
training period with a job coach and works towards independence or natural
supervisors in the job setting. The majority of students require a job coach
throughout their high school career. When students leave the secondary school
setting, they usually continue to work at their last job placement.
Every year, the students raise funds for an integrated trip to a destination
within Canada, such as a recent train trip to British Columbia. The fund-raising
involves the exceptional students with their peers in school and community
events, such as dances, raffles, contests, and barbecues. The trip itself is
intended to be an experience in which both exceptional students and their peers
can participate.
Professional development and the annual excursion are given financial
support by community support groups.
Peer interaction, buddying, and tutoring are encouraged.
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Tom Thomson Public School (JK-5)
2171 Prospect St
Burlington ON
L7R 1Z6
Mr. Al Wilson, Principal
(905) 639-2010
Halton Board of Education
CORO
The integration of exceptional students is supported by the PAWS program
(Plan, Act, Wait, Smile). This is a problem-solving approach that all staff and
students learn to apply.
The special education resource teachers work co-operatively with the staff,
instructional assistants, itinerant resource teachers, and consultants to plan,
implement, and evaluate program plans designed to meet the individual needs of
the students. Exceptional students with multiple challenges are integrated into
regular classes with age peers from Kindergarten to Grade 5.
The responsibilities of the special education resource teacher include:
- maintaining case management for all special needs students in the
school;
- allocating the time and support of the instructional assistants to best
meet students' needs;
- monitoring the support given by the instructional assistants and
reallocating the time as needs change;
- maintaining links to the various outside services and personnel;
- tracking non-identified students who are at risk and providing support for
their programs;
- maintaining ongoing communication with parents.
Among the individualized programs available to students are Bridge Reading,
Reading Recovery, and a peer tutoring/mediation program. Additional support is
available from co-operative education students from the secondary school, and
parent volunteers.
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V. K. Greer Memorial School (JK-8)
RR 3
Utterson ON
P0B 1M0
Ms. Wendy Lawton, Principal
(705) 385-2200
Muskoka Board of Education
NEORO
This rural school has developed intensive, individualized, integrated
programming for all exceptional students in this community, in collaboration
with parents, community agencies, board support personnel, and students. The
school is supporting students with Down's syndrome, behaviour disorders,
learning disabilities, and impaired vision.
The school employs a learning centre model of short-term withdrawal
programming in which special education teachers work in the regular classroom to
satisfy student and teacher needs for specialized programming strategies, and
also provide intensive, small-group instruction in reading and mathematics for
25 per cent of each day. Students receiving intensive instruction in these small
groups did significantly better, on average, than students in full-time
self-contained special education classes. Social, emotional, and behavioural
gains were also noted by parents and teachers.
A school-based team composed of regular classroom teachers, administrators,
special education teachers, and an itinerant school counsellor meets regularly
as a learning assistance team to consider and plan for the needs of individual
students and groups of students. Parent involvement in planning strategies to
maximize behavioural and academic gains is encouraged and frequent. Community
agency involvement is an integral part of the team approach. Regular and special
education program consultants from the school board work closely together to
develop and promote positive program strategies.
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Vanier Public School (JK-8)
40 Vanier Drive
Brockville ON
K6V 3J5
Mr. Richard Skinner, Principal
(613) 342-8081
Leeds and Grenville County Board of Education
EORO
This school integrates exceptional students who have learning,
developmental, and/or physical disabilities, behavioural disorders, and multiple
exceptionalities. The regular staff have been augmented by extra staff whose
primary responsibility is to provide for the academic needs of the exceptional
students and to assist with feeding, toileting, physiotherapy, and
socialization.
To support exceptional students with behavioural disorders, a school-based
Student Services team has been formed. Its mandate is to:
- provide proactive intervention and counselling programs for at-risk
students;
- implement strategies that recognize and reward positive student behaviour;
- provide appropriate intervention for crisis situations.
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Victoria Street Elementary School (K-2)
PO Box 599
Haliburton ON
K0M 1S0
Ms. Judy Tomlinson-Ross, Principal
(705) 457-1342
Haliburton County Board of Education
CORO
This primary school has integrated students with Down's syndrome, and
developmental and learning disabilities. The SERT trains educational assistants
who deliver programs to develop fine and gross motor skills, and assist learning
through basic academic drills. The SERT also teaches in the classroom and works
with classroom teachers in writing IEPs, and designing and modifying program and
assessment techniques. In-school programming includes the Bridge Reading
program.
Volunteers from community associations and professional staff from the
school board and community agencies provide additional support.
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Walter Perry Junior Public School (JK-6)
45 Falmouth Av
Scarborough ON
M1K 4M7
Mr. Bruce Geddes, Principal
(416) 396-6620
Scarborough Board of Education
CORO
This school is integrating exceptional students including those with
language disabilities, behaviour disorders, and learning disabilities.
The integration model emphasizes the use of a variety of resources that are
not normally available as part of the regular program. These include three
educational assistants, two community assistants, parent volunteers, Faculty of
Education student teachers, secondary school co-operative education students,
and student peer partners. All staff assigned to meet the needs of exceptional
students use a multidisciplinary approach to support programs in the regular
class. The specially assigned teachers, as well as the regular classroom
teachers, work together as a team to modify and adapt programs in the regular
classroom.
Special education teachers meet weekly to plan and modify programs for each
classroom. These specialized teachers work closely with the classroom teachers
and assist with program modifications. If additional resource support is
required, the teachers usually present their request at a meeting of the school
support team, which meets every six weeks.
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Waterloo County Board of Education
51 Ardelt Av
PO Box 68
Kitchener ON
N2G 3X5
Ms. Maureen Kay, Consultant and Speech/Language Pathologist
(519)
570-0300
CORO
This school board facilitates the integration of students with developmental
disabilities within the home school setting when the parents have chosen an
integrated setting. Currently, this population ranges in grade level from
Kindergarten through Grade 5.
The following procedures are in place:
- a refined intake service with community agency collaboration
- initial and ongoing in-service training for the receiving school staff
- in-service training for the student body
Within each classroom, the integration facilitators help the classroom
teachers to:
- develop successful routines for compliance;
- plan individual student outcomes;
- modify the program and materials;
- use the method of direct teaching;
- encourage peer interactions;
- put suggestions from resource staff into practice;
- promote student independence.
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Waterloo County Board of Education
51 Ardelt Av Box 68
Kitchener ON
N2G 3X5
Mr. Doug Morris, Consultant – Special Education Services
(519)
570-0300
CORO
The Environmentally Controlled Opportunity (ECO) program is a school board
strategy designed to permit students who experience health challenges, including
environmental hypersensitivity, severe allergies, and asthma, to attend school
on a regular basis.
The ECO program began with the work of the Body Chemistry and Behaviour
Committee, which was formed in 1981 to share information and raise awareness
about body chemistry and environmental hypersensitivities through the
development of a basic information package for schools.
There are now six facilities in operation that provide classrooms that
include:
- an air filtration and exchange system;
- full-spectrum lighting;
- furniture constructed of wood or steel;
- whiteboards instead of chalkboards;
- concrete or linoleum flooring;
- filtered water and a refrigerator;
- use of specially selected paints and finishing products;
- use of non-toxic cleaning agents and learning materials such as textbooks
and markers.
As the exceptional students have been reintegrated into regular classrooms,
cleaning and maintenance practices have been developed that are considerate of
all students and staff. Cleaning practices are being used that minimize exposure
to dust, moulds, and strong chemicals. More attention is being paid to fresh air
intake and distribution. Temperature and humidity are controlled on an
area-by-area basis. Ductwork is protected from dust during construction or
renovation, and cleaned if necessary. More efficient and less annoying
fluorescent lighting is being installed throughout the school board, in
conjunction with an energy conservation program promoted by Ontario Hydro.
. . . . . . . . . . . . . . . . . . . . .
