HomeMy WebLinkAbout9.1 Appendix A to 26 June 2023 BoardSpecial Education
Plan 2022–2023
Appendix A to 26 June 2023 Board
TABLE OF CONTENTS
Introduction
Ottawa-Carleton District School Board Mission Statement
Letter to the Ministry of Education
Board Motion Approving Plan
SEAC Motion Approving Plan
Part 1- The Board’s Consultation Process
The Ottawa-Carleton District School Board’s Consultation Process
Part 2 - Special Education Programs and Services
The Board’s Model for Special Education
Roles and Responsibilities
Early Identification Procedures and Intervention Strategies
The Identification, Placement, and Review Committee (IPRC)
Process and Appeals
Educational and Other Assessments
Specialized Health Support Services in School Settings
Categories and Definitions of Exceptionalities
Special Education Placements Provided by the Board
Individual Education Plans (IEPs)
Provincial and Demonstration Schools in Ontario
Special Education Staff
Staff Development
Equipment
Accessibility of School Buildings
Transportation
Part 3 - The Board’s Special Education Advisory Committee
The Role of SEAC
SEAC Meetings
Composition of SEAC SEAC
Members 2022-2023
Part 4 - Coordination of Services with Other Ministries or Agencies
Programs and Services
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30
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97
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155
Educating For Success —
inspiring learning, developing
well-being and building
social responsibility
Ottawa-Carleton District School Board Special Education Plan 1
30 June 2023
Glenda Stevenson
Education Officer
Field Services Branch
Ministry of Education, East Region Office
1570 Walkley Road
Ottawa, ON K1V 6P5
RE: Annual Review of the Special Education Plan and Special Education Report
Dear Glenda,
The Ottawa-Carleton District School Board offers a range of special education
programs, designed to enhance educational success and the welfare of special needs
students.
Working together in a partnership, parents and school personnel can ensure that all the
learning needs of the child are met through ongoing communication, cooperation, active
participation and sharing of responsibility.
The enclosed Special Education Plan 2022-2023 meets the Standards for School Board
Plans established under Regulation 306 of the Education Act, and establishes programs
and services, which are consistent with the provincial funding model. Reflected in the
Special Education Plan 2022-2023 are adjustments based on community input. In
addition, we are including the Special Education Report 2023.
We appreciate this opportunity to share a plan and a report, which recognizes the
complex needs of our students and opportunities for them to participate as valued and
active members of our school communities.
Sincerely,
Michele Giroux
Director of Education and Secretary of the Board
Ottawa-Carleton District School Board Special Education Plan 2
BOARD AND SEAC MOTIONS
The following motion was passed at the 7 June 2023 SEAC Meeting:
Moved by Sue Corwin,
THAT the 2022-2023 Special Education Plan, attached as Appendix A to
Report No. 23-045 be approved; and
THAT the 2022-2023 Special Education Report, attached as Appendix B to
Report No. 23-045 be approved.
-Carried-
The following motion was passed at the 26 June 2023 Board Meeting:
Moved by Trustee Scott, seconded by Trustee Bell,
THAT the 2022-2023 Special Education Plan, attached as Appendix A of
Report No. 23-045 be approved; and
THAT the 2022-2023 Special Education Report, attached as Appendix B of
Report No. 23-045 be approved.
-Carried-
Ottawa-Carleton District School Board Special Education Plan 3
Purpose of the Standard
To provide details of the board’s consultation process to the Ministry and the public.
The Ottawa-Carleton District School Board reviews and updates the Special Education
Plan on an annual basis. It is our belief that consultation with a variety of stakeholders is
necessary to receive the required input to improve programs and services for students
as well as to update the plan as required.
The OCDSB’s Special Education Advisory Committee (SEAC) formally reviews the
Special Education Plan annually, and also throughout the year as the need arises in
accordance with Regulation 464/97. SEAC members are able to share information and
input from their respective associations/agencies and provide feedback. This document
continues to be a work in progress as we strive to continue to improve the functionality
and usability of the plan. A review schedule of each component of the special education
plan was developed for the year via SEAC monthly agendas and input from SEAC was
received. All of the feedback provided was reviewed and revisions to the plan were
made in alignment with Ministry of Education requirements. Ongoing suggestions and
feedback this year from SEAC consultations were:
● to use more readable and accessible language;
● to provide clear descriptions of special education programs and services.
Minority and Majority Reports
There were no majority or minority reports concerning the Board’s approved special
education plan in 2022/2023.
Opportunities for Community Input and Consultation
The OCDSB is committed to effective and meaningful consultation with various
stakeholders within the Ottawa community to bring about an open and inclusive
decision-making process. Consultation is a process undertaken to seek information,
advice, and informed opinion for consideration prior to decision making. At its heart,
consultation is about interactive two-way communication and dialogue. The process is
an opportunity for the community to provide information about key issues and their
implications to foster better understanding. This allows those affected by the decision to
have meaningful and substantive opportunities to influence final decisions.
Throughout the year, opportunities for public input and feedback were provided through
the monthly SEAC meetings and meeting minutes, the district’s website, and via direct
Part 1- The Board’s Consultation Process
Ottawa-Carleton District School Board Special Education Plan 4
connection with Learning Support Services team members. In addition, an invitation to
members of the community inviting feedback on the Special Education Plan 2022-2023
was posted on the District’s website.
Special Education Program and Services Internal / External Reviews
OCDSB Learning Support Services Guide for Students with Special Education
Needs (The Guide)
The Guide is an online resource intended to be the foundation for all OCDSB staff that
work in classrooms and schools to understand their role in ensuring inclusion for all.
This resource was launched in September 2022 with training sessions for stakeholders
in October. The goal of the resource is:
● to support staff to plan and deliver special education programs and services in
the OCDSB for all learners.
● to ensure educators (teachers, Early Childhood Educators (ECE), Educational
Assistants (EA), and administrators) have the essential information, tools and
resources to provide personalized and precise support.
● to guide professional learning as staff build capacity in meeting the needs of all
students (i.e. what is necessary for some is beneficial for many).
This year, staff have been developing the second phase of The Guide to support
parents/caregivers. This will be presented to SEAC in the fall of 2023 for review and
feedback after which it will be launched publically.
Exploratory Analysis of Special Education Processes and Pathways in the
OCDSB
The 2019 Valuing Voices - Identity Matters! Student Survey enabled the district to
disaggregate the data by specific identity groups to determine systemic barriers, such
as discrimination on human rights grounds, that may impact student success and
wellbeing. This report is the launch point for this exploratory analysis of student identity
in special education in the OCDSB. Although preliminary and exploratory in nature, the
analysis will represent an important step for establishing collection and analysis
techniques to better understand how elements of student identity may intersect or
influence special education processes and pathways in the OCDSB. It is expected that
a preliminary report will be available in the fall of 2023. The intention is this report will
guide future opportunities to gather data to help inform special education practices in
the OCDSB.
Ottawa-Carleton District School Board Special Education Plan 5
An Evaluation of the Programs and Services at Crystal Bay Centre for Special
Education and Clifford Bowey Public School
In the spring of 2022, Learning Support Services initiated a review of the program and
services at Crystal Bay Centre for Special Education and Clifford Bowey Public School.
This review is part of the District’s program review process which is intended to ensure
the special education program, services, supports, and resources continue to meet the
changing needs of students at Crystal Bay Centre for Special Education and Clifford
Bowey Public School.
The review is based on a collaborative evaluation approach whereby the program
evaluation team works closely with key stakeholders at all stages of the evaluation
process (e.g., parents/caregivers, specialized program teachers, educational assistants,
school administrators, professional staff, LSS staff and senior management). Areas of
exploration include student outcomes, programming, staffing, and facilities.
A fulsome report will be available in the fall of 2023. Data collected as part of this
review is intended to inform instructional practices and may serve as a reference for
future policy and decision-making.
General Learning Program (GLP) Inclusion Project
With application-based Priorities and Partnership Funding (PPF) a GLP process
evaluation started in January, 2023 to better understand how the GLP is influencing
students’ academic and social outcomes. Very broadly, students in the GLP have a Mild
Intellectual Disability. In the current model, many students in the secondary GLP will
not earn an Ontario Secondary School Diploma (OSSD) and follow a largely alternative
curriculum. Recently, one of the sites with a GLP has undertaken a model that is
partially integrated. This has seen a subset of students enrolled in the program earning
secondary school credits. Learning from this model has been introduced and is the
initial stages of implementation at the two other sites.
As part of this evaluation, two teachers (one elementary and one secondary) were hired
to gather information, build student profiles, and help support the transitions for current
student in grade 8 in our GLP classes. Some of these learners will continue in the GLP
placement for grade 9 while others will be integrated into their community schools with
some additional teacher support. This evaluation is ongoing. At the end, the team will:
● better understand the profile of students in the program
● have a template for a student profile that includes an integration plan for the
student that can be used by school based teams
● provide a report that will help to guide next steps in program development for
learners with a Mild Intellectual Disability.
Ottawa-Carleton District School Board Special Education Plan 6
Educational Assistant (EA) Allocation Audit
In spring 2022, the OCDSB collaborated with the Regional Internal Audit Team (RIAT)
to conduct an audit of the EA Allocation process that is conducted annually by the team
in Learning Support Services. Throughout the process, there were opportunities for
reflection and discussion. This process helped the team consider some adjustments to
the process for the 2022-2023 allocation. These included:
● discussions about who should be part of the process moving forward and the
timelines throughout the year for resubmission
● a change to the form that school submit that allowed for the information to be
more streamlined
● criteria being drafted (specifically for blind/low vision, deaf/hard of hearing, and
medical allocations) to help objectify the process
A draft of the report was provided in April 2023 for review by the team. A final report is
expected to be available by the fall of 2023 for consideration.
Ottawa-Carleton District School Board Special Education Plan 7
The Board’s Model For Special Education
Purpose of the Standard
To provide the Ministry and the public with information on the Board’s philosophy and
service-delivery model for the provision of special education programs and services.
The Ottawa-Carleton District School Board is committed to the principle that learning is
a developmental process and children proceed through the stages of development at
varying rates. The OCDSB is also committed to early identification and intervention to
address learning needs. It is through this early identification and intervention process
that learners remain confident about their abilities and are engaged in their learning
journey.
The OCDSB Special Education Plan has been designed to comply with the Canadian
Charter of Rights and Freedoms, the Ontario Human Rights Code, the Education Act,
Accessibility for Ontarians with Disabilities Act, and regulations made under the Act and
any other relevant legislation.
The OCDSB’s approach to
special education and its
special education delivery
model are aligned with the
Board’s Mission Statement and
Strategic Plan. Our Mission,
Educating for Success:
inspiring learning, developing
well-being and building social
responsibility forms the
foundation of our work. Many
components of our current
Strategic Plan connect and
support the delivery of our
supports and programs.
The OCDSB has a strong commitment to human rights, equity and inclusion. While
many steps have been taken to identify and address the systemic and structural barriers
that prevent everyone from participating, excelling and feeling valued in the OCDSB
community, there remains much more to learn and do. To serve every student, the
OCDSB is intentional about acknowledging diverse ways of knowing, different styles of
Part 2- Special Education Programs and Services
Ottawa-Carleton District School Board Special Education Plan 8
learning, and valuing, respecting and leveraging the strength of each student’s
individual and intersecting identities. To serve every student, the OCDSB works
collaboratively with students, parents, educators and community partners to support
each student to discover or enhance the positive contributions they can make in their
school, their community, their country and the world. These goals our outlined in the
OCDSB Indigenous, Equity, and Human Rights Roadmap - Eliminating Barriers to
Success 2020-2023
Service Delivery Model
Our education system is based upon the principle of inclusion. All students deserve the
opportunity to have equal access to opportunities and resources that will allow them to
succeed as learners. Our ongoing commitment is to provide the structures and support
the individual student needs to foster their growth, while encouraging integration and full
participation, and building independence as defined for each student based on their
strengths and needs.
The Service Delivery Model of the Ottawa-Carleton District School Board is based on a
continuum of programs and services with placement options ranging from regular class
with special education resource support to specialized program class placements and
special education schools. Our goal is to help every student meet their full potential,
while fostering the highest level of inclusion and independence possible for each
student. We collaborate with parents / caregivers and district staff to be inclusive of all
learners in regular classroom settings.
