Grand Erie Special Education Plan 2023-24
Standard 2
The Board's General Model for Special Education
The purpose of this standard is to provide the ministry and the public with information on Grand Erie’s philosophy and service delivery model for the provision of special education programs and services.
Grand Erie’s model for Special Education service provision has been designed to comply with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Education Act and Regulations made under the Act, the Accessibility for Ontarians with Disabilities Act (AODA), and any other relevant legislation.
Vision for Special Education
Services and programs supporting students with special education needs are provided in a manner that is consistent with Grand Erie’s mission “Together, we build a culture of learning, well-being and belonging to inspire each learner”. Specialized services programs are delivered in the most enabling environments for learning so that students can participate fully in their educational program.
Grand Erie staff and families and caregivers work collaboratively.
Programs and services for students with special education needs within Grand Erie are guided by the following principles:
Full Participation of Every Student
- All students can succeed. Success looks different for different students.
- The first consideration for every student is placement in a regular class in their community schools, with appropriate special education services that would meet the student’s needs and is consistent with parental preferences.
- Diversity in ability is welcomed and positively impacts educational outcomes.
- Supports and services should be developed and implemented to maximize each student’s inclusion and full participation. If barriers continue to exist accommodations should be provided up to the point of undue hardship.
- Every student is unique, and many factors should be considered when determining the most appropriate placement.
- Education providers need to take steps to ensure that placement decisions are not influenced by negative attitudes toward, or stereotypes about particular students or communities
- The principles of accessible education, equity, equality, and human rights are provided in standalone, and are embedded into all, learning opportunities.
- Universal design for learning supports accessible curriculum, instruction, and assessment.
- There are high expectations for all learners, facilitated through responsive teaching pedagogies, learning and assessment opportunities.
- Resources are provided to support students to become as independent as possible in reaching their educational goals.
- The classroom educators are the primary support for all students in school. Additional human resource supports work as partners with the classroom educators by coaching, co-teaching, and co-learning in order to address the strengths and needs of the students.
- All work together to create and maintain inclusive and equitable school communities and to eliminate barriers to full participation.
- Intentional collection, analysis and use of relevant data to fully understand learners’ strengths and needs removes barriers and supports appropriate interventions.
- Fairness is not sameness. Students are provided with resources and supports that will assist them to become independent in reaching their educational goals.
Grand Erie’s Annual Learning and Operating Plan 2022-23
Classroom Placements
Classroom placements are provided on a continuum based upon the strengths and needs of the student. The continuum includes:
- Regular classroom with Universal Design for Learning, responsive, relevant, and culturally sustainable instruction and assessment and accommodations.
- Self-contained special education classrooms, partially integrated.
- Self-contained special education classrooms fully contained.
- Wrap-around supports and services.
Accessing Special Education Services
When a diverse learning strength or need is identified after Universal Design for Learning and responsive instruction and assessment have been implemented in the classroom, it can be addressed at a school team or resource team meeting.
School Team
School team plays a significant role in helping classroom educators address difficulties that a student may be experiencing in the classroom. The school team meets regularly to build the capacity of all educators to provide accessible and meaningful educational opportunities for all students. School team occurs prior to, and following, formal assessment and identification.
Resource Team
The multi-disciplinary team includes system staff members that support educators to problemsolve and enhance their own capacity to learn and implement additional Tier 1, 2, or 3 strategies to support students. The Resource Team may recommend to the Principal a referral of the student to an Identification Placement and Review Committee (IPRC).
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