Waterloo Region RCSSB
91 Moore Av, PO Box 91116
Kitchener ON
N2G 4G2
Mr. Doug Gruber, Superintendent for Program Services
(519) 578-3660
CORO
The following are key features of this school board's inclusive community
program/strategy:
- all students are able to attend their neighbourhood schools
- there are no specialized or segregated classrooms or schools
- all schools eliminate structural barriers, based on the needs of the
students
- every school has a learning resource room where students may go for
identified periods of time, individually or in groups, to address special
learning needs
- there is minimal purchase of service
Each family of schools is served by a collaborative team consisting of a
special education consultant, a behaviour consultant, a social worker, and a
speech/language pathologist. There are also child/youth care workers assigned to
each family of schools. Itinerant teachers of the deaf and hard of hearing, and
the blind and vision-impaired, provide appropriate programming support to
students and classroom teachers in their regular classroom settings. Service is
purchased from psychologists, audiologists, and other professionals as needed.
An extensive staff development program has provided regular and special
education staff with both the skills and the knowledge to educate all students.
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Welland County RCSSB
427 Rice Rd
Welland ON
L3C 7C1
Mr. Keith Lenahan, Superintendent of Student Services
(905)
735-0240
CORO
This school board supports the integration of all special needs students
within the home school. For all parents of special needs students, the option to
place their children in a regular classroom within the home school is available.
No student has been prevented from enrolling in his or her home school due to
inaccessibility or a lack of resources and/or support. Integrated students
include those who have behaviour disorders, and those who are developmentally or
physically disabled, blind or visually impaired, deaf or hard of hearing, and
autistic.
Parents are involved in all decisions regarding a student's placement and
program. Students may be placed in self-contained classes if parents so request.
These students are integrated into the regular stream to the extent that they
can benefit from such placement, usually for up to 80 per cent of class time.
To facilitate the integration of exceptional students, the school board has
hired the following types of staff:
- teaching assistants
- child-care and youth-care workers
- social workers
- behaviour resource teachers
- speech/language pathologists (English-language and French-language)
- psychologists
- enrichment resource teachers
- a special needs facilitator
- assessment and resource teachers
- Student Services consultants
- a French-language psychometrist
Enrichment resource teachers support gifted students in their home schools.
Assessment resource teachers work with the classroom teacher to support students
with learning disabilities. Regular school-based team meetings are held. These
include personnel from community associations, staff from the Provincial
Demonstration Schools, and members of social agencies and medical associations.
Within the secondary schools, a peer-tutoring program and a peer-helping
program support the integration of all students.
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White Oaks Secondary School (sec.)
1330 Montclair Drive
Oakville ON
L6N 1Z5
Ms. Nancy Ferri, Teacher of the Hearing-Impaired
(905) 877-8141
Halton Board of Education
CORO
This secondary school has provided an alternative program for students who
are deaf or hard of hearing since 1990. The program focuses on communication,
attitude, and balance.
Communication: There is extensive in-service training, ongoing
teacher collaboration, and frequent contact between the teacher of the deaf and
each staff member who works with deaf students. This contact includes classroom
teachers, administrators, guidance personnel, secretarial staff, coaches, and
custodians. Frequent (at least weekly) contact is made between home and school.
In the classroom, the provision of an instructional assistant or an oral
interpreter supports the exceptional students. A free-field FM system and an
acoustically treated room support the hearing component of the students'
program. A daily resource-room period provides deaf students with an opportunity
to review the subject and lecture information and to deal with other problems
that have arisen, such as questions about jokes or comments the students missed.
Attitude: A team approach provides support for acceptance of the
hearing loss and guidance for dealing with adolescent issues through small
get-togethers to share information, get access to deaf and hearing role models,
and network with other hard-of-hearing programs. Contact is maintained with
outside agencies, e.g., the E. C. Drury School, and Hearing Ear Dogs.
Balance: The provision of a TTD and a closed-captioner assist
students to access the information around them. They select their credits and
choose whether to be with their hard-of-hearing peers or to work independently.
The deaf students have been involved with an in-school peer-helping program in
which deaf students assist junior students in subject areas and socialization.
The structure of the alternative program provides an environment for greater
understanding of deafness, and opportunities for interpersonal growth and skill
building for all students. Sign language clubs have evolved from this exposure,
as well as hearing students enrolling in Sheridan College to obtain their
interpreter's diploma.
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Wingham Public School (K-8)
PO Box 640
Wingham ON
N0G 2W0
Ms. Marie Parsons, Principal
(519) 357-3270
Huron County Board of Education
WORO
This school has integrated two students from the immediate community who
must use braille as their primary education medium. Both use white canes and
have been trained in orientation and mobility, in which they continue to receive
training from an instructor from the Canadian National Institute for the Blind.
In addition to their integration program, which is described below, the school
also provides an integrated program for four low-vision students, two of whom
are also seriously multiply handicapped.
Both blind students are integrated into their regular grade classrooms for
90 to 100 per cent of their day. There is a peer support system for physical
education, choir, assemblies, and class trips. Both students are included in
many extracurricular activities, e.g., the braille club, drama club, track and
field, choir, and intramural sports. They also participate in community
activities such as the local track and field club, and Sunday school.
Parents are involved in their children's program through assisting with
project work or the use of the computer, practising times tables, reading aloud,
or accompanying the class on field trips. Parents participate in a school-based
consultative IPRC process, not only in making decisions on identification and
placement, but also in helping to develop programs and provide support services.
The classroom teachers have the primary educational responsibility for these
students. The academic programs are designed by the classroom teachers and the
special education support staff. A qualified teacher of the blind works closely
with the classroom teachers to design, implement, and monitor necessary program
modifications, with the help of the teacher assistants.
The students are withdrawn for one or two forty-minute periods each week for
individualized instruction, e.g., in computers, mobility, and Braille.
Accommodations for a braille-user are available every day. Those accommodations
may take the form of specialized materials, procedures, or personal assistance.
Specialized items of equipment, such as a Kurzwell Reader, computers, a braille
printer, talking calculators, variable-speed tape players, braille books, and
braillers, have been provided by the school, the school board, and the local
Lions Club. The special education resource teachers provide braille, tactile, or
taped materials, and are available for individual assistance in the classroom.
Professional support and in-service training for the teaching and support
staff are available from the teacher of the blind and from the resource
consultants at the provincial school for the blind, W. Ross Macdonald.
. . . . . . . . . . . . . . . . . . . . .
Woodcrest Public School (K-8)
506 Woodcrest Av
Oshawa ON
L1V 2T8
Mr. Ian Cooke, Principal
(905) 725-1031
Durham Board of Education
CORO
A "check-in, check-out" program is presently in place for
identified exceptional students, and for students in regular classes who need
help with organizational skills. Students are nominated for the program by
teachers, parents, or themselves. They check in prior to the morning bell to
show homework and their parent's signature. Assignments are recorded at the end
of each period and initialled by the classroom teacher. Students check back
after school and special education staff check to see they have the proper
materials for home study. Parents are very involved in the program.
Integrated students often have their peers tutor them, or they get help from
support staff who work in the regular classroom whenever possible.
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York Region Board of Education
1 Dickson Hill Rd
Markham ON
L3P 3J3
Ms. Louise Moreau, Co-ordinator of Special Education
(905) 640-7809
CORO
The behaviour education resource team supports the integration of students
who have behaviour disorders. Members of the multidisciplinary team include
behaviour diagnostic and resource teachers, child and youth workers, an
intensive behaviour teacher, an intensive child and youth worker, and special
education administrators. The team also supports secondary groups or
individuals, including staff personnel, students within the school environment,
and parents.
Partnerships with parents are a crucial part of the integration process.
Each school has an in-school team which is a problem-solving support forum to
which staff may bring academic and/or social adjustment concerns. In addition to
contributing to this existing process, the behaviour education resource team
also offers the following services:
- providing observations on students and group dynamics and short-term
trials of specific strategies
- making material resources and professional development opportunities
available for staff
- holding regular biweekly problem-solving meetings
- developing partnerships with agencies
- expanding liaison with parents that includes offering support related to
parenting issues
- providing whole-class "focus" lessons on specific points, and
small-group tutorials
- offering short-term intensive academic and behavioural support
- providing support for re-entry to the home school from a treatment facility
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York Region RCSSB
320 Bloomington Rd W
Aurora ON
L4G 3G8
Ms. Sandra Reinsborough, Superintendent
(416) 221-5050
CORO
This school board has had a mainstreaming policy since 1988. Exceptional
students with a wide range of disabilities are accommodated within the regular
classes in their home schools.