Tiered interventions are used to support students if difficulties arise. These supports are
intended to be considered with the support of a multidisciplinary team and the full
participation of the student and parent /
caregiver. The special needs of each student
may be met by accommodations,
modifications, and/or alternative expectations,
including, but not limited to, a variety of
teaching methods, and/or special equipment.
The OCDSB model for service delivery is
rooted in Universal Design for Learning,
Culturally Relevant and Responsive Pedagogy,
and the tiered approach to intervention, as
outlined in the Ministry of Education document;
Learning for All : A Guide to Effective
Assessment and Instruction for All Students, K-
12 (2013). An overview of the tiered approach
to intervention is summarized in this chart:
Ottawa-Carleton District School Board Special Education Plan 9
The majority of students with special education needs are placed in a regular
classroom. For most students, a classroom teacher, with the support of the school’s
learning support teacher (LST) or learning resource teacher (LRT) (only in elementary
schools), and/or central district staff, is able to provide programming support in an
inclusive environment that allows the student to meet required expectations with
success. The regular classroom is always an option that parents / caregivers may
consider, regardless of the student’s needs. A regular classroom allows the student to
be surrounded by peers, while receiving personalized programming that is outlined in
the student’s Individual Education Plan (IEP). IEPs act as a tool to customize supports,
strategies and interventions each student may need to access the curriculum. The
regular class is considered the most inclusive of placements.
In some cases, a specialized program class may be considered as an option to meet
the specific needs of the student. Specialized program class locations are based on a
geographically defined catchment area in designated schools. We value collaboration
and participation of parents / caregivers and the student themself to best understand the
strengths and needs of each learner.
For the 2022-2023 school year, the OCDSB has continued to offer both in-person and
virtual learning opportunities.The overview of related information can be found in
Policy/Program Memorandum No. 164. OCDSB special education learners in the
regular classroom were offered either in-person learning, or the option of attending the
Ottawa-Carleton Virtual (OCV) school. Individualized support was provided to special
needs students in their respective setting and based on their IEP. Specialized program
classes were only offered in person in the 2022-2023 school year.
Special Education Programs
Special education placements and programs are outlined in detail in Standard 9 (refer to
subsection Special Education Placements Provided by the OCDSB for detailed
descriptions of Ministry Placements and OCDSB Programs).
Ministry of Education Placements offered by the Ottawa-Carleton District School
Board
● Regular Class with Indirect Support
● Regular Class with Resource Assistance
● Regular Class with Withdrawal Assistance
● Special Education Class with Partial Integration
● Special Education Class Full-time
Community / Provincial Specialized Placements
● Education and Community Partnership Program (ECPP)
Ottawa-Carleton District School Board Special Education Plan 10
● Provincial or Demonstration Schools
● Hospital or Treatment Centres
Special Education Supports in the OCDSB (Listed in no particular order)
School-Based Supports
● Classroom Teacher
● Parent(s)/caregiver(s)
● Educational Assistant (EA)
● Early Childhood Educator (ECE)
● Learning Support Teacher (LST)
● Learning Resource Teacher (LRT)
(elementary only)
● Principal/Vice-Principal
● Multi Lingual Staff (ESL / ELD)
System-Based Supports
● Learning Support Consultant (LSC)
● Psychologist/Psychological Associate
● Social Worker
● Speech-Language Pathologist
● Occupational Therapist
● Communicative Disorders Assistant
● Autism Spectrum Disorder Team
● BCBA (Board Certified Behaviour Analyst)
● Itinerant Teacher of Blind/Low Vision and
Itinerant Teacher of Deaf/Hard of Hearing
● Itinerant Teacher for ASD/DD
● Itinerant Teacher for Learning Disabilities
● SELT (Social / Emotional Learning Teacher)
● Early Learning Team
● ITAT (Itinerant Teacher of Assistive
Technology)
● Itinerant Emergency Educational Assistant
● Itinerant Educational Assistant
● System Principals
● System Manager
● Mental Health Lead
● Supervisors of Speech-Language Pathology
and Occupational Therapy, Psychology, and
Social Work
Provincially-Based Supports
● Community Agencies
● Education and Community Partnership
Program (ECPP)
● Hospitals
● Demonstration/ Provincial Schools
The OCDSB special education policy shall be achieved through the delivery of a variety
of learning supports including, but not limited to:
● a range of appropriate, timely assessments accompanied by timely tiered
interventions and professional strategies;
● a continuum of placement options;
● equitable application of the specialized program class location model using
geographically defined catchment areas and designated schools to ensure fair
access to specialized programs;
● appropriate student/teacher ratio as governed by the Education Act;
● Individual Education Plans (IEPs) subject to regular review and outcome based
evaluation;
● a clearly communicated Identification, Placement and Review Committee (IPRC)
process, with consistent procedure;
Ottawa-Carleton District School Board Special Education Plan 11
● integration opportunities within the student’s school;
● multi-disciplinary professional supports for students with special education needs;
● timely access as required to appropriate equipment and materials; and
● timely access to information for parents about programs and services.
Moving Forward in this Standard
LSS is striving to understand at a deeper level who the students are who are receiving
special education supports and services as well as how various pathway options may
impact outcomes for some learners. Working with the Research Evaluation Analytics
Division (READ), LSS is engaged in the work to examine the intersection of identities in
the OCDSB population of students with special education needs. Data collected through
the Valving Voices - Identity Matters! survey (2019-2020), as well as historical data from
Aspen (and the previous program,Trillium) is currently being examined to better
understand if specific identity groups are disproportionately represented in special
education processes (e.g., IEP, IPRC) and pathways (e.g., SPCs) .
Definition of Terms
Accommodation includes special teaching and assessment strategies, human
supports, and/or individualized equipment that help the student learn and demonstrate
learning. Accommodations whether described in the IEP or by an individual should be
provided. In an IEP, only strategies and supports that differ from what is normally
provided during classroom instruction should be included. Accommodations that the
student requires in connection with instruction, assessment and functioning in the
physical environment should be listed separately as follows:
● Instructional accommodations - adjustments in teaching strategies required to
enable the student to learn and to progress through the curriculum
● Environmental accommodations - changes or supports in the physical environment
of the classroom and/or the school
● Assessment accommodations - adjustments in assessment activities and methods
required to enable the student to demonstrate learning
Alternative Learning Expectations are statements in the IEP describing expectations
developed to help students acquire knowledge and skills that are not represented in the
Ontario curriculum expectations. Because they are not part of a subject or course
outlined in the provincial curriculum documents, alternative learning expectations are
considered to constitute alternative programs or alternative courses (i.e., secondary
school courses). Examples of alternative programs/courses include speech remediation,
social skills, orientation/mobility training, and personal care programs. Alternative
programs/courses are provided in both the elementary and the secondary panels.
Ottawa-Carleton District School Board Special Education Plan 12
Applied Behaviour Analysis (ABA) is an effective instructional approach that uses
methods based on scientific principles of learning and behaviour to build useful
repertoires of behaviour and reduce problematic ones. For example, ABA methods can
help a student to develop positive behaviours, learn new skills, and transfer a positive
behaviour or response from one situation to another.
Asynchronous learning is learning that is not delivered in real time. Asynchronous
learning may involve students watching pre-recorded video lessons, completing
assigned tasks, or contributing to online discussion boards.
Differentiated Instruction is a method of teaching that attempts to adapt instruction to
suit the differing strengths and needs, interests, learning styles, and readiness to learn
of individual students.
An exceptional pupil according to the Education Act is a pupil whose behaviour,
communication, intellectual, physical or multiple exceptionalities are such that they are
considered to need placement in a special education program by an Identification,
Placement and Review Committee of the Board established in the Education Act
(Regulation 181). Refer to OCDSB Special Education Programs and Services for
detailed descriptions.
An Identification, Placement and Review Committee (IPRC) is a committee
consisting of school board members and the parent / caregiver, and student (if 16 years
of age or older) that decides whether or not a child should be identified as exceptional,
identifies the areas of a student’s exceptionality according to the categories and
definitions of exceptionalities provided by the ministry, decides an appropriate
placement for a student, and reviews the identification and placement at least once in
each school year.
An Individual Education Plan (IEP) is a written plan describing the special education
program and/or services required by a particular student. It identifies a variety of
accommodations required to support the student’s learning, learning expectations that
are modified from or alternative to the expectations given in the curriculum policy
document for the appropriate grade and subject or course, and/or special education
services needed to assist the student in achieving their learning expectations.
In-School Team may consist of the principal or designate, Learning Support Teacher
(LST), Educational Assistant (EA), Head of Special Education/Special,
Education/Student Services, classroom teacher, parent(s)/caregiver(s) and any of the
following where appropriate: classroom teacher(s), Learning Resource Teacher (LRT),
Ottawa-Carleton District School Board Special Education Plan 13
special education class teacher(s), Early Childhood Educator (ECE) and student if over
16 years of age.
Modifications are statements on the IEP that reflect the changes made to the grade-
level expectations for a subject or course in order to meet a student’s learning needs.
Modifications may include the use of learning expectations at a different grade level
and/or an increase or decrease in the number and/or complexity of expectations relative
to the curriculum expectations for the regular grade level. At the secondary level, a
credit may or may not be granted for a course, depending on the extent to which the
expectations in the course have been modified.
Multi-Disciplinary Team consists of members of the in-school team and various
personnel who are assigned to support the school in areas of special education
assessments and programming. These may include the Learning Support Consultant
(LSC), Psychologist or Psychological Associate, Social Worker, Speech-Language
Pathologist, Itinerant Teachers for the Blind/Low Vision, Itinerant Teachers for the
Deaf/Hard of Hearing, Occupational Therapist, as well as, any of the system-based
teams e.g. Student Success Teachers (SST), Autism Spectrum Disorder Team (ASDT).
A program is a prescribed set of learning activities that has a basis in the Ontario
Education Act, the regulations, the Ministry of Education guidelines or Ministry
memoranda which would generally identify the scope and sequence of the learning
activities, the target group, and the requirements for certification.
Provincial/Demonstration Schools are Ministry operated schools for students who are
deaf, blind, deaf-blind or for students with severe learning disabilities. Residential
programs are available for those students for whom distance precludes daily travel.
Remote learning is learning that occurs when classes are taught at a distance and
when students and educators are not in a conventional classroom setting. Remote
learning takes place in times of extended interruption to in-person learning – for
example, as a result of a pandemic or natural disaster. Classes can be synchronous or
asynchronous and can be taught online through a Learning Management System (LMS)
or by using videoconferencing tools. In some cases, they may be delivered through
emails, print materials, broadcast media, or telephone calls.
Special Education Advisory Committee (SEAC) is a committee of a school board that
provides important advice on special education. A SEAC may make recommendations
to the board on any matter affecting the establishment, development, and delivery of
special education programs and services for exceptional students in a board. Each
school board in Ontario must establish a SEAC.
Ottawa-Carleton District School Board Special Education Plan 14
A special education program, as defined by the Ontario Education Act, is one based
on and modified by the results of continuous assessment and evaluation and that
includes a plan containing specific objectives and an outline of educational services that
meets the needs of the exceptional pupil.
Special education services, as defined by the Ontario Education Act, refers to
facilities and resources, including support personnel and equipment, necessary for
developing and implementing a special education program.
Synchronous learning is learning that happens in real time. Synchronous learning
involves using text, video, or voice communication in a way that enables educators and
other members of the school- or board-based team to instruct and connect with
students in real time. Synchronous learning supports the well-being and academic
achievement of all students, including students with special education needs, by
providing educators and students with an interactive and engaging way to learn. It helps
teachers provide immediate feedback to students and enables students to interact with
one another.
Tiered Approach is a systemic, sequential instructional approach that uses specific
instructional interventions of increasing intensity to address students’ needs. It can be
used to address either the academic or behavioural needs of students who are having
difficulty.
Tiered Intervention is a process of assessing, supporting, monitoring, and re-
evaluating a student’s progress by providing “just right” supports that allow the student
to achieve academic success. The tiered approach to ongoing prevention and
intervention embodies principles of universal design for learning and differentiated
instruction, offers a systematic method for the early identification of students who are
experiencing particular difficulties, and, through ongoing monitoring of their progress,
provides the precise level of support those students need.
