Special Education

The development of each student’s abilities and potential is a shared responsibility. It is the role of Special Education Department staff to work with teachers, students, school personnel, parents and community agencies to provide options for school and life success for all students. Program expectations are flexible and based upon an individual’s abilities and needs. This collaborative model provides services which are delivered primarily within the regular classroom through the classroom teachers and supported by the Special Education Resource staff. Appropriate intervention, time on task and feedback are key. However, the student becomes responsible for working with specific classroom teachers for precise accommodations and responsibilities in each class. This self-advocacy program assists the student in developing an understanding of their exceptionality and stresses that they are the key component in any plan of action. This also empowers the student to seek assistance and strategies necessary for them to be successful.

The Special Education Department offers a variety of services to assist students in getting the maximum benefit from their secondary school experience and making the transition to post secondary life.

Community Living Programs

This program is designed to serve students in a non-credit program whose ultimate post-secondary goal is to seek supported living and supported employment in the community.

Personal Active Learning Program (PAL)

This program is designed to serve students in a non-credit program with intensive supports to enhance student learning. Student strengths are developed and their needs met as outlined in their IEP. These strengths and needs are met through a multi-sensory approach that includes academics, sensory awareness, augmentative communication, special physical activities, and other opportunities to enhance learning.

Job Skills Program

This class is designed to serve students in a program which provides courses (credit and/ or non-credit bearing) combined with on-the-job training, geared toward an ultimate postsecondary goal of independent community living and realistic employment.

Alternative Courses

Alternative courses are non-credit courses. The course expectations in an alternative course are individualized for the student and generally focus on preparing the student for daily living. School boards must use the “K” course codes and titles found in the Ministry’s Common Course Code Guide to identify alternative courses.

Learning Strategies (GLE)

These credited courses introduce students to learning theories and strategies that help them increase their personal management skills both in school and in other contexts. These courses will also help students to identify their preferred ways of learning and use this knowledge to increase their confidence, motivation and ability to learn. Students learn to apply these study skills by completing their homework and assignments for their other courses. Students can earn up to four (4) learning strategies credits during their high school career.

Locally Developed

Compulsory Credit Courses (LDCC)

“L” LDCC courses focus on the knowledge and skills that students need to be well prepared for success in the Grade 11 Workplace Preparation courses. Students with widely ranging levels of competency may require these courses; some of these students may be four years behind grade level with significant gaps in knowledge, concept understanding, and skills. As well, LDCC courses will support students in developing and enhancing strategies that they need to develop literacy and numeracy skills and the confidence to use these skills in their day-to-day activities.

Compulsory Credit (LDCC)/ Workplace Program

This program is designed for students whose Individual Education Plan indicates the student is working up to four years behind grade level from the Ontario Curriculum in English, science and/or mathematics. In Grades 9 and 10, students in the LDCC program will take special ourses for credit in English, science history, and mathematics. They are encouraged to take a learning strategies course for credit that will assist the students to be successful in their Grades 9 and 10 program. Upon successful completion of the Grades 9 and 10 LDCC program, students will be prepared to study workplace preparation courses in Grades 11 and 12. Students in the LDCC program may work to successfully complete the required 30 credits to earn their Ontario Secondary School Diploma. Students must successfully complete the Grade 10 literacy requirement to earn an Ontario Secondary School Diploma.

Students who experience difficulty in meeting the requirements of this program may choose to focus on meeting the requirements for the Ontario Secondary Certificate with the understanding that they may continue to work towards a diploma at a later date.

Moving from the Locally Developed Program to Applied Level Courses

For a select number of students who successfully complete the Grade 9 LDCC program, the secondary school may recommend that the students attempt the Grade 9 applied program in the core subjects of English, science, and mathematics. Students who successfully complete courses from the LDCC program in Grade 9 and the Grade 9 applied level in the same discipline (i.e. English, science, and/or mathematics) may receive a compulsory credit for each course. Having successfully completed Grade 9 applied courses, students may also opt to continue into Grade 10 applied courses. This will allow them to choose Grades 11 and 12 workplace preparation or college preparation courses.