They may be supported by educational assistants and special resource
materials and/or equipment to help promote their independence within their
school environment. Special education teachers work with students and teachers
within the regular classroom and are members of the school-based resource team.
Input is also available from a multidisciplinary team of school board Student
Services support staff, including the special education program consultant,
speech/language pathologist, psychometrist or psychologist, behaviour resource
workers, physiotherapist/ occupational therapist, and vision or hearing resource
teacher.
Each student's IEP is determined through co-operative planning by home
school administrators, core resource and classroom teachers, Student Services
support staff, parents/guardians, and the student, wherever possible. When needs
go beyond the resources available within the school board, partnerships are
developed with community- based agencies.
To address the needs of teachers, support staff, and educational assistants,
in-service training opportunities are provided at the system and school level.
Topics have included the following:
- work experience and writing of the special education program plan for
secondary students
- programming for students with special needs in the early Primary years
- computer software to support the learning of students with learning
disabilities
- accommodating students with hearing impairment
- core resource assessment – e.g., tools, appropriate assessments for
ESL students
- students at risk
A special education technology team was established in 1991. Team members
work with teachers and schools to recommend and provide specialized software
and/or adaptive peripherals to meet individual student needs. Through the team,
the school and teacher can access assistive technology to help students develop
to their individual potential. There are over one hundred students currently
receiving services through this program.
French-Language Schools and Boards/
Conseils et
écoles de langue française
Conseil des écoles séparées catholiques du district de
Timmins
36 rue Birch S
Timmins ON
P4N 2A5
Mme Susan Garlock, directrice des services à l'élève
(705) 267-1421
Bureau du nord-est de l'Ontario
Au Conseil des écoles séparées du district de Timmins,
les élèves sont intégrés dans les salles de classe
ordinaires pendant la plus grande partie de leur programme. Ce sont les
titulaires de classes ordinaires qui sont responsables de l'éducation de
l'ensemble des élèves. L'enseignante ou l'enseignant en enfance en
difficulté (EED) enseigne souvent en équipe avec les titulaires et
les consulte régulièrement, surtout pour modifier les programmes
selon le style d'apprentissage des élèves et pour préparer
le matériel pédagogique adapté. Il aide aussi les élèves
directement en classe, individuellement ou en petits groupes, auxquels se
joignent parfois d'autres élèves. Ainsi encadrés, les élèves
intégrés participent à la vie de la communauté et
les stratégies d'apprentissage coopératif, par exemple, leur
donnent l'appui de leurs camarades de classe.
L'EED forme avec les divers intervenants et les parents un partenariat pour
répondre aux besoins sociaux et scolaires de chaque élève.
Il travaille aussi avec les agences communautaires qui offrent des services aux
élèves et donne à ces derniers une meilleure chance
d'atteindre les résultats d'apprentissage du programme.
Les membres du personnel ont accès à divers ateliers de
formation, notamment sur le phénomène de l'intégration et
l'apport des styles d'apprentissage, ainsi qu'à d'autres services de
perfectionnement dans le domaine de l'intégration. De temps en temps,
l'EED libère les titulaires de classe afin de leur permettre d'étudier
le dossier de l'élève pour leur plan d'enseignement individualisé.
Considérant que la salle de classe permet à l'élève
de s'épanouir et de profiter de la vie scolaire, le Conseil des écoles
séparées du district de Timmins ferme sa classe de rééducation
et sa classe spéciale du cycle primaire. Les titulaires de ces deux
classes deviendront des EED et auront un grand rôle à jouer dans
l'intégration de la vingtaine d'élèves provenant de ces
classes.
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École Frère André (maternelle/6e année)
400 rue Base Line O
London ON
N6J 1W1
Mme Suzanne Holmes, directrice
(519) 471-6680
Conseil des écoles catholiques de London et du comté de
Middlesex
Bureau de l'ouest de l'Ontario
À l'école Frère André, tous les enfants qui ont
des besoins particuliers fréquentent les salles de classe ordinaire où
leur sont dispensés les services nécessaires pour réussir.
Ces enfants ont ainsi la possibilité de participer pleinement à la
vie scolaire et de se lier d'amitié avec les autres élèves.
Le personnel enseignant des classes ordinaires adapte les programmes aux divers
styles d'apprentissage et, avec le personnel ressource, partage les
connaissances, les stratégies et le matériel. Le personnel
ressource aide les titulaires des classes ordinaires qui accueillent des enfants
aux besoins particuliers. Les services connexes sont intégrés à
la classe ordinaire et d'excellentes communications existent entre les parents,
le personnel de l'école, les services d'appui du conseil et les services
communautaires. Par ailleurs, l'intégration à la vie scolaire des élèves
en difficulté est cons-tamment mise en valeur et l'école met les
ressources communautaires à la disposition de tous.
Dans le cas d'un élève en particulier, il a fallu apporter des
modifications à l'environnement, aux transports, à l'ameublement
et à la programmation, ce qui s'est fait en consultation avec les parents
et d'autres intervenants. Des ateliers ont été mis sur pied pour
renseigner le personnel sur la maladie et pour répondre aux besoins
physiques de l'enfant. Pour leur part, les élèves ont été
sensibilisés de diverses façons, y compris par les parents de
l'enfant. L'école a fourni des occasions aux enfants ayant des besoins
particuliers de s'intégrer à des groupes d'amis et a structuré
la classe de manière à ce que les élèves
s'entraident.
Aucun des quelque 400 élèves de l'école Frère
André ne se trouve en classe spéciale. Toutes et tous sont dans
des classes ordinaires.
. . . . . . . . . . . . . . . . . . . . .
École Horizon Jeunesse (maternelle/8e année)
780 rue Sydney
Cornwall ON
K6H 3J6
Mme Thérèse Chaput, directrice
(613) 932-8083
Conseil scolaire public de Stormont, Dundas et Glengarry
Bureau de
l'est de l'Ontario
Tous les élèves de l'école sont intégrés
dans une classe ordinaire et, selon le besoin, reçoivent les services de
personnel spécialisé, soit en classe soit en situation de retrait.
On incite les élèves à accepter une personne telle
qu'elle est; on leur inculque le goût de l'entraide et le respect des différences.
Par ailleurs, on cherche à développer l'autonomie des élèves
intégrés en prenant les camarades de classe en exemple. On leur
offre une aide particulière qui répond à leurs besoins spécifiques
d'apprentissage et on encourage leur confiance en soi ainsi que les relations
sociales avec les autres.
Les élèves sont appelés à participer aux activités
scolaires et culturelles et à leur propre intégration. Par
exemple, un des élèves est allé dans chaque classe
expliquer son handicap physique.
Le personnel de l'école reçoit de la formation en cours
d'emploi, assiste à des ateliers et à des rencontres avec des spécialistes.
Il existe une grande communication entre les parents, le personnel enseignant et
les groupes communautaires. D'ailleurs, les parents sont consultés à
toutes les étapes du processus. Tout le personnel, du concierge à
la direction, démontre un esprit d'équipe envers l'intégration.
Chaque cas est étudié individuellement et une équipe
multidisciplinaire participe à l'élaboration de plans
d'intervention personnalisés. L'équipe d'intervention est
disponible en tout temps pour rencontrer les parents. On va même jusqu'à
travailler avec le médecin d'un élève pour mieux l'aider.
L'enseignante ou l'enseignant ressource fait verbaliser l'élève
pour le rendre conscient de son processus d'apprentissage, utilise des
techniques multisensorielles, organise des visites et des sorties, invite des
conférenciers à l'école et assiste aux entrevues lors de la
remise des bulletins avec le ou la titulaire de classe.
Recipients of Horourable Mention Certificates/
Certificats
de mention honourable
English-Language Schools and Boards/
Conseils et écoles de
langue anglaise
A. E. Duffield School (JK-8)
6820 Willow St
Lambeth ON
N0L 1S1
Early Identification Program
Ms. Judy Arnold, Principal
(519)
652-2050
London Board of Education
WORO
Anderdon Public School (JK-8)
3170 Middleside Rd
RR 4
Amherstburg ON
N9V 2Y9
School Education Conference Committee, Behaviour exceptionalities
program
Ms. Barbara Moluchi, Vice-Principal
(519) 736-2592, (519)
736-3011
Essex County Board of Education
WORO
Archbishop Romero Catholic Secondary School (sec.)