Transition Plan is the school’s written plan to assist the student in making a successful
transition. The transition plan is developed as part of the IEP. Under O.Reg.181/98,
the IEP must include a transition plan for each exceptional student who is 14 years of
age or older who is making the transition from secondary school to postsecondary
activities, unless the student was identified as exceptional solely on the basis of
giftedness. In addition to the requirements under O.Reg.181/98, ministry policy (Policy /
Program Memorandum No.156) requires that a transition plan be developed for all
students who have an IEP, whether or not they have been identified as exceptional by
an IPRC and including those identified as exceptional solely on the basis of giftedness.
Ottawa-Carleton District School Board Special Education Plan 15
Universal Design for Learning (UDL) is a teaching approach that focuses on creating
a learning environment that is open and accessible to all students, regardless of age,
skills, or situation. Instruction based on principles of universal design is flexible and
supportive, can be adjusted to meet different student needs, and enables all students to
access the curriculum as fully as possible.
Acronyms Used in the Special Education Plan 2022-2023
ABA Applied Behaviour Analysis
ADHD Attention Deficit/Hyperactivity Disorder
ADP Adaptive Devices Program
AODA Accessibility for Ontarians with Disabilities Act, 2005
ASDP Autism Spectrum Disorder Program
ASDSCSP Autism Spectrum Disorder Secondary Credit Support Program
ASDT Autism Spectrum Disorder Team
BCBA Board Certified Behaviour Analyst
BIP Behaviour Intervention Program
BMP Behaviour Management Plan
BST Behaviour Support Team
CAC Centrer for Augmentative Communication
CSP Coordinated Service Planning
DD Developmental Disability
DHH Deaf/Hard of Hearing
DSP Dual Support Program
EA Educational Assistant
ELD English Literacy Development
ECE Early Childhood Educator
ELIP Early Learning Intervention Program
ESL English as a Second Language
GLP General Learning Program
IBI Intensive Behaviour Intervention
IEA Itinerant Educational Assistant
IEP Individual Education Plan
IPRC Identification, Placement and Review Committee
ITAT Itinerant Teacher of Assistive Technology
ITB/LV Itinerant Teacher for the Blind/Low Vision
ITD/HH Itinerant Teacher for the Deaf/Hard of Hearing
LD Learning Disability
LDP Learning Disability Program
LD SIP Learning Disability Specialized Intervention Program
LLD Language Learning Disability
Ottawa-Carleton District School Board Special Education Plan 16
LSC Learning Support Consultant
LSS Learning Support Services
LST Learning Support Teacher
LRT Learning Resource Teacher
MID Mild Intellectual Disability
ML Multilingual Learners
OCDSB Ottawa-Carleton District School Board
OSR Ontario Student Record
OSSD Ontario Secondary School Diploma
OSTA Ottawa Student Transportation Authority
OT Occupational Therapist
PCLD Provincial Committee on Learning Disabilities
PSP Physical Support Program
PT Physical Therapist
SAL Supervised Alternative Learning
SEA Special Equipment Amount
SEAC Special Education Advisory Committee
SIP Special Incidence Portion
SLP Speech-Language Pathologist
SST Student Success Teacher
Ottawa-Carleton District School Board Special Education Plan 17
Roles and Responsibilities
Purpose of the Standard
To provide the public with information on roles and responsibilities in the area of special
education.
The Ministry of Education has defined roles and responsibilities in elementary and
secondary education in several key areas:
● Legislative and policy framework
● Funding
● School system management
● Programs and curriculum
It is important that all those involved in special education understand their roles and
responsibilities, which are outlined below:
The Ministry of Education
● sets out, through the Education Act, regulations, and policy documents, including
policy/program memoranda, the legal obligations of school boards regarding the
provision of special education programs and services;
● prescribes the categories and definitions of exceptionality;
● requires school boards to provide appropriate special education programs and
services for their students with special education needs;
● establishes the funding for special education through the structure of the funding
model;
● requires school boards to report on their expenditures for special education;
● sets province-wide standards for curriculum and for reporting achievement;
● requires school boards to maintain special education plans, review them annually,
and submit amendments to the ministry;
● requires school boards to establish Special Education Advisory Committees;
● establishes the Ontario Special Education (English and French)Tribunals to hear
disputes between parents and school boards regarding the identification and
placement of exceptional pupils;
● establishes a Minister’s Advisory Council on Special Education to advise the Minister
of Education on matters related to special education programs and services;
● establishes a Provincial Parent Association Advisory Committee on Special
Education Advisory Committees;
● operates Provincial and Demonstration Schools for students who are deaf, blind, or
deaf-blind, or who have severe learning disabilities.
Ottawa-Carleton District School Board Special Education Plan 18
The District School Board
● establishes school board policy and practices that comply with the Education Act,
regulations, and policy documents, including policy/program memoranda;
● monitors school compliance with the Education Act, regulations, and policy
documents, including policy/program memoranda;
● requires staff to comply with the Education Act, regulations, and policy documents,
including policy/program memoranda;
● provides appropriately qualified staff to deliver programs and services for the
students with special education needs in the board; reports on the expenditures for
special education;
● develops and maintains a special education plan that is amended from time to time
to meet the current strengths and needs of the students with special education
needs in the board;
● reviews the plan annually and submits amendments to the Minister of Education;
provides statistical reports to the ministry as required;
● prepares a parent guide to provide parents with information about special education
programs, services, and procedures;
● establishes one or more IPRCs to identify students with special education needs and
determine appropriate placements for them;
● establishes a Special Education Advisory Committee; provides professional
development to staff on special education.
The Special Education Advisory Committee (SEAC)
● makes recommendations to the board with respect to any matter affecting the
establishment, development, and delivery of special education programs and
services within the board;
● participates in the board’s annual review of its special education plan;
● participates in the board’s annual budget process as it relates to special education;
● reviews the financial statements of the board as they relate to special education;
● provides information to parents, as requested.
The School Principal
● carries out duties as outlined in the Education Act, regulations, and policy
documents, including policy/program memoranda and board policies;
● ensures that appropriately qualified staff are assigned to teach special education
classes;
● communicates ministry and board policies and procedures about special education
to staff, students, and parents;
● ensures that the identification and placement of exceptional pupils, through an IPRC,
is done according to the procedures outlined in the Education Act, regulations, and
board policies;
Ottawa-Carleton District School Board Special Education Plan 19
● consults with school board staff to determine the most appropriate program for
students with special education needs;
● ensures the development, implementation, and review of a student’s IEP, including a
transition plan, according to provincial requirements; ensures that parents are
consulted in the development of their child’s IEP and that they are provided with a
copy of the IEP;
● ensures the delivery of the program as set out in the IEP;
● ensures that appropriate assessments are requested and that, if necessary,
appropriate consents are obtained.
The Teacher
● carries out duties as outlined in the Education Act, regulations, and policy
documents, including policy/program memoranda;
● follows board policies and procedures regarding special education;
● works with the special education teacher to acquire and maintain up-to-date
knowledge of special education practices;
● works with special education staff and parents to develop the IEP for an exceptional
student;
● where appropriate, works with other school board staff to review and update the
student's IEP;
● provides the program for the exceptional student in the regular class, as outlined in
the IEP;
● communicates the student's progress to parents.
The Special Education Teacher
In addition to the responsibilities listed above under “The Teacher”, the following
additional roles / responsibilities are included:
● holds qualifications, in accordance with the regulations under the Education Act, to
teach special education;
● monitors the student's progress with references to the IEP and modifies the program
as necessary;
● assists in providing educational assessments for exceptional students.
The Early Childhood Educator in coordination with the Teacher
The early childhood educator, in coordination and cooperation with the classroom
teacher:
● plans for and provides education to children in Kindergarten;
● observes, monitors, and assesses the development of Kindergarten children;
● maintains a healthy physical, emotional, and social learning environment in the
classroom;
● communicates with families;
Ottawa-Carleton District School Board Special Education Plan 20
● performs duties assigned by the principal with respect to the Kindergarten program.
The Parent(s)/caregiver(s)
● is familiar with and informed about board policies and procedures in areas that affect
the child;
● participates in IPRCs, parent-teacher conferences, and other relevant school
activities;
● participates in the development of the IEP;
● is acquainted with the school staff working with the student;
● supports the student at home;
● works with the school principal and educators to solve problems;
● is responsible for the student's attendance at school.
The Student
● complies with the requirements as outlined in the Education Act, regulations, and
policy documents, including policy/program memoranda;
● complies with board policies and procedures;
● participates in IPRCs, parent-teacher conferences, and other activities, as
appropriate.
Special Education Staff Roles and Responsibilities in the OCDSB
Superintendent of Learning Support Services - Peter Symmonds
System Principal of Learning Support Services - Deb Lyon
System Principal of Learning Support Services - Kate Stoudt
General Manager of Learning Support Services - Stacey Kay
Program Manager Mental Health Services - Emily Balla
Clinical Program Managers:
Dr. Kristin Schaub- Program Manager Psychological Services
Melissa Chung- Program Manager Social Work Services
Maya Kishida- Program Manager Speech-Language Pathology and Occupational
Therapy Services
Ottawa-Carleton District School Board Special Education Plan 21
Early Identification Procedures and Intervention Strategies
Purpose of the Standard
To provide details of the Board's early identification procedures and intervention
strategies to the Ministry and to the public.
The OCDSB believes that early identification and intervention to address special needs
is essential to student success. The District uses a range of effective practices to
accomplish this, beginning from the time a student is registered to attend school in the
OCDSB.
These procedures are a part of a continuous assessment and program planning
process, which should be initiated when a child is first enrolled in school or no later than
the beginning of a program of study immediately following kindergarten, and should
continue throughout the child's school life. Districts are therefore expected to provide a
range of programs to assist students in meeting the curriculum expectations. These
programs should include early identification of learning needs, appropriate teaching
strategies, ongoing assessment, and communication with parent(s)/caregiver(s) and
students. (Policy & Program Memorandum No.11.)
The OCDSB makes every effort to review the needs of all students as early as possible.
Early and ongoing intervention is recognized as contributing to the well-being of all
children and their ability to reach their potential. Parent(s)/caregiver(s) are an integral
part of the process. It is the belief of the OCDSB that continuous assessment and
program planning should exist for students throughout the education process. Learning
abilities and needs are identified as early as possible. Programming is designed to
support the student's needs and to help the student achieve to their fullest potential.
Parent(s)/caregiver(s) are encouraged to be involved in the education of their children
from the beginning of the education process. They have a wealth of knowledge and
valuable information that can assist in the education of their child. Parent(s)/caregiver(s)
are encouraged to share with the educators information regarding their child’s areas of
strengths, areas of needs and any relevant medical or other information.
At Registration
When parents/caregivers register with the OCDSB, they will be asked to complete the
OCDSB Registration form. This provides parents/caregivers with an opportunity to
indicate whether or not their child has a particular cognitive, behavioural, physical,
medical or developmental needs, and whether they have been receiving special
supports and services in their current educational setting. It is typical practice in the
OCDSB to request as much information from the parents/caregivers about the student
Ottawa-Carleton District School Board Special Education Plan 22
available at the time of registration. If entering from another school in Ontario or moving
from a school in our board, the Ontario Student Record (OSR) is requested using the
required Ministry of Education form.
As a component to the registration process for entry into kindergarten programs,
parents/caregivers are asked to complete a Parent/Caregiver Questionnaire. This
provides an opportunity for parents/caregivers to describe their child’s strengths,
interests, and areas of focus for the Kindergarten team. The information that
parents/caregivers provide is useful in initiating a number of actions to facilitate the
entry of children with special needs into the school system.
If a student has been identified as exceptional in another school district, the school team
with parental participation will determine whether further assessment may be required
and whether to initiate an Individual Education Plan (IEP). If it is deemed appropriate, a
recommendation to an Identification, Placement, and Review Committee (IPRC) may
take place. Where appropriate, case conferences are may be routinely held with key
stakeholders
Student Registration Process - Kindergarten
The Kindergarten Educator Team (teacher, early childhood educator, and sometimes
members of the special education team at the school) are key in the education and
early identification process. The kindergarten educator team (including support staff
when appropriate) works collaboratively with the family prior to and following the
beginning of school. The educator team communicates regularly with the
parent(s)/caregiver(s) about students’ progress and development in the early years.
