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.
Grade 9 and 10 Learning Strategies-These courses are intended to help students develop learning and interpersonal skills and to enable them to explore careers and the pathways that lead to them. All students are encouraged to explore and assess their own strengths, needs, and interests and to investigate a broad range of opportunities as they pursue their educational pathways and prepare for postsecondary destinations.
Grade 11 and 12 Learning Strategies-These courses are designed to help students develop learning and interpersonal skills, identify their educational and career interests, and explore postsecondary educational and work-related opportunities.
Special Education Resource Teachers:
R. Boyd - Department Head
S. Studniberg - Assistant Department Head (on leave)
V. Zaslavsky - Autism teacher
M. Bosse - Grade 9 ASD teacher
I. Szentgyorgyi - Grade 10 ASD teacher
L. Searle - Grade 10 ASD teacher (on leave)
J. Clara - Grade 11 ASD teacher
S. Thain - SERT
V. Maniatis - SERT
M. Miller - SERT
Student Services Support Staff:
W. O'Quinn
C. Bacci
M. Farano
C. Forde
C. Goodwin
S. Gross
S. Hunt
A. Miller
K. Stone
See the Special Education Courses Available at King City S.S.
CoursesProgramming for Students with Special Education Identifications:
(as determined by an IPRC)
Indirect Support
Indirect Support is a monitoring level of service provided to 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.
Resource Assistance
Resource assistance is provided in the classroom by the special education resource teacher on a regular basis. Instructional interventions, modifications and/or accommodations are provided and continually assessed and evaluated by the classroom teacher and/or the special education resource teacher.
Withdrawal Assistance:
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.
Learning Strategies: 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.
Partially Integrated Community Classes
(Students are offered placements in these programs by the Central Board Office and placement occurs through 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.