99 Humber Blvd
Toronto ON
M6N 2H4
Resource program
Mr. Mark Fenwick, Principal
(416) 393-5555
Metropolitan Separate School Board
CORO
Arlington Middle School (7-8)
501 Arlington Av
Toronto ON
M6C 3A4
Life skills program
Mr. Karl Subban, Principal
(416)
394-2200
City of York Board of Education
CORO
Bellview Public School (K-5)
97 Tenth Av
Brantford ON
N3S 1G5
Junior behaviour development class
Mr. Mike Bryer, Principal
(519)
752-7414
Brant County Board of Education
CORO
Bracebridge Public School (JK-8)
90 McMurray St
Bracebridge ON
P1L 2G1
Section 27 social resource program
Ms. Wendy Slattery, Principal
(705)
645-5209
Muskoka Board of Education
NEORO
Bridlewood Junior Public School (JK-6)
60 Bridlewood Blvd
Agincourt ON
M1T 1P7
Integrated hard-of-hearing classes
Mr. Ross Feron, Principal
(416)
396-6080
Scarborough Board of Education
CORO
Brookville School (JK-8)
RR 1
Campbellville ON
L0P 1B0
Grade 1 class – students with ESL, ADHD, developmental disabilities
Ms.
Karen Fraser, Vice-Principal
(905) 854-2205
Halton Board of Education
CORO
Byron Northview Public School (JK-8)
1370 Commissioners Rd W
London ON
N6K 1E1
Resource program
Ms. Joan Slater, Principal
(519) 471-1700
London Board of Education
WORO
Caledon Central Public School (JK-8)
RR 2
Caledon ON
L0N 1C0
Grade 8 integrated setting for students with learning disabilities
Ms.
Thelma Jarvis, Principal
(905) 927-5231
Peel Board of Education
CORO
Carleton RCSB
635 LaVérendrye Drive
Gloucester ON
K1J 7C2
On-site Grade 7, 8, 9 behaviour resource program
Ms. Jane Hill,
Educational Consultant
(613) 742-5878
EORO
Charlton Public School (JK-8)
121 Joseph Aaron Blvd
Thornhill ON
L4J 6J5
Social adjustment class
Ms. Glenna Collins, Principal
(905)
738-5497
York Region Board of Education
CORO
City of Hamilton Board of Education
Wentworth County Board of Education
Hamilton-Wentworth RCSSB
Hamilton-Wentworth Home Care Program
Tri-Board School Health Support Services
Ms. Betty Browne,
Co-ordinator of Programs, Special Education
Hamilton-Wentworth RCSSB
(905)
525-2930
CORO
Concord Public School (JK-8)
6700 Raymond Rd
Windsor ON
N8S 2A1
Behaviour adjustment program
Ms. M. Bozanich, Principal
(519)
974-3450
Windsor Board of Education
WORO
Conestoga Public School (JK-6)
300 Conestoga Drive
Brampton ON
L6Z 3M1
Integrated Grade 5-6 pod
Mr. Charles J. Launder, Principal
(905)
846-3478
Peel Board of Education
CORO
Confederation Secondary School (sec.)
PO Box 1000
Val Caron ON
P3N 1B4
Peer tutor program for students with learning disabilities
Mr.
J. J. Deault, Principal
(705) 897-4985
Sudbury Board of Education
MNORO
Courtice North Public School (JK-8)
1675 Nash Rd
Courtice ON
L1E 2L8
Integration program for students with developmental disabilities
Mr.
Fred Mandryk, Principal
(905) 436-2055
Northumberland-Clarington Board of Education
CORO
Cresthaven Elementary School (JK-6)
46 Cresthaven Drive
North York ON
M2H 1M1
School integration program
Ms. Carla Carlsen, Principal
(416)
395-2240
North York Board of Education
CORO
Dufferin-Peel RCSSB
40 Matheson Blvd W
Mississauga ON
L5R 1C5
Professional development program developed with York University
Mr.
Irwin Aronson, Staff Development Officer
Ms. Barbara Ashcroft, Co-ordinator,
Special Education
(905) 890-1221
CORO
Durham Board of Education
400 Taunton Rd E
RR 2
Whitby ON
L1N 5R5
Strategies, Techniques, Education Plans, Programming (STEP) in the
Mainstream document
Ms. Bev Freedman, Superintendent of
Education/Programs
(905) 666-5500
CORO
Durham Region RCSSB
650 Rossland Rd W
Oshawa ON
L1J 7C4
Implementation of an inclusive model
Ms. Helen Lanthier, Family
of Schools Co-ordinator
(905) 576-6150
CORO
E. T. Carmichael School (JK-6)
1351 Chapais St
North Bay ON
P1B 6M6
Integrated Grade 2 program
Mr. Wayne Hopkins, Principal
(705)
474-7474
Nipissing Board of Education
NEORO
E. W. Norman Public School (JK-6)
599 Lakeheights Rd
North Bay ON
P1A 3A1
Integration of a blind student
Ms. Sandi Hague
(705)
472-7870
Nipissing Board of Education
NEORO
Étienne Brûlé Public School (JK-8)
226 Queen St W
Sault Ste Marie ON
P6A 1A4
Primary behaviour intervention program
Mr. Robert Aaltonen,
Principal
(705) 945-7122
Sault Ste. Marie Board of Education
MNORO
Fielding Drive Public School (7-8)
777 Fielding Drive
Ottawa ON
K1V 7G1
Integration of students with learning disabilities
Mr. Glenn
Munro, Principal
(613) 731-4928
Ottawa Board of Education
EORO
Frontenac County Board of Education
220 Portsmouth Av
Kingston ON
K7L 4X4
Integrated model of program delivery
Mr. John Liggett, Principal
– Educational Services
(613) 542-9871
EORO
General Brock High School (sec.)
3250 New St
Burlington ON
L7N 1M8
Modified vocational program
Ms. Sharron Stasiuk, Head of Special
Education
(905) 632-2940, ext. 30
Halton Board of Education
CORO
George Street Public School (JK-8)
115 George St
Aurora ON
L4G 2S3
Intensive resource support class
Ms. Lynne Bateman, Principal
(905)
727-4921
York Region Board of Education
CORO
Golden Learning Centre (JK-8)
Mine Rd
Balmertown ON
P0V 1C0
Integrated program for a Primary level autistic student
Mr. M.
Bernauer, Principal
(807) 735-2088
Red Lake Board of Education
NWORO
Grand River Collegiate Institute (sec.)
175 Indian Rd
Kitchener ON
N2B 2S7
Integrated school programs
Mrs. Carolyn Forden, Head –
Special Education Department
(519) 576-5100
Waterloo County Board of Education
CORO
Grant Alternative School (JK-6)
2720 Richmond Rd
Ottawa ON
K2B 6S2
Integration of an exceptional student
Ms. Judith Dodgson,
Principal
(613) 596-0188
Ottawa Board of Education
EORO
Hollywood Public School (JK-5)
360 Hollywood Av
North York, ON
M2N 3L4
Integration program for students with visual impairments
Mrs.
Anne Gomme, Principal
(416) 395-2560
North York Board of Education
CORO
Holy Cross Catholic High School (sec.)
7501 Martingrove Rd
Woodbridge ON
L4L 1A5
Core resource department programs
Mr. Cosimo Modafferi,
Principal
(905) 851-6699
York Region RCSSB
CORO
Holy Cross School (6-8)
191 Highland Av
Port Colborne ON
L3K 3S7
Integrated Grade 8 class
Ms. Ruth Rykse, Teacher
(905)
835-1930
Welland County RCSSB
CORO
Holy Family Catholic School (JK-8)
141 Close Av
Toronto ON
M6K 2V6
Reverse integration model
Dr. Helen Bochar, Principal
(416)
393-5212
Metropolitan Separate School Board
CORO
Holy Rosary School (JK-2)
27 Sullivan Av
Thorold ON
L2V 2Y5
Integrated school program
Ms. Theresa Murphy, Vice-Principal
(905)
277-1471
Welland County RCSSB
CORO
Jean Vanier Catholic Intermediate School (7-8)
320 Lajoie St
Vanier ON
K1L 7H4
Integration program
Ms. Hazel Lambert, Principal
(613)
745-1502
Ottawa RCSSB
EORO
Joseph A. Gibson Public School (JK-8)
50 Naylon St
Maple ON
L6A 1R8
Integrated school program
Ms. Nancy Broad, Vice-Principal
(905)
832-1291
York Region Board of Education
CORO
King City Secondary School (sec.)