Parents/caregivers who provide information indicating their child has or may have
special needs prior to school entry, may be asked to provide signed parental consent for
board personnel to make contact with preschool service providers to arrange an
observation of their child., including parents, to share information about the student
related to the necessary services once the child is attending school (e.g. occupational
therapy, physiotherapy, speech-language pathology, nursing support, special
accommodations, etc.). The plan of care will also inform school staff on required medications or
protocols to be followed.
Student Registration Process Grade 1 - 12
Students who register to attend OCDSB schools and have been receiving an
educational program elsewhere are reviewed at the time of registration for the need for
additional support related to specific needs. Where a parent / caregiver does not have
copies of materials from the student record in their possession (e.g. report cards,
assessment results), written permission to contact the student’s current educational
provider is obtained and these documents are requested. If a student is attending a
school in the Ottawa region, a site visit may occur (with written parental permission) to
Ottawa-Carleton District School Board Special Education Plan 23
allow staff to observe the student in that setting and to discuss their strengths and
needs with staff.
Student Data / Assessment Tools
Classroom educators collect a variety of assessment data for all students in the primary
years. This data provides information on students along a developmental continuum.
The following represents examples of data collected by educators in the primary years:
Year 1 (Junior Kindergarten) & Year 2 (Senior Kindergarten)
Assessment Tools Purpose / Description
Dynamic Indicators of Basic Early
Literacy Skills (DIBELs) Reading
Screener, Phonological Awareness
Skills Test (PAST), Early Literacy and
Numeracy Observation Tool (ELNOT)
(emphasis on numeracy)
To screen for early intervention and to gauge
developmental growth of literacy and
numeracy skills.
Developmental Indicators for the
Assessment of Learning (DIAL-4)
To identify student strengths and needs in the
areas of motor, concept, language, self-help,
and social/emotional development.
The Kindergarten Communication of
Learning: Initial Observation
● To provide an overview of initial
observations of the student’s learning;
● To provide educators with data to inform
program planning.
The Kindergarten Communication of
Learning
To provide reflections on the student’s learning
connected to the four program frames.
Ongoing pedagogical documentation
will be collected to identify
developmental levels in all areas of
learning
● To provide evidence of learning that will be
shared with parents/caregivers throughout
the year;
● To provide educators with data to inform
intentional and purposeful programming.
Ottawa-Carleton District School Board Special Education Plan 24
Grade 1-3
Assessment Tools Purpose / Description
Achievement Data - Provincial Report
Cards and ongoing classroom
assessments based on the curriculum
To assess ongoing student progress and
identify areas in need of remediation.
Lexia Core 5 Reading intervention application with ongoing
diagnostics and progress monitoring
Dynamic Indicators of Basic Early
Literacy Skills (DIBELs) Reading
Screener, Phonological Awareness
Skills Test (PAST)
To screen for early intervention and to gauge
developmental growth of literacy skills.
EQAO (Grade 3 Only) To assess numeracy and literacy skills.
Tiered Approach for Early Identification and Intervention
(Assessment/Consultation/Intervention)
The tiered approach is an extremely effective approach to assessment and intervention
which sequentially increases the intensity of instructional interventions (Learning for All
– A Guide to Effective Assessment and Instruction for All Students, Kindergarten to
Grade 12, 2013). It is a model that promotes and facilitates the early identification of
students’ learning abilities and needs.
In the early identification process, the teacher employs ongoing assessments
(screeners, observation checklists, inventories, portfolios, conferences, in-depth
anecdotal records, formal/informal assessments) and shares outcomes/next steps with
the parents/caregivers.
Intervention strategies are put in place to support students through a tiered approach, in
which evidence-based assessment and instruction are systematically provided and
respond to an individual’s strengths and needs. The nature, intensity, and duration of
interventions is determined on the basis of the evidence gathered through frequent and
systematic monitoring of the student’s progress.
The principles of Universal Design for Learning (UDL) and differentiated instruction (DI)
will be used along with an individualized tiered approach to support the learning and
teaching of students.
Ottawa-Carleton District School Board Special Education Plan 25
The following early interventions are available to all students demonstrating learning
difficulties, whether identified through an IPRC or not. These strategies are typically
discussed with parents/caregivers and appropriate school or system level staff prior to
implementing them in the classroom.
● Primary teachers use a variety of strategies to teach phonemic development,
phonological awareness, word recognition, decoding and comprehension;
● Special education teachers (LST / LRT) may work directly with students who
need more intensive learning support;
● Program differentiation and classroom accommodations are developed for
students as required;
● System level Learning Support Services staff are available to provide
information, resources, and programming support for schools that have students
with significant special needs. Referrals for system level supports originate from
the school or LSS department;
● Development of behaviour intervention plans, student Safety Plans, Behaviour
Management Plans (BMP);
● Multi-disciplinary team service via appropriate referrals;
● Professional services staff consultations with teachers or individual students to
provide specific strategies to support the learning environment (with written
parental consent)
The OCDSB has other system level teams to support a variety of exceptional learners.
To access the following teams, schools are required to consult with the multi-disciplinary
team, then obtain parent/caregiver consent and submit a referral. The system level
teams that assist school team to support early identification and intervention include:
● Early Learning Team
● Autism/Developmental DisabilitiesTeam (ASD/DD Team) (also offer intake
meetings when new to the District);
● Itinerant Educational Assistants; Social Emotional Learning Teachers
System level teams include multi-disciplinary professionals including educators,
educational assistants, psychology staff, social workers, occupational therapists and
speech-language pathologists who support students through consultation with
parent/caregivers, the school and the multi-disciplinary teams.
As detailed in Part 4 - Coordination of Services with Other Ministries or Agencies, the
OCDSB works collaboratively with several community partners (e.g., First Words,
CHEO) to maximize opportunities for early identification of special needs and to apply
effective intervention strategies.
Ottawa-Carleton District School Board Special Education Plan 26
Ongoing Monitoring and Responsive Intervention
A wide range of assessments and interventions are used to determine programming
and placement decisions. Ongoing monitoring and assessment are necessary to
confirm the appropriateness of these programs and supports. As new information is
gathered, the educator notes progress, or lack of it, and considers any required
adjustments in planning that would be beneficial to the student. In the case where
students continue to have persistent difficulties, the educator may consider intervention
in conjunction with the in school team. The educator works in collaboration with the in-
school team to review the effectiveness of strategies and possible next steps and
review other professional supports if required.
Transition Planning
Students and families navigate several transitions throughout their education. It is
essential to plan for these transitions to minimize the challenges that can arise,
especially for students with special education needs and for their families. Collaborative
and coordinated planning in advance of transitions is imperative to ensure that all of the
required supports are in place to ensure success.
As of September, 2014, PPM No. 156 “Supporting Transitions for Students with Special
Education Needs”, requires all students who have an IEP, whether or not they have
been identified as exceptional by an IPRC, to have an up-to-date transition plan at every
stage of their journey through school. The key school transitions are as follows:
● entry to school
● a change from one school to another
● the move from elementary to secondary school
● the transition from secondary to postsecondary activities
● a move to a school following a prolonged absence for medical reasons or after
receiving care, treatment, or rehabilitation by another institution
Multilingual Learners (ESL/ELD)
In the OCDSB, we welcome students and families from all over the world. In an effort to
best serve each learner, there are many considerations to support students entering a
new linguistic and cultural environment. All educators have a shared responsibility for
the language development for all Multilingual Learners (MLs)and the needs of these
students must be taken into account when assessing their learning. Ongoing discussion
and collaboration with parent(s)/caregiver(s) to better understand the student's
background, strengths and needs in their first language is also imperative.
When assessing MLs (students who are learning English as a second language or as
an additional language), educators must carefully consider a student’s language
acquisition needs and possible special education needs. It is essential that prior to
making determinations that the necessary information be gained through a systematic,
Ottawa-Carleton District School Board Special Education Plan 27
focused process to determine the root of each student’s difficulties to determine the
most effective method to address their need. Educators with expertise in supporting
MLs, such as English as a Second Language (ESL) teachers and English Literacy
Development (ELD) teachers, should be a part of all in-school discussions.
In the first few years in the OCDSB, MLs may receive support within their regular
classroom setting. Each student will acquire language at a different rate and for some
this may take considerably longer than others to become fluent in English. In the
province of Ontario, the STEP: Steps to English Proficiency framework is used as a
outline and resource to assist teachers in supporting MLs in the classroom. This
framework is used to assess and monitor language acquisition and literacy
development. The STEP resource must be used for both initial and ongoing assessment
purposes.
Moving Forward in this Standard
The kindergarten entry process needs to be a welcoming and accessible experience for
all OCDSB families. To this end, significant operational changes have been made to
the process including, but not limited to:
● an updated Kindergarten Parent/Caregiver questionnaire that will be in fillable
PDF and laserfiche formats and translated;
● recording and posting of all January kindergarten information sessions;
● an updated Guide to Kindergarten that is translated and available online;
● a translated video tour of a typical kindergarten classroom and a Welcome to
Kindergarten transition booklet to help familiarize parents/caregivers and
students with school routines and personal.
In addition, significant attention has been given to the entry to school for students with
Autism Spectrum Disorder (ASD) and Developmental Disabilities (DD). The ASD/DD
team has incorporated 3 tiers of intervention and consultation for school staff, enabling
schools to reach out at tier one with general questions about transition and resource
development. At tier two a transition referral is supported with an in school play session
with child, parent/guardian and school staff. The play session highlights the strengths of
the child, helps better identify the child’s developmental level and provides necessary
information to the school team to help prepare for the transition to school. The play
session is followed by a discussion with all members of the team to identify next steps
and support the transition planning process. If after that information has been processed
and further developmental assessment information is warranted the referral supports
moving to tier 3 where the psychologist associated with the ASD/DD team can
administer the Developmental Profile 4 with parents and review assessment results with
the team to enhance the transition plan and programming for the child.
Ottawa-Carleton District School Board Special Education Plan 28
Also, new funding through the Ontario Autism Program for an Entry to School Program
that began in March of 2022, has a new cohort of students entering the OCDSB in the
fall. A Memorandum of Agreement has been designed and the positive collaboration
developed between ACT Learning Centre (community provider) and the District
continues to focus on building successful transition programs for students (ages 3-6)
who will move into our schools from this program.
Ottawa-Carleton District School Board Special Education Plan 29
The Identification, Placement and Review Committee (IPRC)
Process and Appeals
Purpose of the Standard
To provide details of the Board’s IPRC process to the Ministry and the public.
The Identification, Placement, and Review Committee (IPRC), is a formal committee that
meets and decides if a student should be identified as exceptional, and if so, the
placement that will best meet the student’s needs. When a student is identified as
exceptional through an IPRC, an Individual Education Plan (IEP) is developed. The IEP is
used to document the individual program expectations. To support parent/ caregiver
understanding of the IPRC process, the OCDSB has developed a resource called the
Identification Placement and Review Committee Parent Guide.
The OCDSB currently uses the IEP Online (IOL) platform to support the creation,
development, and record maintenance related to the IPRC process.
What is an IPRC?
Ontario Education regulation 181/98 requires that all school boards establish Identification,
Placement, and Review Committees (IPRCs). The IPRC has a legal responsibility to make
decisions about the identification of pupils as exceptional and placement of pupils into
special education programs and services.
Parent(s)/caregiver(s) and pupils 16 years of age or older are encouraged:
● to be present at, participate in, all committee discussions pertaining to the pupil;
● to have a representative present at an IPRC if so desired;
● to be present when the committee’s identification and placement decision is made;
● to initiate a request for an IPRC.
An IPRC is composed of at least three people, one of whom must be the school principal
or designate. The other members of the committee can be any other staff including
principals, professional services staff, or teachers (LST, LRT, specialized program class,
or classroom).
The purpose of the IPRC is:
● to identify the areas of strength and areas of need of the student;
● to determine whether the student is, or is not, exceptional;
● to identify a specific exceptionality, or exceptionalities, if applicable;
● to recommend an appropriate placement in a program designed to meet the
identified needs of the student;
● to serve as an annual review for students who have been identified by an IPRC.
Ottawa-Carleton District School Board Special Education Plan 30
IPRCs do not make decisions about the delivery of programs. When a referral for a
specialized class placement is made, the principal must wait for the central referral
committee recommendation before holding an IPRC meeting to place the student in that
class (see IPRC Statement of Decision form at the end of this section).
At an IPRC, the identification of exceptionality is the result of an extensive and varied
compilation of data on the student’s academic, physical and/or social/emotional
development over an extended period of time. This data collection process involves not
only the gathering of information on a student’s background, learning profile, and level of
achievement, but also involves information about efforts to assist the student.
