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Programs, Supports and Resources 

 

Learning For All K-12

 

Special Education Plan

Each year the LDCSB reviews its Special Education plan to ensure that we continually meet the current needs of our exceptional students.  It details the Board’s commitment to the development, implementation and delivery of effective Special Education programs and services.
 
 
   

Tips for Parents

Tips for Parents

 

Parent Guide to Special Education

The Parent Guide to Special Education is a document designed to provide parents with information about the Identification, Placement and Review Committee (IPRC) process and to set out the procedures involved in identifying a student as “exceptional”, deciding the student’s placement, or appealing such decisions if you do not agree with the IPRC.
If after reading this guide, you require more information, please contact the Principal of your child’s school or see the board’s list of Contacts.
 
 

Individual Education Plan 

An individual Education Plan (IEP) is a written plan that describes the Special Education program and/or services a particular student requires.  It identifies learning expectations and any accommodations and services needed to assist the student.
The IEP also helps teachers monitor the student’s progress and provides a method to share information with parents and the student.  IT is updates to reflect any changes in the program based on the student’s achievement.
The IEP reflects the Board’s and Principal’s commitment to provide the Special Education program and services within the available resources to meet the identified strengths and needs of the student.
 
 

Supports and Services

The London District Catholic School Board offers a range of resources and supports to help all our students to ensure their continued success.  Click on the menu items for a PowerPoint Presentation.
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Transportation 

The London District Catholic School Board is committed to providing safe, reliable transportation for students and has procedures for transporting students with Special needs.  Please note that it may take from five to 10 days for transportation to be arranged. The request for Specialized Transportation is initiated at the school.
 
 
 

Transition Planning

For children with special needs, entry to school is more complex and requires careful planning and co-ordination.  The goal of planning for entry to school is to ensure a prepared student and family, a prepared teacher and a prepared environment in order to ensure a successful transition. 
 
For information on Kindergarten Registration and Transition Planning for Students with Special Needs please contact the school Principal. 
 
 

School Based Support Team

The School Based Support Team is a board-wide process rooted in the Guiding Principles for Inclusion to support students who require special education services in their local school, elementary or secondary.  The School Based Support Team aligns with the vision of the London District Catholic School Board Special Education Plan, which is to support the needs of exceptional students within a well-resourced neighbourhood school.
 
The School Based Support Team is staffed with special education teachers who can provide indirect, in-class and withdrawal resource support, as well as more intense small group teaching periods for portions of the day.  Schools design their School Based Support Team model based on the specific strengths and needs of their student community.  The Student Program Support Teacher (SPST) is a key component of the team.  All members of the team are involved in the support and delivery of the model.
 
Priority is given to students who have been formally identified through the Identification and Review Committee Process (IPRC) and recommended for Special Education class placement.
 
Students who are not formally identified may be supported in the School Based Team Model.
 
Students who have been formally identified through the IPRC process receive regular updates of their Individual Education Plan (IEP) each reporting period and must have an annual IPRC review to evaluate their current placement and support.  When there is no change in identification or placement, parents may choose to waive their right to an IPRC.
 
School staff have access to consultation and resources provided by the System Support Team to support programming for students.
 

Care, Treatment, Custody and Correctional Programs - Section 23 Program

The London District Catholic School Board Section 23 Programs serve students who, for a variety of reasons, require their educational needs to be met outside of the regular school system in specialized settings.
 
The education of students in care, treatment, and correction facilities involves a unique partnership between the agencies and the LDCSB.  The highly trained staff and unique treatment component of Section 23 programs provides for students who would otherwise be in regular day schools.  These children and youth are our hardest to serve and highest risk students with intensive care and treatment Students attending Section 23 programs may be either resident or day clients of the facility.  Section 23 programs provide individualized programming and treatment.  The length of time in any given program varies according to the needs of the student.  It may involve an assessment period followed by short or long term treatment.  Most students will be reintegrated into a community school within a year.
 
Programs focus on behavioural skills, basic learning strategies, literacy, numeracy, in addition to core subjects.  Child and Youth Workers work co-operatively with the teachers to provide continuity in the care and/or treatment of the students.  An important part of these programs is the development of personal life management skills.  Individual education plans and treatment plans are created for each student to address his or her strengths and needs.
 
To attend these educational programs, students must first be accepted for care and treatment by a centre or facility.  All referrals must be directed to the appropriate agency.
 
 
 
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