King Sideroad
King City ON
L0G 1K0
Peer-helping program
Ms. Cathy Nikolaidis, Head – Special
Education
(905) 833-5332
York Region Board of Education
CORO
King George V School (JK-5)
8333 Willoughby Drive
Niagara Falls ON
L2G 6X4
Junior Kindergarten program
Mr. Ross West, Principal
(905)
295-4651
Niagara South Board of Education
CORO
King's Masting School (JK-5)
3351 King's Masting Crescent
Mississauga ON
L5L 1G5
Integrated Grade 4-5 pod
Ms. Catherine Curl, Vice-Principal
(905)
820-4987
Peel Board of Education
CORO
Lake Vista Senior Public School (7-8)
1196 Cedar St
Oshawa ON
L1J 3S2
Twinning special education teachers with regular classroom teachers
Mr.
Ian McLean, Principal
(905) 723-8109
Durham Board of Education
CORO
Lanark County Board of Education
RR 2
Carleton Place ON
K7C 3P2
"Together We Make a Difference" document
Special
Education Advisory Committee (SEAC)
Ms. Joyce Rivington, SEAC member
(613)
257-5198
EORO
Leeds and Grenville County Board of Education
25 Central Av
WBrockville ON
K6V 5X1
Philosophy and programs that support the integration of exceptional
students
Mr. Burton A. Perkins, Superintendent of Education
(613)
342-0371
EORO
Lillian Berg School (JK-8)
PO Box 247
Vermilion Bay ON
P0V 2V0
Integration of deaf students
Ms. Shirley Jaggi, Principal
(807)
227-2152
Dryden Board of Education
NWORO
Limehouse Public School (JK-6)
Limehouse ON
L0P 1H0
Inclusive school model
Mr. Garry Nott, Principal
(905)
873-6354
Halton Board of Education
CORO
Lindsay Collegiate and Vocational Institute (sec.)
260 Kent St W
Lindsay ON
K9V 2Z5
Special Education Department programs
Mrs. S. A. Carew,
Principal
(705) 324-3556
Victoria County Board of Education
CORO
Medonte East Central Public School (JK-8)
General Delivery
RR 4
Moonstone ON
L0K 1N0
School integration program
Mr. Tom Marr, Principal
(705)
835-2021
Simcoe County Board of Education
CORO
Merivale High School (sec.)
1755 Merivale Rd
Nepean ON
K2G 1E2
Consultative role of the Special Education Department
Ms. Marcia
Reynolds, Principal
(613) 224-1807
Carleton Board of Education
EORO
Millbrook Correctional Centre (sec.)
PO Box 300
Millbrook ON
L0A 1G0
Community volunteer and peer-tutoring programs
Mr. John Baldry,
Educational Co-ordinator
(705) 932-2624, ext. 192
Ministry of the Solicitor General and Correctional Services
Millbrook/South Cavan Public School (JK-8)
47 Tupper St
PO Box 220
Millbrook ON
L0A 1G0
Integration of a JK student with physical and developmental disabilities
Mr.
Graham Nie, Principal
(705) 932-2789
Peterborough County Board of Education
CORO
Monsignor Johnson High School (sec.)
2170 Kipling Av
Rexdale ON
M9W 4K9
Resource program
Ms. Brenda Smith, Head – Resource
Department
(416) 393-5900
Metropolitan Separate School Board
CORO
Nipissing Board of Education
PO Box 3110
North Bay ON
P1B 8H1
Integration for gifted learners
Ms. Donna Casserly, Special
Education Co-ordinator
(705) 472-8170
NEORO
Northumberland-Clarington Board of Education
834 D'Arcy St
Cobourg ON
K9A 4L2
Flex program for integration
Ms. Sherry Summersides,
Co-ordinator of Special Services
(905) 372-6871
CORO
North York Board of Education
5050 Yonge St
North York ON
M2N 5N8
Community literacy program
Ms. Pat Hatt, Program Leader –
Special Needs Adults Continuing Education
(416) 395-8210
CORO
Our Lady of Fatima School (JK-8)
140 Hillside Drive S
Elliot Lake ON
P5A 1X7
Section 27 day treatment program
Mr. Don Martella, Principal
(705)
848-2204
North Shore RCSSB
MNORO
Our Lady of the Bay Catholic School (JK-8)
818 Eyer Drive
Fairport Beach
Pickering ON
L1W 2K2
Inclusionary school program
Ms. Sheila Lynch, Principal
(905)
683-7125
Durham Region RCSSB
CORO
Our Lady of Victory Junior School (JK-5)
10 High St
Fort Erie ON
L2A 3P7
Integrated Grade 3/4 class
Ms. Barbara Carroll, General Resource
Teacher
(905) 871-3092
Welland County RCSSB
CORO
Park Avenue Public School (SK-8)
36 Sunrise St
Holland Landing ON
L0G 1H0
Primary learning centre
Ms. Theresa Grayson, Diagnostic and
Resource Teacher
(905) 836-5951
York Region Board of Education
CORO
Parkview Public School (JK-8)
22 Fonthill Blvd
Unionville ON
L3R 1V6
Special needs learning centre for students with multiple disabilities
Ms.
Nancy Richards, Vice-Principal
(905) 477-2172
York Region Board of Education
CORO
Pauline Vanier Catholic Elementary School (JK-8)
56 Oaklea Blvd
Brampton ON
L6Y 4W7
Full program of inclusion
Mr. Arthur J. Sheppard, Principal
(905)
455-1001
Dufferin-Peel RCSSB
CORO
Red Lake Board of Education
PO Box 5000
Red Lake ON
P0V 2M0
School board policies and programs
Mr. David McLeod, Director
(807)
727-2676
NWORO
Robert Baldwin Elementary School (JK-5)
180 Wilson Drive
Milton ON
L9T 3J9
Primary multi-age group
Ms. Shirley Scott, Principal
(905)
878-8833
Halton Board of Education
CORO
Sacred Heart English Catholic School (JK-7)
63 Churchill Drive
Kirkland Lake ON
P2N 1T8
Integration of a ten-year-old student with multiple disabilities
Mr.
Terry Schonfeldt, Principal
(705) 567-7444
Kirkland Lake-Timiskaming District RCSSB
NEORO
St. Alexander School (JK-6)
900 Bloem St
North Bay ON
P1B 4Z8
Learning assistance centre
Mr. W. Dugas, Principal
(705)
472-9141
Nipissing District RCSSB
NEORO
St. Christopher's School (JK-8)
50 Greenhill Av
Hamilton ON
L8K 5C7
Integration of Grade 8 student with multiple disabilities
Ms.
Josie D'Amico, Special Education Teacher
(905) 545-1921
Hamilton-Wentworth RCSSB
CORO
St. Hubert School (JK-8)
850 Lorne Av
North Bay ON
P1B 8M2
Total communication program
Mr. Tom Wilson, Principal
(705)
472-2770
Nipissing District RCSSB
NEORO
St. John School (JK-8)
449 Hill St
London ON
N6B 1E5
School integration programs
Ms. Margaret Sirna, Principal
(519)
439-0771
London and Middlesex County RCSSB
WORO
St. Joseph School (JK-8)
3650 Netherby Rd
Stevensville ON
L0S 1S0
Integration of students with limited mobility
Mr. Brian Lavell,
Principal
(905) 382-3822
Welland County RCSSB
CORO
St. Kevin School (JK-8)
Aqueduct St
Welland ON
L3C 1C4
School integration program
Ms. Elvira Aiello, General Resource
Teacher
(905) 734-7709
Welland County RCSSB
CORO
St. Mary's School (JK-8)
455 Colborne St
Brantford ON
N3S 3N8
Integrated model
Mr. Robin Baswick, Principal
(519) 753-0552
Brant County RCSSB
CORO
St. Patrick Catholic Secondary School (sec.)