To establish the exceptionality and placement of the student the IPRC considers:
● both formal and informal assessment results completed at the school level (e.g.
educational assessments) and from outside professionals (e.g. medical doctors,
psychologists, psychological associates or psychiatrists);
● information from parent(s)/caregiver(s), their advocates and the student;
● a summary of attempted intervention strategies
If deemed exceptional, the exceptionality and definition will appear on the IPRC Statement
of Decision.
An IPRC meeting may result in placement in a special education program along the
continuum of regular program to more specialized class placements within the community
school and, in some instances, another setting outside the community school.
Prior to an IPRC Meeting
It is recommended that the school team contact parents/caregivers for a preliminary
discussion prior to an IPRC meeting, to:
● ensure they understand the process;
● their rights related to the process;
● review any results that have been gathered to inform the process;
● explain any recommendations that will be made by the school team; and
● answer any questions they may have prior to the IPRC meeting.
Administrators must be mindful and consider the required communication needs of the
family and ensure that appropriate translation or interpretation services are provided when
required.
At least 10 calendar days in advance of an IPRC meeting, the principal will provide written
notification of the meeting and an invitation to the parents/caregivers to attend. This letter
Ottawa-Carleton District School Board Special Education Plan 31
notifies parents/caregivers of the date, time, location of the meeting, and it will prompt
them to indicate if they will be in attendance.
For initial IPRCs the OCDSB Identification, Placement and Review Parent Guide will be
provided to the parent(s)/caregiver(s). A copy is available on the OCDSB website. It is
expected that principals will send out this guide to accompany the notification of the initial
IPRC meeting form.
What is considered in an IPRC placement decision?
Regulation 181/98 requires that before the IPRC can consider placing a student in a
special education class, it must consider whether placement in a regular class with
appropriate special education services will:
● meet the student’s needs;
● are consistent with parent/caregiver preferences
If, after considering all of the information presented including relevant assessment
information, the IPRC is satisfied that a placement in a regular classroom will meet the
student’s needs and that such a decision is consistent with parent/caregiver preferences,
the IPRC will decide in favour of a regular class placement with appropriate special
education services.
The committee may also determine that the student’s needs would best be met through
placement in a specialized program classroom. Prior to considering a specialized program
class placement, schools must submit a referral package which is then reviewed by a
central referral committee against annually reviewed criteria. The central review committee
will provide next steps if a specialized class placement (SPC) is deemed appropriate to
offer the student.
Requesting an IPRC Meeting
There are two ways to refer a student to an IPRC meeting:
A. Request for referral to an IPRC by the principal (in collaboration with school staff) If
the request is made by the principal, they must provide written notice to the student’s
parent(s), or where appropriate student of the referral to an IPRC. Within 15 days of
the date on which the principal gave written notice of the referral to the parent, and/or
student (16 years of age or older), the principal must provide a written statement
setting out approximately when the IPRC is expected to meet to discuss the student. It
is also required that the OCDSB IPRC Parent Guide accompany this written
communication.
Ottawa-Carleton District School Board Special Education Plan 32
B. Request for referral to an IPRC by the parent,
and/or student A parent, and/or student (16 years
of age or older) may ask a principal for a referral
to an IPRC. This request must be made in writing
and, on receipt, the principal must refer the
student to an IPRC. Within 15 days of receiving
the request for referral, the principal must provide
a written statement acknowledging the receipt of
the request and advise approximately when the
principal expects the IPRC will meet to discuss
the student. A copy of OCDSB IPRC Parent
Guide must be provided to the referring parent(s),
and/or student (16 years of age or older).
Initial IPRC Meeting and Review IPRC Meeting
Initial IPRC Meeting Overview
The date, time, and location of the meeting are
predetermined and established. At the initial meeting,
the chairperson (i.e. the school principal or designate)
welcomes and introduces the individuals present,
their roles, and explains the purpose of the meeting.
Parents/caregivers, school personnel, and others in
attendance are invited to provide further information
in an open discussion format. Based on all the
information available for consideration, the committee
will make a decision regarding the identification and
placement for the student.
If the IPRC requires further information then the
decision will be deferred to such a time that the
information becomes available. The school will then
endeavour to gather additional information and liaise
with the school multi-disciplinary team. The IPRC will
reconvene at the earliest available date. Parents /
caregivers will be provided with details and a timeline of when they should expect to return
to the IPRC.
Following the IPRC, the committee will provide a written statement of their decision
including the identification and placement (if any) and specific recommendations for
programs to the parents/caregivers and the student of 16 years of age or older.
Parents/caregivers will be asked to sign the statement of decision and return it to the
school. For students who are identified as exceptional, there must be an annual review of
Ottawa-Carleton District School Board Special Education Plan 33
the student’s identification and placement unless the annual review is waived or dispensed
by the parent/caregiver or student of 16 years of age or older.
Annual Review IPRC Meeting/Process
All students that have an IPRC are reviewed annually by the school team and
parents/caregivers. An annual IPRC reviews the following: the student’s progress, current
statements of strengths and needs, exceptionality and placement. An IPRC review may
not occur more often than once every three month period (Reg. 181/98, s.21 (2) the
Education Act). Parent(s)/caregiver(s) who are in agreement with the recommendation of
the school team may waive the requirement to hold an annual review IPRC meeting. Reg.
181/98, s.21 (4b) states that, where there are no changes to the identification or
placement, a parent/caregiver may choose to waive or dispense of the requirement to hold
an IPRC by signing and returning to the school a waiver letter which states that they agree
with the school’s recommendations.
Parent/Caregiver Request for a Review
A request by a parent/caregiver for a review may be made at any time after the initial
placement has been in effect for three months, but may not be more than once in every
three-month period. A request for review, outside of the normal annual review process,
must be provided in writing to the school principal. Upon receipt of a parent/caregiver
request for review, the principal will, within 15 calendar days, provide the parent/caregiver
with a written statement acknowledging the request, a copy of the OCDSB IPRC guide
and a written statement indicating an approximate meeting date/time.
IPRC Statement of Decision
Once the IPRC has reached its decision, the chair of the committee (principal) is required
to send or provide a written statement of the decision of the IPRC. The statement of
decision must indicate the following details:
• a description of the student’s strengths and needs assessed by the committee;
• the categories and definitions of any exceptionalities identified by the committee,
based on those established by the Ministry of Education;
• the IPRC’s decision of placement;
• the IPRC’s recommendations, if any, on special education services/programs that
would be appropriate for the student; and
• when the recommended placement includes a placement in a special education
class, and a referral to a central referral committee has been reviewed and a
placement has been recommended and offered, the reason for this decision must be
captured.
Ottawa-Carleton District School Board Special Education Plan 34
If the IPRC determines that the student is exceptional, then the committee must determine
which category or definition of exceptionality as defined by the Ministry of Education
applies to the student. The possible categories are as follows:
Category Exceptionality
Behaviour Behaviour
Communication Autism
Deaf/Hard of Hearing
Learning Disability
Language Impairment
Intellectual Developmental Disability
Mild Intellectual Disability
Giftedness
Multiple Exceptionalities Combination of learning or other disorders,
impairments, physical disabilities
Physical Blind/Low Vision
Physical Disability
Once the student has been identified as exceptional, the IPRC must determine the
appropriate placement for the student. In making this determination, the IPRC must first
consider whether or not a placement in the regular class with appropriate special
education services would meet the student’s needs and be consistent with parental
preference, prior to considering the placement in a special education class.
The list below is a definition of each possible placement that may be offered to a student
during an IPRC process:
Indirect Service (IS): A regular class with indirect support where the student is placed in
a regular class for the entire day, and the teacher receives specialized consultative
services;
Resource Assistance (RA): A regular class with resource assistance where the student
is placed in a regular class for most or all of the day and receives specialized instruction,
individually or in a small group, within the regular classroom from a qualified special
education teacher;
Ottawa-Carleton District School Board Special Education Plan 35
Withdrawal Assistance (WA): A regular class with withdrawal assistance where the
student is placed in a regular class and receives instruction outside the classroom, for less
than 50 percent of the school day, from a qualified special education teacher;
Partial Integration (PI): A special education class with partial integration where the
student is placed by the IPRC in a special education class in which the student-teacher
ratio conforms to Regulation 298, Section 31, for at least 50 percent of the school day, but
is integrated with a regular class for at least one instructional period daily; and
Fully-Self Contained (FSC): A full-time special education class where the student-
teacher ratio confirms to Regulation 298, Section 31, for the entire school day.
If a parent/caregiver does not agree with the decision, they should not sign the IPRC
statement of decision at the meeting. The parent/caregiver may:
● within thirty days of receipt of the initial IPRC decision, file a notice of appeal with the
secretary of the Board (who is usually the director of education);
● request a second meeting within fifteen days with the committee by providing written
notice to the chair of the IPRC. The chair of the IPRC will arrange for a meeting to be
held as soon as possible.
After the follow-up meeting, the IPRC chair will inform the school board and the parents if
any changes were made to the IPRC decision and, if so, provide a revised statement of
decision and written reasons for the changes. Parents/caregivers will be asked to consent
to the revised identification and/or placement decision.
If the parent/caregiver disagrees with the revised decision, they may:
● within fifteen days of the receipt of the decision of the second meeting, file a notice of
appeal with the secretary of the board.
Superintendency Based (SB) IPRC Meeting
Since 2014, the SB IPRC has been available for placement into specialized program
classes for specific exceptionalities. The SB IPRC committee is composed of a principal
chair, an OCDSB psychologist/psychological associate and another member of LSS staff
(e.g., Learning Support Consultant (LSC), speech-language pathologist etc.).
Parents/caregivers are invited to the SB IPRC and are valued participants in the process.
The SB IPRC is available for any specialized program class exceptionality when the
circumstances of the referral warrant this level of central involvement (e.g., complex
student profile, exceptional situations etc.).
For most referrals to specialized program classes:
Ottawa-Carleton District School Board Special Education Plan 36
● A school-based case conference with relevant members of the multidisciplinary team
and parent(s)/caregiver(s) will be completed and reflected in the referral form;
● In most cases, referral review will provide school teams with specific site offers for
consideration by parent(s)/caregiver(s). A school based IPRC would then be
completed;
● In the case that an offer was not made for the specialized program class as requested,
a school based case conference with central LSS support would be offered to the
parent(s)/caregiver(s). The goal of the case conference would be to establish shared
solutions personalized for the student and incorporating all stakeholders.
The IPRC Appeal Process
Should the parent(s)/caregiver(s) disagree with the identification and/or the placement
statements from the Committee, one of the System Principals of Learning Support
Services and/or the superintendent of instruction for the school should be invited to a
follow-up meeting with the parent(s)/caregiver(s) and the Committee members. Every
attempt will be made to resolve the concerns at this level.
Should this follow-up discussion not resolve matters, the parent(s)/caregiver(s) have the
right to appeal the recommendations of the IPRC. The appeal can only be based on
disagreement with the identification and/or the placement of the student. A statement
setting out reasons for the disagreement must be included. The request for an appeal
must be made in writing within 15 calendar days of the follow-up meeting or within 30
calendar days of receipt of the statement from the IPRC. (In regards to all matters
pertaining to appeals, days shall mean calendar days. Where time is limited and the expiry
date falls on a school holiday, the time limit shall be extended to the next day following that
is not a school holiday. During summer holidays, which are defined as periods of time that
school is not in session, requests for appeals will be deferred to the day following the
summer holiday, as per Regulation 304.
This request will be directed to: Director of Education/Secretary of the Board
Ottawa-Carleton District School Board
133 Greenbank Road, Nepean, Ontario K2H 6L3
FAX: (613) 820-6968
Appeal Board Membership
The Appeal Board shall be composed of three members who must not be members or
employees of the Board or Ministry, and who must not have had any prior involvement
with the matter under appeal. Two members are to be appointed within 15 calendar days
of receipt of the notice of appeal by the Secretary of the Board. These members will
include:
a) one member selected by the OCDSB
b) one member selected by parent(s)/caregiver(s)
Ottawa-Carleton District School Board Special Education Plan 37
The Chair is selected and appointed jointly by the above members a maximum of 15
calendar days later. The Chair of the Appeal Board makes arrangements for the
meeting to be held within 30 calendar days after the Chair is selected (unless
parents/caregivers give written consent for the meeting to be held more than 30
calendar days after the Chair is selected. Please note: if agreement cannot be
reached, the Chair shall be selected by the District Manager at the Ministry of
Education.
