The Special Education Department offers specialized programming for students who have been recommended by the Principal through the IPRC process. Students are encouraged to choose the package of courses recommended by their assigned SERT or Special Education monitoring teacher.
Programming for Students with Special Education Identifications:
(as determined by an IPRC)
Indirect Support
Indirect Support is a monitoring level of service provided to independent students who are placed in the regular classroom. The Special Education Resource Teacher, in consultation with the classroom teacher, monitors the student’s progress and makes program adjustments. Students may receive scheduled out of class resource support. Special Education Resource Teachers make contact with students as teachers make concerns known. A resource room is available to the students before, during, and after school.
Resource Assistance
Resource Assistance is provided in the classroom by the Special Education Resource Teacher on a regular basis. Instructional interventions & accommodations are provided and continually assessed and evaluated by the classroom teacher and/or the Special Education Resource Teacher. Students may receive in-class or scheduled out-of-class resource support on a regular basis. Special Education Resource Teachers make contact with students as teachers make concerns known. A resource room with supervision and technology is available to the students before, during, and after school.
Learning Strategies:
Grades 9/10
Skills for Success in Secondary School—These courses focus on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace and the community. These courses help students build confidence and motivation to pursue opportunities for success in secondary school and beyond.
Grades 11/12
Advanced Learning Strategies —These courses improve students’ learning and personal-management skills, preparing them to make successful transitions to work, training and/or postsecondary education destinations. Students will access their learning abilities and use literacy, numeracy, and research skills and personal-management techniques to maximize their learning. Students will investigate trends and resources to support their postsecondary employment, training, and/or education choices and develop a plan to help them meet their learning and career goals.
Grade 9/10/11 ASD Community Classes
Students in these grade specific classes are working towards their OSSD. These partially integrated community classes are supported by a Special Education Autism Teacher and an Educational Assistant. Students are working on a reduced timetable to allow for one period a day of social skills, anxiety management and/or organizational skills.
Autism Life Skills Community Class
This is a non-credit program which places emphasis on the development of functional literacy, numeracy, personal and social skills, communication skills, culinary skills, transit training and community exploration, and work experience. The program provides experiences in both academics and learning opportunities which promote and challenge each student to reach a maximum level of academic achievement, independence and life skills.
Information recorded from Sue Furs’ (Counsellor, Counselling and Disability Services, Seneca College) presentation “Supports in Post-Secondary Institutions” at the York/Durham Crown Ward Educational Championship Team symposium – 10/30/2015
It is important to recognize that significant changes do occur to the support offered to students with Individual Education Plans (IEP) as they transition from high school to post-secondary school.
Here are some important factors to keep in mind:
- Accommodations provided by an IEP are not automatically transferred to post-secondary school, even if the application indicated an IEP.
- Accommodations must be sought out by the student. The school will not initiate supports or accommodations.
- Accommodations are offered only to students who have documentation of their exceptionality from a doctor, psychologist, etc.
- Once a Letter of Accommodation is written, it is up to the student to share this information with each professor or instructor. It will not be shared by the school to the teaching staff.
- Supports in post-secondary are decentralized. Students may need to seek support from various services as the need arises (e.g. financial, health, academic, etc.).
What does this mean for students new to post-secondary school?
- Research the support services available at the school you plan to attend before school begins.
- Gather your documentation ahead of time.
- Be pro-active and make connections with the necessary support services immediately. If you wait for a need to arise, you might be disappointed to find out that you have to wait a significant period of time to have an appointment.