49 Felstead Av
Toronto ON
M4J 1G3
Special education programs
Mr. John W. Ryall, Principal
(416)
393-5546
Metropolitan Separate School Board
CORO
St. Patrick School (JK-6)
266 Rosemount Av
Port Colborne ON
L3K 5R4
Integrated Junior Kindergarten program for students with physical
disabilities
Mr. David Tomlin, Principal
(905) 835-1091
Welland County RCSSB
CORO
St. Paul Catholic School (JK-8)
1090 Guildwood Blvd
London ON
N6H 4G6
Developmental education class
Mr. Rick Clarke, Principal
(519)
471-1387
London and Middlesex County RCSSB
WORO
St. Philomena (JK-5)
1332 Phillips St
Fort Erie ON
L2A 3C2
Integrated school program
Mr. Len Bishop, Principal
(905)
871-1842
Welland County RCSSB
CORO
St. Pius X High School (sec.)
1481 Fisher Av
Ottawa ON
K2C 1X4
Deaf/hard-of-hearing programs (Integration of a Grade 10 student who is
profoundly deaf)
Ms. Deanna MacDougall, Specialist Teacher of the
Hearing-Impaired
(613) 742-5878
Carleton RCSB
EORO
St. Pius X School (JK-8)
255 Vancouver St
London ON
N5W 4R9
Developmental education program
Mrs. Judith Redmond, Principal
(519)
451-9800
London and Middlesex County RCSSB
WORO
St. Stephen's Elementary Separate School (JK-8)
RR 4
Bowmanville ON
L1C 3K5
Integrated Grade 6 team-teaching situation Mr. D. Ingram, Principal
(905)
623-3990
Peterborough, Victoria, Northumberland and Clarington RCSSB
CORO
St. Thomas Aquinas Catholic Secondary School (sec.)
1360 Oxford St W
London ON
N6H 1W2
Integration program with Child and Parent Resource Institute
Mr.
Steven Prendergast, Department Head
(519) 641-1223
London and Middlesex County RCSSB
WORO
St. Thomas More School (JK-8)
18 Wychwood Park
London ON
N6G 1R5
Inclusive school program
Sister Valerie VanCauwenberghe,
Principal
(519) 471-0550
London and Middlesex County RCSSB
WORO
St. Vincent de Paul Catholic School (JK-8)
50 Featherstone Av
Markham ON
L3S 2H4
School integration programs
Mr. Michael Dwyer, Vice-Principal
(905)
472-2420
York Region RCSSB
CORO
Scarborough Board of Education
140 Borough Drive
Scarborough ON
M1P 4N6
Co-operative education program
Ms. Joyce Scott, Teacher –
Program Department
(416) 396-7100
CORO
Simcoe County Board of Education
Highway 26
Midhurst ON
L0L 1X0
Home school model
Ms. Patricia Callan, Superintendent of
Schools/Special Education
(705) 728-7570
CORO
Springfield Public School (JK-6)
133 Main St
Springfield ON
N0L 2J0
Developmentally handicapped class
Mr. Richard Wood, Principal
(519)
765-4225
Elgin County Board of Education
WORO
Sudbury District RCSSB
201 Jogues St
Sudbury ON
P3C 5L7
Itinerant speech language program
Mrs. Linda Cameron, Speech
Language Teacher
(705) 673-5621
MNORO
Sudbury District RCSSB
201 Jogues St
Sudbury ON
P3C 5L7
Programs for physically disabled pupils
Mrs. Norma Hausenblas,
Special Education Consultant
(705) 673-5621
MNORO
Tarentorus Public School (K-8)
96 Northwood St
Sault Ste. Marie ON
P6B 4M4
Primary/Junior special education classes
Mr. G. Forsell,
Principal
(705) 945-7138
Sault Ste. Marie Board of Education
MNORO
Thompson Creek Elementary School (JK-8)
800 Cross St W
Dunnville ON
N1A 1N7
School integration program for students with developmental disabilities
Ms.
Marilyn L. Hyatt, Principal
(905) 774-5460
Haldimand Board of Education
CORO
Thornhill Secondary School (sec.)
167 Dudley Av
Thornhill ON
L3T 2E5
Learning strategies program
Mr. David Feinstein, Head –
Special Education Department
(905) 889-5453
York Region Board of Education
CORO
Victoria County Board of Education
PO Box 420
Lindsay ON
K9V 4S3
Program of full integration
Ms. Donna Robertson, Special
Education Co-ordinator
(705) 324-6776
CORO
Waterloo County Board of Education
51 Ardelt Av
PO Box 68
Kitchener ON
N2G 3X5
School board programs
Mr. William Blake, Co-ordinator of
Special Education
(519) 570-0300
CORO
West Ferris Secondary School (sec.)
60 Marshall Park Drive
North Bay ON
P1A 2P2
Resource team program
Mr. Brian Tinker, Principal
(705)
497-0730
Nipissing Board of Education
NEORO
Westminster Public School (JK-8)
366 Mullen Drive
Thornhill ON
L4J 2P3
Intensive resource support program
Dr. Kenneth N. Beck,
Principal
(905) 731-2963
York Region Board of Education
CORO
West Toronto Collegiate (sec.)
330 Lansdowne Av
Toronto ON
M6H 3Y1
Grade 9 integration resource program
Mr. Jerry Hodge, Principal
(416)
393-1500
Toronto Board of Education
CORO
York Region Board of Education
1 Dickson Hill Rd
Markham ON
L3P 3J3
Intensive resource support programs
Ms. Jeanne Page,
Superintendent
(416) 969-8131
CORO
York Region Board of Education
1 Dickson Hill Rd
Markham ON
L3P 3J3
Work experience program
Ms. Louise Moreau, Co-ordinator of
Special Education
(416) 969-8130
CORO
French-Language Schools and Boards/
Conseils et écoles de langue
française
École Anicet-Morin (4e année/6e année)
1070 av Power
Timmins ON
P4R 1B4
Intégration scolaire d'un enfant autistique
Mme Paulette
Morais, enseignante en enfance en difficulté
(705) 264-9412
Conseil des écoles séparées catholiques du district de
Timmins
Bureau du nord-est de l'Ontario
École Cadieux (maternelle/6e année)
345 rue St-Denis
Vanier ON
K1L 5J1
Programme pour les élèves atteints de déficience
visuelle
Mme Louise Lagroix, directrice
(613) 749-3620
Conseil des écoles catholiques de langue française, région
d'Ottawa-Carleton
Bureau de l'est de l'Ontario
Conseil des écoles publiques d'Ottawa-Carleton
140 rue Genest
Vanier ON
K1L 7Y9
Plan d'intervention personnalisé
M. Jean Vachon,
conseiller en enfance en difficulté
(613) 742-8960
Bureau de l'est de l'Ontario
Conseil des écoles séparées catholiques du district de
Timmins
36 rue Birch S
Timmins ON
P4N 2A5
Programme de surdité
Mme Susan Garlock, directrice des
services à l'élève
(705) 267-1421
Bureau du nord-est de l'Ontario
École Immaculée Conception (maternelle/9e année)
CP 1109
Ignace ON
P0T 1T0
Programme éducatif individualisé
M. Jacques
Perron, directeur
(807) 934-6460
Conseil des écoles catholiques d'Ignace
Bureau du nord-ouest de
l'Ontario
École St-Jean (maternelle/8e année)
1045 rue Notre-Dame
Embrun ON
K0A 1W0
Programme d'adaptation sociale
M. Jean-Denis Yelle, directeur
(613)
443-2850
Conseil des écoles séparées catholiques de langue française
de Prescott-Russell
Bureau de l'est de l'Ontario
École St-Jean-Baptiste (maternelle/8e année)
35 rue Longueuil
L'Orignal ON
K0B 1K0
Programme d'adaptation sociale
M. Viateur Sincennes, directeur
(613)
675-4878
Conseil des écoles séparées catholiques de langue française
de Prescott-Russell
Bureau de l'est de l'Ontario
École Samuel de Champlain (maternelle/8e année)
275 rue Park
Orillia ON
L3V 5W1
Intégration d'une enfant atteinte du syndrome du cri du chat
Mme
Lorraine Bergeron, personne-ressource à l'école
(705) 326-7050
Conseil des écoles séparées catholiques du comté
de Simcoe
Bureau du centre de l'Ontario
Lists of Recipients/
Listes des Lauréats et
lauréates
Award Recipients/Prix d'excellence
English-Language Schools and Boards/
Conseils et écoles de
langue anglaise
Alexander Reid Public School (JK-8) General
Archie Stouffer Elementary School (K-8) General
Ardtrea/Cumberland Beach Public School (JK-8) General
Assikinack Public School (K-8) General
Balmoral Senior Public School (6-8) General
Birchbank Public School (JK-5) General
Bishop Reding Secondary School (sec.) Community Living Centre/resource
program
Bruce County Board of Education TRAIL program for gifted students
C. H. Norton Public School (K-8) Use of multiple intelligences
Cardinal Newman Catholic Secondary School (sec.) General
Cardinal Newman High School (sec.) General
Carleton Board of Education Deaf/hard-of-hearing programs
Cathcart Boulevard School (JK-8) General
Chapel Hill Catholic School (JK-6) General
Chief Dan George Public School (JK-8) General
Collegiate Avenue Public School (K-8) General