Role of the Appeal Board
The role of the Appeal Board is to consider all opinions, views, and information concerning
the appeal from the parent/caregiver, their representative, and the representatives from
the Ottawa-Carleton District School Board. The Chair of the Appeal Board will notify the
parent/caregiver of the meeting date and time, and invite them to attend. The Appeal
Board will meet with the parent/caregiver no later than 30 calendar days following the
selection of the Chair of the Appeal Board.
The Appeal Board must make its recommendations within 3 days of the meeting’s
completion. A written report of its recommendations must be provided to the
parent/caregiver/student (if 16 years of age or older), and the OCDSB. The Chair of the
Appeal Board will present recommendations to the Board of Trustees within 30 calendar
days. All documents submitted to the Appeal Board will remain confidential to the
members of the Appeal Board. Parents have the right to request mediation, as indicated in
the Education Act and the Board policy on this issue.
Within 30 calendar days of the Appeal Board’s decision, the OCDSB notifies the
parent(s)/caregiver(s)/ student (if 16 years of age or older) whether it accepts or rejects the
Appeal Board’s decision. If the parent(s)/caregiver(s) disagree with the decision of the
Appeal Board, the parent(s)/caregiver(s) may further appeal to an Ontario Special
Education Tribunal under Section 57 of the Education Act. Information about making an
application to the tribunal will be included with the Appeal Board’s decision.
Appeals, Tribunals, Mediations
It should be noted that appeals may be submitted following an IPRC process and requests
for reconvening an IPRC meeting. Over the past three years, if an appeal has been
submitted to the Secretary of the Board, it has never reached the point of review at a
Special Education Appeal Board (SEAB).
Ottawa-Carleton District School Board Special Education Plan 38
An overview of all IPRC referrals, reviews, and appeals completed in the OCDSB over the
past four school years:
School Year Initial IPRC IPRC Reviews Special Education
Appeal Board
2022-2023 563 3976 0
2021-2022 496 4837 0
2020-2021 421 5139 0
2019-2020 595 5449 1
Moving Forward in this Standard
The IPRC process is complex and can be confusing to families and where appropriate,
students. This year, The LSS Guide was launched for educators with quick access to
information regarding IPRCs, administrator learning sessions were held to provide an
overview of the IPRC process and how to ensure that families and students are included
and supported in this work, and an updated OCDSB IPRC Parent Guide was published in
an online format and translated. Moving into next year, the following supports and
initiatives will be provided to staff, families, and the community:
● A version of the LSS Guide will be launched for parents/caregivers with updated
information regarding special education programming
● professional development sessions for administrators and educators;
● continued improvements within IEP Online (IOL) platform to support efficiency and
functionality for school staff and families.
Ottawa-Carleton District School Board Special Education Plan 39
Educational and Other Assessments
Purpose of the Standard
To provide details of the board’s assessment policies and procedures to the ministry and to
make parents aware of the types of assessment tools used by the school board, the ways in
which assessments are obtained by IPRCs and the ways in which assessments are used.
The OCDSB uses a range of assessment strategies in order to develop appropriate
programs and interventions for students. The goal of any assessment is ultimately to
best serve the needs of a student by providing staff with insights and information into a
student’s strengths, needs, and learning profile. The variety of assessment strategies
may range from routine classroom practice to formalized assessments, which may be
conducted by professionals with specialized knowledge and training.
Should an assessment involving personnel other than the classroom teacher or special
education teacher (LRT / LST) be considered, the process will be discussed with
parents / caregivers and the student (as appropriate) prior to the assessment. At this
time, signed consent is provided, followed by informed consent which is required prior to
the beginning of the assessment.
Identification vs. Diagnosis
An identification is defined by the Education Act and states that a student has special
needs and is an exceptional pupil (under one or more of the Ministry of Education
categories). A diagnosis is defined by the Ontario Regulated Health Professions Act,
which means “identifying a disease or disorder as the cause of the symptoms of an
individual in circumstances in which it is reasonably foreseeable that the individual will
rely on the diagnosis.”
In the OCDSB, there a variety of assessments, they are as follows:
School-Level Assessments
● teacher-developed assessments, including observation and consultation;
● educational assessments by qualified special education staff to identify student
strengths and needs;
● Program and Learning department supported screeners, diagnostics and
assessments (e.g. DIBELS, etc.).
District-Level Assessments
● assessments to facilitate consistency of grading across the system;
● norm-referenced achievement and abilities testing to assist in identifying students
with special program or placement needs;
Ottawa-Carleton District School Board Special Education Plan 40
● professional assessment (psychological, social work, speech and language,
behaviour) to identify students’ strengths and needs for appropriate program and
placement.
Provincial Assessments
● criterion referenced assessments to determine if students have acquired sufficient
skills to move toward graduation (at secondary);
● criterion referenced assessment to measure progress towards the attainment of
curriculum expectations and standards;
● reading, writing and numeracy assessment as prescribed by the Ministry of
Education.
Confidentiality and Rights to Privacy
● Written and informed parental/caregiver consent must be obtained for
psychological, social work, behavioural and speech- language pathology
assessments for students under the age of 18;
● Written and informed consent is obtained for educational assessments for students
under 18 years of age;
● Information can only be shared with outside agencies and other professionals with
written parental consent or with written consent from the student if they are 18
years of age or older;
● Third party confidential reports are the responsibility of the professional to whom
they are released;
● Third party confidential reports are filed in the OSR, or with Learning Support
Services, according to parental / caregiver consent;
● Learning Support Services staff will obtain parental consent to communicate third
party report information to the schools.
Classroom Teacher
In order to best serve the strengths and needs of a student, effective assessment and
instruction planning are required. Teachers gather a variety of information about their
students through observations, conversations, and discussions with the student and
their parents / caregivers. Teachers also reference a collection of student work samples
and other informal classroom oral and written assessments. Through regular and
ongoing dialogues with the parent / caregiver and the student, teachers gain additional
information to help them to develop a student profile.
To determine appropriate programming and/or placement the following assessments
may be administered:
Educational Assessments
● are used to determine appropriate programming for students;
Ottawa-Carleton District School Board Special Education Plan 41
● may include norm-referenced achievement testing to assess acquisition of basic
academic skills;
● may be required for a student to be referred for an individual assessment by
professional services staff or personnel;
● may be part of information that is used to inform the IPRC process;
● include reports containing background information, current learning strengths and
needs, a summary of recommendations (e.g. in-class program accommodation
and/or modification, resource support, etc.);
● will be conducted only after obtaining informed parental consent;
● will be shared only with school staff who work directly with the student and are then
stored in the student’s OSR;
● are only shared with outside agencies if the parent has consented which is
documented in a Release of Information Form;
● are administered by teachers with Special Education qualifications that align with
the relevant assessment tool.
Psychological Assessments
● are based on current and historical information;
● reflect evidence based practice for assessing culturally and linguistically diverse
students;
● include standardized and dynamic psychological tests, observations, interviews
with a student, professional judgment, clinical skills, multi-disciplinary discussion
and consultation with parent(s)/caregiver(s) to gain insight into a student’s overall
functioning including behaviour, personality, intellectual profile, learning style and
achievement;
● are conducted by psychologists and psychological associates who are registered
members of the College of Psychologists of Ontario or psychoeducational
consultants who are supervised by psychologists.
The legislative underpinning supporting this service delivery model includes the
Regulated Health Professionals Act (RHPA), 1991, the Psychology Act, 1991 and the
Health Care Consent Act, 1996
Social Work Histories
● are based on current and historical information;
● focus on the social emotional development of the student;
● include the student’s functioning within the context of their family and the school
environment;
● involve suggestions for culturally relevant and responsive intervention that look at
the student’s strengths and needs in the context of family, school and community;
● are conducted by social workers who are members of the Ontario College of Social
Workers and Social Service Workers.
Ottawa-Carleton District School Board Special Education Plan 42
The legislative underpinning supporting this service delivery model includes the
Education Act, 1990, The Child, Youth, and Family Services Act 2017.
Speech/Language Assessments
● are based on current and historical information;
● reflect evidence-based practice for assessing culturally and linguistically diverse
students
● include the evaluation of communication, oral and written language skills (e.g.,
listening, understanding, speaking, reading and writing) as emphasized in the
Ontario curriculum and as required for participation in an inclusive and caring
classroom and community;
● include multidisciplinary discussion, consultation & case history interviews with
parents(s)/caregiver(s), observations, professional judgement, clinical skills,
administration of standardized/non-standardized/dynamic measures, and provision
of recommendations for programming across any of the three tiers of special
education support;
● may include one or more of the following areas:
○ receptive and expressive language skills;
○ reading, writing, and related skills (e.g., phonological awareness);
○ social/pragmatic and executive-functioning/cognitive-communication skills;
○ functional communication and augmentative & alternative communication
skills;
○ oral motor, speech sound production, fluency, voice and resonance, to access
services delivered through CHEO School Based Rehabilitation Services and/or
OCDSB Parent Articulation Training Program (PATP);
● are conducted by speech-language pathologists who are members of the College
of Audiologists and Speech-Language Pathologists of Ontario.
The legislative underpinning supporting Speech-Language Pathology services includes
the Regulated Health Professionals Act (RHPA), 1991 and the Audiology and Speech-
Language Pathology Act, 1991. The Inter Ministerial Guidelines for the Provision of
Speech and Language Services, 1988 is also followed in determining type and level of
service provided.
Occupational Therapy Assessments
● are based on current and historical information;
● integrate relevant evidence, promote equity in practice, contribute to equitable
access to occupational participation, and seek out resources to help develop
culturally safer and inclusive approaches to assessment;
Ottawa-Carleton District School Board Special Education Plan 43
● may include multidisciplinary discussion, consultation and collaboration with
school teams, case history interviews with parents(s)/caregiver(s),
observations in the school environment, occupational analysis, clinical
reasoning, administration of standardized/non-standardized measures, and
provision of recommendations for programming across any of the three tiers of
special education support;
● may explore the following areas:
○ analyze the effects of systemic and historical factors on students,
groups, and their occupational possibilities
○ support the factors that promote health, well-being, and occupations
○ identification of a student’s emotional, behavioural, and sensory
regulation capacity and strengths
○ evaluation of a student’s sensory processing differences and impact on
participation in the classroom and school environment
○ assist with obtaining resources and equipment to access the school
curriculum.
○ modification/enhancement of the classroom and school environment to
meet the student’s learning needs
● are conducted by occupational therapists who are registered with the College
of Occupational Therapists of Ontario.
The legislative underpinning supporting Occupational Therapy services includes the
Regulated Health Professionals Act (RHPA), 1991,The Occupational Therapy Act,
1991, and the Competencies for Occupational Therapists in Canada. ACOTRO,
ACOTUP & CAOT (2021)
Assessments conducted outside of the OCDSB
Since school districts set their own criteria (based on the Ministry of Education
categories of exceptionalities), the OCDSB does not automatically recognize previous
identifications and placements held by students. Professional services staff review
assessments, with parent / caregiver consent, in order to make a determination at a
school level of potential recommendations for identification and placement, where
appropriate. The assessments must be conducted by a qualified professional (according
to the standards set by each profession in Ontario). Medical information pertinent to
accommodation of the student is directed to the school principal.
Ottawa-Carleton District School Board Special Education Plan 44
Assessment Results
Assessment results are provided to parent(s)/caregiver(s) through:
● meetings with parent(s)/caregiver(s) and appropriate school and/or board
personnel as required;
● written reports.
Assessment information is collected under the authority of the Education Act, and will
only be used to plan and evaluate a student's program. The information is confidential
and access will be limited to those employees who have an administrative need, the
student, and parent(s)/caregiver(s) of a student who is under 18 years of age.
2022-23 OCDSB Waitlist for Learning Support Services
● Waitlists are fluid and maintained at a school level using a multidisciplinary team
approach to prioritize students based on need. A range of supports and services
are available to address student needs while waiting for formal assessment.