Collingwood Collegiate Institute (sec.) General
Colonel By Secondary School (sec.) General
Coronation Public School (JK-SK) Early childhood school program
Corpus Christi Catholic Elementary School (JK-6) General
Danforth Collegiate & Technical Institute (sec.) General
Don Bosco Secondary School (sec.) General
Doncrest Public School (JK-8) Social adjustment class
Dufferin-Peel RCSSB Deaf/hard-of-hearing programs
Duke of Connaught School (JK-8) Integrated Grade 7 project class
Dundas Public School (JK-5) General
Dunnville Central School (JK-6) General
Dunwich-Dutton Public School (JK-6) General
E. L. Crossley Secondary School (sec.) Deaf/hard-of- hearing programs
Eastdale Public School (JK-5) Primary-Junior Bridges behaviour program
East Oxford Central School (JK-8) Blind/low vision program
Elmridge Catholic School (JK-6) General
Ernest Cumberland Elementary School (JK-8) Home school model
Essex County RCSSB Programs and services
Father Michael McGivney Catholic High School (sec.) Developmental
disabilities
Francis Libermann Catholic High School (sec.) General
General Mercer Public School (JK-6) Grade 1 pilot project class
George L. Armstrong School (JK-8) General
Glengarry District High School (sec.) General
Glenview Public School (JK-5) General
Good Shepherd Catholic School (Gloucester) (JK-6) General
Good Shepherd Catholic School (Newmarket) (JK-8) General – autism
Haliburton County Board of Education General
Hamilton Board of Education Augmentative/alternative communication
program
Hamilton-Wentworth RCSSB General
Highview Public School (K-7) General
Hillcrest Middle School (6-8) General
Humphrey School (JK-8) General
Huttonville Public School (JK-8) Physical/developmental disabilities
J. E. Benson Public School (JK-8) Primary/Junior family grouping
K. P. Manson Public School (JK-8) PDD
Kenner Collegiate and Vocational Institute (sec.) Comprehensive
behaviour program
Kernahan Park Secondary School (sec.) Communication/behaviour disorders
Lakeside Public School (K-8) General
Lambton Park Community School (JK-6) Junior Kindergarten/child-care
program
Lanark County Board of Education Deaf/hard-of-hearing programs
Lord Nelson Public School (JK-8) General
M. B. McEachren School (JK-8) General
McBride Avenue Public School (K-6) General
McDougall School (JK-8) General – blind
McHugh Public School (JK-5) Instruction resources team
Madonna Catholic Secondary School (sec.) General
Maple Grove Public School (K-8) Home school model
Marc Garneau Collegiate Institute (sec.) Resource teacher role
Metcalfe Public School (JK-8) General
Mother Teresa School (JK-8) General
Nationview Public School (JK-8) General – Rett syndrome
Northern Collegiate Institute & Vocational School (sec.)Peer-tutoring
class
Northern Heights Public School (JK-8) Language difficulties
Notre Dame College School (sec.) General
Oakwood Public School (JK-8) General
Ottawa Board of Education Deaf/hard-of-hearing programs
Our Lady of Mount Carmel Secondary School (sec.) General
Our Lady of Victory Senior School (6-8) Deaf/hard-of- hearing programs
Peterborough Victoria Northumberland and Clarington RCSSB Philosophy
and programs
Pineview Catholic School (JK-6) Behaviour/developmental disabilities
Plattsville & District Public School (JK-8) General
Pope John Paul II School (JK-8) General
Queen Elizabeth Public School (JK-6) Developmental disabilities
Queen Elizabeth II School (JK-8) General
Queensdale Elementary School (JK-5) General – staff development
Renfrew County RCSSB General
Resurrection Catholic Secondary School (sec.) General
Roselawn Public School (4-8) General
Russell D. Barber Public School (JK-5) General
St. Andrew's School (JK-8) General
St. Anne School (JK-8) Deaf/hard-of-hearing programs
St. Anthony School (JK-6) General
St. Augustine's School (JK-8) General
St. Bernadette Catholic Elementary School (JK-8) General
St. Bernard Catholic School (JK-8) General
St. Brigid School (JK-6) General
St. Charles School (3-8) General – Physical/developmental
disabilities
St. Clare Catholic School (JK-6) General – cerebral palsy
St. Elizabeth Ann Seton School (JK-6) General
St. Francis of Assisi Catholic School (JK-6) Tri-step approach
St. Francis Xavier School (JK-6) Positive classroom discipline
St. Gabriel the Archangel Catholic School (JK-8) General – cerebral
palsy
St. Ignatius of Loyola Secondary School (sec.) General
St. James Catholic School (JK-8) Behaviour
St. James the Apostle School (JK-8) General
St. Joachim School (JK-8) General
St. John Bosco Catholic School (JK-6) General
St. John Bosco School (JK-5) General
St. Joseph School (Niagara Falls) (JK-8) Behaviour
St. Joseph's School (Arnprior) (JK-8) Limited vision/ developmental
disabilities
St. Joseph's School (Calabogie) (JK-8) General
St. Joseph's School (Gananoque) (K-8) General
St. Joseph's Secondary School (Alexandria) (sec.) Developmental
disabilities
St. Leonard Catholic School (JK-6) General
St. Margaret's Roman Catholic School (JK-8)General
St. Marguerite d'Youville (JK-6) General
St. Marguerite d'Youville School (JK-8) General
St. Mark School (Burlington) (JK-8) General
St. Mark School (Prescott) (JK-3) General
Sts. Martha and Mary Catholic School (JK-8) Junior-Intermediate
composite class
St. Martin of Tours School (JK-8) General
St. Mary School (Almonte) (K-8) General
St. Mary School (Brockville) (7-8) General
St. Mary's Catholic Secondary School (Toronto) (sec.) General
St. Mary's High School (Kitchener) (sec.) General
St. Mary's School (Welland) (JK-8) General
St. Mary's Secondary School (Cobourg) (sec.) General –
physical/developmental disabilities
St. Matthew's Roman Catholic School (JK-8) General
St. Michael High School (Niagara Falls) (sec.) General
St. Michael's School (Oakville) (JK-8) General
St. Paul School (JK-8) General
St. Raphael School (JK-8) General
St. Sebastian School (JK-8) General
St. Theresa Catholic School (JK-8) General
St. Theresa's High School (sec.) General
St. Thomas More Catholic Secondary School (sec.) General
Shuniah Street School (JK-8) Behaviour/developmental disabilities
Sir John A. Macdonald Elementary School (JK-8 ) General
Sir Oliver Mowat Collegiate Institute (sec.) General
Smithson Public School (JK-6, and preschool for special needs children)
Deaf/hard-of-hearing programs
Springfield Public School (JK-6) Four Keys to Accommodation
Steele Street Public School (K-8) General
Stella Maris Catholic School (K-8) General
Sudbury District RCSSB Itinerant communication resource model for
students with learning disabilities
Sunnybrae Public School (K-8) General
T. W. Morison Public School (JK-8) Developmental disabilities
Terry Fox School (K-6) In-school support program
Thousand Islands Secondary School (sec.) Developmental disabilities
Tom Thomson Public School (JK-5) PAWS program: Plan, Act, Wait, Smile
V. K. Greer Memorial School (JK-8) Learning centre
Vanier Public School (JK-8) General
Victoria Street Elementary School (K-2) General
Walter Perry Junior Public School (JK-6) General
Waterloo County Board of Education Developmental disabilities
Waterloo County Board of Education Environmentally controlled
opportunity (ECO) program
Waterloo Region RCSSB Inclusive community program/ strategy
Welland County RCSSB Home school model
White Oaks Secondary School (sec.) Deaf/hard-of-hearing programs
Wingham Public School (K-8) Blind/visually impaired program
Woodcrest Public School (K-8) Check-in, check-out program
York Region Board of Education Behaviour education resource team
York Region RCSSB Philosophy and programs
French-Language Schools and Boards/
Conseils et écoles de langue
française
Conseil des écoles séparées catholiques du district de
Timmins Soutien des enseignantes et enseignants en enfance en difficulté
École Frère André (maternelle/6e année) Adaptation
des programmes et de l'environnement
École Horizon Jeunesse (maternelle/8e année) Équipe
d'intervention
Recipients of Honourable Mention Certificates/
Certificats de mention honorable
English-Language Schools and Boards/
Conseils
et écoles de langue anglaise
A. E. Duffield School (JK-8) Early Identification Program
Anderdon Public School (JK-8) School Education Conference Committee
and Behaviour exceptionalities program
Archbishop Romero Catholic Secondary School (sec.) Resource program
Arlington Middle School (7-8) Life skills program
Bellview Public School (K-5) Junior behaviour development class
Bracebridge Public School (JK-8) Section 27 social resource program
Bridlewood Junior Public School (JK-6) Integrated hard-of- hearing
classes
Brookville School (JK-8) ESL, ADHD, developmental disabilities
Byron Northview Public School (JK-8) Resource program
Caledon Central Public School (JK-8) Grade 8 learning disabilities
Carleton RCSB On-site Grade 7, 8, 9 behaviour resource program
Charlton Public School (JK-8) Social adjustment class
City of Hamilton Board of Education Tri-Board School Health Support
Services
Concord Public School (JK-8) Behaviour adjustment program
Conestoga Public School (JK-6) Integrated Grade 5-6 pod
Confederation Secondary School (sec.) Peer tutor program for students
with learning disabilities
Courtice North Public School (JK-8) Developmental disabilities
Cresthaven Elementary School (JK-6) School integration program
Dufferin-Peel RCSSB Professional development program
Durham Board of Education Strategies, Techniques, Education
Plans, programming (STEP) in the Mainstream document
Durham Region RCSSB Implementation of an inclusive model
E. T. Carmichael School (JK-6) Integrated Grade 2 program
E. W. Norman Public School (JK-6) Integration of blind student
Étienne Brûlé Public School (JK-8) Primary behaviour
intervention program
Fielding Drive Public School (7-8) Learning disabilities
Frontenac County Board of Education Integrated model of program
delivery
General Brock High School (sec.) Modified vocational program
George Street Public School (JK-8) Intensive resource support class
Golden Learning Centre (JK-8) Primary level autistic student program
Grand River Collegiate Institute (sec.) Integrated school programs
Grant Alternative School (JK-6) Integration of an exceptional student
Hamilton-Wentworth RCSSB Tri-Board School Health Support Services –
SEE City of Hamilton Board of Education
Hamilton-Wentworth Home Care Program Tri-Board School Health
Support Services – SEE City of Hamilton Board of Education
Hollywood Public School (JK-5) Visual impairments
Holy Cross Catholic High School (sec.) Core resource department
programs
Holy Cross School (6-8) Integrated Grade 8 class
Holy Family Catholic School (JK-8) Reverse integration model
Holy Rosary School (JK-2) Integrated school program
Jean Vanier Catholic Intermediate School (7-8) Integration program
Joseph A. Gibson Public School (JK-8) Integrated school program
King City Secondary School (sec.) Peer-helping program
King George V School (JK-5) Junior Kindergarten program
King's Masting School (JK-5) Integrated Grade 4-5 pod
Lake Vista Senior Public School (7-8) Twinning special
education/regular classroom teachers
Lanark County Board of Education "Together We Make a Difference"
document
Leeds and Grenville County Board of Education Philosophy and programs
Lillian Berg School (JK-8) Integration of deaf students
Limehouse Public School (JK-6) Inclusive school model
Lindsay Collegiate and Vocational Institute (sec.) Special Education
Department programs
Medonte East Central Public School (JK-8) School integration program
Merivale High School (sec.) Consultative role of the Special Education
Department
Millbrook Correctional Centre (sec.) Community volunteer and
peer-tutoring programs
Millbrook/South Cavan Public School (JK-8) JK physical and
developmental disabilities
Monsignor Johnson High School (sec.) Resource program
Nipissing Board of Education Integration for gifted learners
Northumberland-Clarington Board of Education Flex program for
integration
North York Board of Education Community literacy program
Our Lady of Fatima School (JK-8) Section 27 day treatment program
Our Lady of the Bay Catholic School (JK-8) Inclusionary school program
Our Lady of Victory Junior School (JK-5) Integrated Grade 3/4 class
Park Avenue Public School (SK-8) Primary learning centre
Parkview Public School (JK-8) Special needs learning centre for
students with multiple disabilities
Pauline Vanier Catholic Elementary School (JK-8) Full program of
inclusion
Red Lake Board of Education School board policies and programs
Robert Baldwin Elementary School (JK-5) Primary multi-age group
Sacred Heart English Catholic School (JK-7) Multiple disabilities
St. Alexander School (JK-6) Learning assistance centre
St. Christopher's School (JK-8) Multiple disabilities
St. Hubert School (JK-8) Total communication program
St. John School (JK-8) School integration programs
St. Joseph School (JK-8) Limited mobility
St. Kevin School (JK-8) School integration program
St. Mary's School (Brantford) (JK-8) Integrated model
St. Patrick Catholic Secondary School (sec.) Special education
programs
St. Patrick School (JK-6) Integrated Junior Kindergarten program for
students with physical disabilities
St. Paul Catholic School (JK-8) Developmental education class
St. Philomena School (JK-5) Integrated school program
St. Pius X High School (sec.) Deaf/hard-of-hearing programs
St. Pius X School (JK-8) Developmental education program
St. Stephen's Elementary Separate School (JK-8) Grade 6 teaching team
St. Thomas Aquinas Catholic Secondary School (sec.) Integration program
with Child and Parent Resource Institute
St. Thomas More School (JK-8) Inclusive school program
St. Vincent de Paul Catholic School (JK-8) School integration programs
Scarborough Board of Education Co-operative education program
Simcoe County Board of Education Home school model
Springfield Public School (JK-6) Developmentally handicapped class
Sudbury District RCSSB Itinerant speech language program
Sudbury District RCSSB Physical disabilities
Tarentorus Public School (K-8) Primary/Junior special education classes
Thompson Creek Elementary School (JK-8) School integration program for
students with developmental disabilities
Thornhill Secondary School (sec.) Learning strategies program
Victoria County Board of Education Program of full integration
Waterloo County Board of Education School board programs
Wentworth County Board of Education Tri-Board School Health Support
Services – SEE City of Hamilton Board of Education
West Ferris Secondary School (sec.) Resource team program
Westminster Public School (JK-8) Intensive resource support program
West Toronto Collegiate (sec.) Grade 9 integration resource program
York Region Board of Education Intensive resource support programs
York Region Board of Education Work experience program
French-Language Schools and Boards/
Conseils et écoles
de langue française
École Anicet-Morin (4e/6e) Intégration d'un enfant
autistique
École Cadieux (maternelle/6e) Programme pour les élèves
atteints de déficience visuelle
Conseil des écoles publiques d'Ottawa-Carleton Plan
d'intervention personnalisé
Conseil des écoles séparées catholiques du district de
Timmins Programme de surdité
École Immaculée Conception (maternelle/9e) Programme éducatif
individualisé
École St-Jean (maternelle/8e) Programme d'adaptation sociale
École St-Jean-Baptiste (maternelle/8e) Programme d'adaptation
sociale
École Samuel de Champlain (maternelle/8e) Syndrome du cri du chat
ISBN 0-7778-5345-0