● Central data for students waiting for speech-language pathology, psychology or
educational assessments as of June, 2023 is as follows:
Type of Assessment
Total Number of
Assessments
Pending
Estimated Wait Time for
Assessments to be
Completed
Educational Assessment 445 2.7 months
Psycho-educational Assessment 457 5.5 months
Speech-Language Pathology
Assessment 220 2 months
Ottawa-Carleton District School Board Special Education Plan 45
Specialized Health Support Services in School Settings
Purpose of the Standard
To provide details of the board's specialized health support services to the ministry and to
the public.
Partnering with the CHEO, below is a summary of the specialized health support services
provided.
For further detailed information, please reference the list of programs and health
information on the CHEO website.
Service
Agency or
position of
person who
performs the
service
Eligibility criteria
for students to
receive the
service
Position of
person who
determines
eligibility to
receive the
service and the
level of support
Criteria for
determining when
the service is no
longer required
Procedure for
resolving
disputes about
eligibility and
level of support (if
available)
Ottawa-Carleton District School Board Special Education Plan 46
Se
r
v
i
c
e
Agency or
position of
person who
performs the
service
Eligibility criteria for students to receive the
service
Position of person
determining
eligibility of service
and the level of
support
Criteria for determining when the service is
no longer required
Procedure for resolving
disputes about eligibility and
level of support (if available)
Nu
r
s
i
n
g
CHEO and their
contracted
agencies
Attendance at an elementary or secondary
school
Student is under the care of a physician
Student requires nursing care at school
School principal/ personnel can identify student
to CHEO by calling care coordinator
Medical orders are required — will be obtained
by care coordinator
CHEO care
coordinator
Attending physician
Medical staff and CHEO determine that
services are no longer required
Change in medical status
Case conference
Parent(s)/ caregiver(s) can
appeal to CHEO
Contact person —care
coordinator
613-737-7600 ext.1794
CHEO appeals process under
review
Nu
t
r
i
t
i
o
n
CHEO and their
contracted
nutritional
agencies
Attendance at an elementary or secondary
school
Student is under the care of a physician
Student has an Ontario Health Card
Student requires nutritional care at school
School principal/ personnel can identify/refer
student to CHEO by calling case manages
CHEO care
coordinator
Achievement of nutritional goals
Student no longer requires/ benefits from
nutrition services at school
Case conference
Parent(s)/caregiver(s) can
appeal to CHEO
Contact person — care
coordinator
613-737-7600 ext.1794
CHEO appeals process under
review
Ph
y
s
i
o
t
h
e
r
a
p
y
(
P
T
)
CHEO and their
contracted
therapy agency
(CommuniCare)
Attendance at an elementary or secondary
school
Student requires physiotherapy to attend school
School principal and personnel refer student to
CHEO using the Occupational Therapy and
Physiotherapy referral form
Student has an Ontario Health Card
CHEO
Achievement of PT goals
Student is not benefiting from therapy
No follow-up support
Student is uncooperative
Parental request for termination of service
Further discharge criteria as per CHEO
Case conference
Parent(s)/caregiver(s) can
appeal to CHEO
Contact person —care
coordinator 613-737-7600
ext.1794
CHEO appeals process under
review
Ottawa-Carleton District School Board Special Education Plan 47
Se
r
v
i
c
e
Agency or
position of
person who
performs the
service
Eligibility criteria for students to receive the
service
Position of
person
determining
eligibility of
service and the
level of support
Criteria for determining when the service is no longer
required
Procedure for
resolving disputes
about eligibility and
level of support (if
available)
Oc
c
u
p
a
t
i
o
n
a
l
T
h
e
r
a
p
y
(
O
T
)
Board Staff -
Occupational
Therapist (OT)
Attendance at an elementary or secondary
school
Urgent adaptive equipment and complex
sensory processing concerns that require timely
intervention to optimize safety and engagement
at school
School LST discusses student with LSC; LSC
fills out a referral form for board OT services
Board OT
Student is active on the CHEO and their contracted
therapy agency (CommuniCare) waitlist
Parent/caregiver no longer consent to board OT support
Training on safe and appropriate use of SEA equipment
has been provided to the school team; tools are being
used regularly and suggested support plan has been
provided
Student has graduated from an OCDSB school
Case Conference
CHEO and their
contracted
therapy agency
(CommuniCare)
Attendance at an elementary or secondary
school
Student requires occupational therapy to attend
school (has fine/gross motor difficulties, mobility
concerns, issues with accessibility and safety
issues impacting ability to access school
environment)
School principal and personnel refer student to
CHEO using the Occupational Therapy and
Physiotherapy referral form
Student has an Ontario Health Card
CHEO
Current Criteria for discharge from therapy include one or
more of the following (for School-based Rehabilitation
Services)
- student is unable to practice and/or irregular attendance
at therapy sessions
-student is unable to participate in the therapy
sessions/program
- student and/or family no longer consent to professional
interventions
-student has strategies/program in place and ongoing
practice required
-student meets the criteria for mild speech articulation
disorder
-the student no longer meets the eligibility criteria for
CHEO and/or therapy services
NOTE: Students are not required to master the areas of
difficulty identified by the therapist before being
considered for discharge. School and home will continue
to support the goals and strategies developed by
the therapist, as a mastery of skill requires practice on a
regular basis
Re-admission may occur only if/when a new need/concern
is identified.
Case conference
Parent(s)/caregiver(s)
can appeal to CHEO
Contact person — care
coordinator 613-737-
7600 ext.1794
CHEO appeals process
under review
Ottawa-Carleton District School Board Special Education Plan 48
Service
Agency or position
of person who
performs the
service
Eligibility criteria for students to
receive the service
Position of person
determining eligibility of
service and the level of
support
Criteria for determining
when the service is no
longer required
Procedure for resolving
disputes about
eligibility and level of
support (if available)
Speech and Language
Assessment
(Consultation,
screening, informal and
formal assessments)
Board staff -
Speech- Language
Pathologist (SLP)
First Words
School referral to board SLP
Intake information completed by
parents
LST
SLP
First Words
Consultation, screening
and/or assessment are
completed
Assessment is completed
Case conference
Speech and Language
Tiered Intervention
Board staff – SLP
(language and
communication)
Tier 1, Tier 2, Tier 3 support based on
educator and student needs
Student-specific referrals for Tier 3
SLP
Suggested support plan
has been provided
Case conference
Speech and Language
Support in Specific
Specialized Program
Classes
Board staff — SLP
Student placement in one of the
following specialized program classes:
Language Learning Disability (primary
& junior)
Developmental Disabilities Program
(senior kindergarten, primary,junior,
intermediate),
Primary Special Needs
(primary/junior)
Autism Spectrum Disorder (primary,
junior, intermediate)
Physical Support Program
Learning Disability Specialized
Intervention Program
School Multi-Disciplinary
Team
Specialized program class
recommendation
committee
SLP
Student transferred out of
the listed specialized
program classes to
another placement
Case conference
Appeal IPRC placement
Language (mild to
moderate):
Parent Language
Training Program
(PLTP)
Board staff -SLP
Student has language skills in the
context of mild to moderate language
impairment as determined by a
speech and language assessment
Board SLP
Referring SLP in
community (First Words,
CHEO and their
contracting agency
(Communicare), CHEO
CTC, private practice)
Workshop has been
provided to parents
Case conference
Ottawa-Carleton District School Board Special Education Plan 49
Service
Agency or
position of
person who
performs the
service
Eligibility criteria for students to
receive the service
Position of person
determining eligibility of
service and the level of
support
Criteria for determining when
the service is no longer
required
Procedure for resolving
disputes about eligibility
and level of support (if
available)
Articulation (mild):
Parent Articulation
Training Program
(PATP)
Board staff- SLP
Student has mild articulation difficulty and
is stimulable for targeted sounds
Board SLP
Referring SLP in
community (First Words,
CHEO School-based
Rehabilitation Services,
CHEO CTC, private
practice)
Workshop has been provided to
parents
Case conference
Articulation
(moderate to severe),
motor speech,
fluency, voice,
resonance
CHEO and their
contracted therapy
agency
Attendance at an elementary or
secondary school
Student has an Ontario Health Card
Student meets eligibility and behavioural
criteria for direct therapy
Student is in senior kindergarten or older
School board or other SLPs refer student
to CHEO using the School Speech
Therapy referral form after initial
assessment
Student has an Ontario Health Card
CHEO care coordinator
Board staff — SLP pre-
referral assessment
(Board SLP determines
eligibility for referral;
CHEO therapist
determines eligibility for
service)
Discharged when presenting
with a mild to moderate
articulation problem. CHEO may
discharge to Parent Articulation
Training Program (PAT-P)
Parental request for termination
of service
No follow-up support
Student is uncooperative
Further discharge criteria as per
CHEO
Case conference
Parent(s)/caregiver(s) can
appeal to CHEO
Contact person — care
coordinator 613-737-7600
ext.1794
CHEO
appeals process under
review
Administration of
Prescribed
Medications
Board staff —
educational
assistant (EA),
teacher, principal,
office staff
Request must be made in writing from
the parent and physician
Physicians must specify the medication,
dosage, frequency, method, side effects,
and the duration of administration (as per
MOE Policy/ Program Memo. No. 81)
Physician
Parent(s)/ caregiver(s)
Principal
Direction from physician and
approval of parent(s)/
caregiver(s)
Case conference
Catheterization
Board staff — EA
(trained by
appropriate
agency)
Student
Dependent or assistance required for
catheterization
Physician
Parent(s)/ caregiver(s)
Principal
Direction from physician and
approval of parent(s)/
caregiver(s)
Independence achieved for self-
catheterization
Change in medical condition
Case conference
Ottawa-Carleton District School Board Special Education Plan 50
Service Agency or position of person
who performs the service
Eligibility criteria for students
to receive the service
Position of person
determining eligibility of
service and the level of
support
Criteria for determining when
the service is no longer required
Procedure for
resolving disputes
about eligibility and
level of support (if
available)
Suctioning
shallow
deep
Shallow suctioning — Board
staff — EA
Deep suctioning Home and
Community Care Support
Service Champlain (HCCSSC)
contracted agencies
Physician’s direction
Physiotherapy recommendation
HCCSSC care coordinator
Medical staff
Direction from physician
Change in medical condition
Case conference
Appeal to HCCSSC
Lifting and
Positioning
Board staff - EA trained by
OT/PT from CHEO School-
based Rehabilitation Services
CHEO and Board
OT/PT trainers
Dependent for lifting and
positioning and transfers
CHEO
OT/PT
Physician
Principal
Independence achieved for
transfers
Changes in medical condition
Upon physician’s or therapist’s
direction
Case conference
Assistance with
Mobility
Board staff - EA
Trained OT/PT
Board staff- EA trained by
OT/PT from CHEO School-
based Rehabilitation Services
Dependence training
or/assistance required for
mobility
Physician’s
Assessment
Principal
OT/PT
Board and CHEO
Effective and comfortable use of
new equipment or adjusted
equipment
Case conference
Feeding
Board staff- EA trained by OT or
SLP
HCCSSC contracted nursing
agencies
Dependent assistance required
for feeding
Physician direction
Physician
Principal
HCCSSC care coordinator
OT/SLP
Direction from physician and
approval of parent(s)/
caregiver(s)
Change in feeding needs
Case conference
Toileting
Board staff - EA trained by
appropriate professional/ agency
Dependent and/or requiring
assistance for toileting
Principal
Physician direction and
parental approval
Direction from physician and
approval of parent(s)/ caregiver(s)
Case conference
Medical Dressing
Board staff - EA Physician direction and parental
approval
Physician
Parent
Principal
Physical direction and parental
approval
Case conference
Ottawa-Carleton District School Board Special Education Plan 51
Program Criteria: Nutrition (Registered Dietitian (RD) Services)
● School support – appropriate physical environment/space is provided, participation of volunteers or
parents/caregivers is facilitated by school, teacher/EA willing to work with RD to include strategies in
school setting
● Adequate attention and behaviours for consultation
● Consistent follow up demonstrated in program
Discharge criteria include one or more of the following:
● Student needs can be met by outpatient clinic/services
● Student issues are strictly behavioural and no school board behavioural intervention is in place
● Student condition stable with weight being monitored by family physician/clinic
● Lack of student/family/school motivation or participation with program/recommendations
● Student has achieved treatment goals
● Student has strategies/program in place to be able to meet goals
● No practice/irregular attendance of student at sessions
● Degree of progress does not warrant ongoing intervention
● Student and/or family/caregiver do not feel need for treatment
● Student no longer demonstrates need for service
*General Role of RD
Promote and/or Maintain Healthy growth related to nutritional recommended intake, changes with age, need for
supplementation with feeds
Ottawa-Carleton District School Board Special Education Plan 52
School Based Rehabilitation Services Guidelines –Occupational Therapy
Conditions/Service Need Role of OT/Model of Service
Short Term needs
Student with a specific functional problem requiring focused, short
term intervention in one of the following areas:
Age/developmental school productivity issues
mobility issues
environmental adaptations/accessibility (equipment)
sensory processing issues
Intervention is short term and specific in nature
In the form of clinical observations, interview of parent/caregiver/teacher or
standardized assessments may include:
Fine motor skills, gross motor skills, motor coordination, visual perceptual skills,
sensory processing, activities of daily living, accessibility and mobility
Intervention and/or instructional strategies defined and taught to school staff
and family/caregivers. Program and resources provided to school staff and
family/caregivers
Feedback to/from school staff/family/caregivers
Ongoing re-evaluation as needed to revise goals and intervention strategies
Moderate term needs
Student with one or more of the following functional problems:
Age/developmental school productivity issues
mobility issues
environmental adaptations/accessibility (equipment)
sensory processing issues
Intervention will have a rehabilitation focus
Assessment in the form of clinical observations, interview of
parent/caregiver/teacher or standardized assessments may include:
Fine motor skills, gross motor skills, motor coordination, visual perceptual skills,
sensory processing, activities of daily living, accessibility and mobility
Intervention and/or instructional strategies defined and taught to school staff
and family/caregivers
Program and resources provided to school staff and family/caregivers
Feedback to/from school staff/family/caregivers
Ongoing re-evaluation as needed to revise goals and intervention strategies
Complex/Early Intervention
Student with one or more of the following functional problems:
physical disability affecting ability to function independently in
school (safety, mobility, productivity), degenerative condition,
chronic health condition, developmental disability
Intervention will focus on the establishment of optimal function in
order to develop baseline for ongoing maintenance
Assessment in the form of clinical observations, interview of
parent/caregiver/teacher or standardized assessments may include:
Fine motor skills, gross motor skills, motor coordination, visual perceptual skills,
sensory processing, activities of daily living, accessibility and mobility
Intervention and/or instructional strategies defined and taught to school staff
and family/caregivers
Program and resources provided to school staff and family/caregivers
Feedback to/from school staff/family/caregivers
Ongoing re-evaluation as needed to revise goals and intervention strategies
Ottawa-Carleton District School Board Special Education Plan 53
School Based Rehabilitation Services Guidelines –Occupational Therapy
Conditions/Service Need Role of OT/Model of Service
Complex/Long Term Needs
Student with one or more of the following functional problems:
Physical disability affecting ability to function independently in school (safety,
mobility, productivity), degenerative condition, chronic health condition,
developmental disability
Intervention will focus on prevention of deterioration and maximizing/maintenance of
function
Student experiencing developmental delay (global) or cognitive/physical disability
may necessitate consultation throughout their school career
Situation may need annual review and upgrading of programming
Assessment in the form of clinical observations, interview of
parent/caregiver/teacher or standardized assessments may include:
Fine motor skills, gross motor skills, motor coordination, visual perceptual
skills, sensory processing, activities of daily living, accessibility and mobility
Intervention and/or instructional strategies defined and taught to school
staff and family/caregivers
Program and resources provided to school staff and family/caregivers
Feedback to/from school staff/family/caregivers
If experiencing an episodic need for intense short term intervention student
may receive additional visits
For example:
Facilitation with transition within school system
Facilitation with transition to adult services
Intermittent difficulties associated with growth/equipment changes
Change in caregiver (school setting)
Supportive care needs
Sudden change in functional status
Ongoing re-evaluation as needed to revise goals and intervention
strategies
Ottawa-Carleton District School Board Special Education Plan 54
Program Criteria: Occupational Therapy
● School support – appropriate physical environment/space is provided, participation of volunteers or
parent/caregivers is facilitated by school, teacher/EA willing to work with therapist to include strategies in
school setting
● Motivation and consent of student/caregiver to participate
● Adequate attention and behaviours for assessment/treatment sessions
● Consistent follow up demonstrated in supplemental program/homework/exercises provided by OT
● Students are not eligible for service if they have ONLY behaviour difficulties, visual perceptual problems,
or learning disabilities
Discharge Criteria- include one or more of the following:
● Student has achieved treatment goals
● Student has strategies /program in place to be able to meet goals
● Lack of follow up in school or home program
● No practice/irregular attendance of student at sessions
● Degree of progress does not warrant ongoing intervention
● Student and/or family do not feel need for treatment
● Student no longer demonstrates need for service
Service Model:
Intervention may be direct, consultative, one to one or via workshop or educational presentation to
caregivers/school staff
Ottawa-Carleton District School Board Special Education Plan 55
School Based Rehabilitation Services Guidelines – Physical Therapy
Conditions/Service Need Role of PT/Model of Service
Short Term
Physical challenges in the school setting – including difficulties participating in gym
class, safe mobility within the school/schoolyard, stairs
Non-deteriorating condition with minimal complications predicted
Acute cardiorespiratory issues
Services include:
Assess physical function and/or gross motor skills
Develop intervention strategies
Teach school staff, family/caregivers to review/feedback/upgrading of
intervention/adaptation strategies as needed
Evaluate safe implementation of program in school setting
Rehabilitation/Chronic
Student with a disability which impacts on functional abilities of mobilization,
transfers, cardiorespiratory status, demonstrating potential for improvement
PT intervention to maximize progression of skills and optimize functional status
Improve/Maintain mobility and orthopedic, gross motor and respiratory status
Intervention may vary in response to changing needs and readiness
Example: Physical impairment limiting ambulation with potential to effect level of
independent mobility (e.g.: Borderline ambulatory vs. wheelchair mobility)
Students may require additional visits post surgery/
post botox
Services include:
Assessment of physical function, setting goals with students, school staff and
family to maximize physical function in the school setting
Intervention strategies developed and taught to school staff and
family/caregivers
Prescription of equipment
Collaboration with school staff in development of IEP plan/goals
Ongoing evaluation of safe implementation of program in school setting
Ongoing re-evaluation as needed to progress goals and intervention
strategies
Complex/Long term Needs
Student with a disability which impacts on functional abilities of mobilization,
transfers and cardiorespiratory status
PT intervention to maintain/delay deterioration of mobility, orthopedic, gross motor
and respiratory status
Intervention may vary in response to changing needs and readiness
Services include:
Assessment of physical status/function, setting goals with students, school
staff and family to maintain physical function in the school setting
Intervention strategies developed and taught to school staff and
family/caregivers
Prescription of equipment
Collaboration with school staff in development of IEP plan/goals
Ongoing evaluation of safe implementation of program in school setting
Ongoing re-evaluation as needed to revise goals and intervention strategies
* All guidelines include assessment, conferencing, and consultation
Ottawa-Carleton District School Board Special Education Plan 56
Program Criteria: Physical Therapy
● School support – appropriate physical environment/space is provided for gross motor activities,
participation of volunteers or parents is facilitated by school, teacher/EA willing to work with
therapist to include strategies in school setting
● Parent/caregiver involvement in physio program
● Motivation and consent of student to participate
● Adequate attention and behaviours for assessment/treatment sessions
● Consistent follow up demonstrated in supplemental program/homework/exercises provided by
PT
● Service model is abilities based – based on goals of child, school and family – goals are task
oriented
● An identified gross motor difficulty impacting on school participation and safety in the school
setting
Discharge Criteria include one or more of the following:
● Student has achieved treatment goals
● Student has strategies /program in place to be able to meet goals
● Lack of follow up in school or home program
● No practice/irregular attendance of student at sessions
● Degree of progress does not warrant ongoing intervention
● Student and/or family/caregivers do not feel need for treatment
● Student no longer demonstrates need for service
Services:
Intervention may be consultative, one to one or via workshop or educational presentation to
family/caregivers/school staff
Ottawa-Carleton District School Board Special Education Plan 57
School Based Rehabilitation Services Speech-Language Pathology Service Guidelines
CHEO School Based Rehabilitation Services (SBRS) provides speech therapy for children and youth with a health based need for speech services.
School boards are responsible for providing these services to children/youth who have a language disorder. This is inclusive of private and home
schools. School boards are also responsible for the treatment of mild articulation disorders. (Mild articulation = no processes involved OR 1-2 sound
errors regardless of age OR errors fall within the child’s development range OR sound patterns associated with that of first language (ESL) OR W for
R or Frontal Lisp, or lateral lisp on s, z only, tongue thrust).
Students who are identified with physical, neurological, and/or cognitive difficulties may have an impeded rate of progress. It is anticipated that
therapeutic strategies will require more time. Student MUST meet eligibility criteria of continued measurable progress and consistent support from
home and school must be evident.
Conditions/Service Need Eligibility criteria Role of SLP/Model of
Service
Moderate to severe articulation/phonological disorder
Moderate –
3-6 sound errors are noted OR phonological processes (including
atypical errors) may be involved AND errors noticeably reduce
intelligibility (e.g. lateralization of most or all fricatives with significant
negative effect on intelligibility)
Severe –more than 6 sound errors, processes involved, intelligibility
is severely reduced
Must have SLP referral and assessment
Must have current SLP report (within last 12 months) Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Complex/Medically Fragile DE children only
DE children ONLY where model is different & SLP is addressing
language development and/or swallowing risks
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Ottawa-Carleton District School Board Special Education Plan 58
Conditions/Service Need Eligibility criteria Role of SLP/Model of
Service
Motor Speech Disorder
Mild- Moderate -3-6 sound errors, processes may be involved,
errors are inconsistent over repeated trials, intelligibility is noticeably
reduced
Severe – more than 6 sounds errors are noted, processes may be
involved, errors are inconsistent over repeated trials, intelligibility is
severely reduced
Profound - Efforts to speak/vocalize but limited sound system
Oral motor difficulties must impact intelligibility or contribute to
feeding and/or swallowing difficulties
Must have SLP referral and assessment
Must have current SLP report (within last 12 months);
neurology report if available
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Fluency disorder
Dysfluent in first language
Tension
Secondary behaviours – avoiding words/avoidance of situations
Effortful speech, struggle
Demonstration of social +/or vocational limitation (s) as result of
fluency disorder
Must have SLP referral and assessment
Must have current SLP report (within last 12 months)
Client motivation – key with referral
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Voice / Resonance disorder
Vocal fold pathology identified by ENT resulting in poor voice quality
including:
Rough
Hoarse
Whispery
Mild/Moderate - vocal production impacts on daily communication
Severe - vocal production is markedly affected Majority of
communication may require non-verbal techniques
Atypical hypo or hyper nasality
Nasal Air Emission
ENT report required
Eligibility for ongoing services – expectation of clinical
changes in first 3 months – if not, service not continued
and client referred for more appropriate intervention
Report from cleft palate team, if involved
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Ottawa-Carleton District School Board Special Education Plan 59
Conditions/Service Need Eligibility criteria Role of SLP/Model of
Service
Multiple Needs
Experiencing moderate to severe difficulties in more than on
treatment area/category of speech remediation including:
articulation, oral motor, fluency and voice difficulties
Must have SLP referral and assessment
Must have current SLP report (within last 12 months)
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Alternative and Augmentative Communication
Resource to school on short term basis within scope of practise and
service mandate; transition to school board staff for ongoing
services
If AAC device is primary method of communication –
school board responsibility
If secondary device to augment speech production –
shared mandate of School board and SBRS
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Assessment and Discharge
Following assessment client does not meet eligibility
criteria (may be due to improvements while waiting for
service; may have been inappropriately referred) SLP
will complete assess/discharge report
No service provided
NOTE: The Referral for Same Need category has been eliminated. Please reassess the child and put them into the most appropriate category
above.
Ottawa-Carleton District School Board Special Education Plan 60
Program Criteria: Speech Language Pathology Service
● The student must display – appropriate motivation, attention, language, behaviour and
cognitive ability to participate in an individual speech therapy session of a minimum of 30
minutes in length
● The SLP assessment report accompanying the referral to include child’s status of those
components
● The student must display – language skills that are equal to or greater than demonstrated
speech skills
● Students who require significant language stimulation will be discharged back to the care of
the school board speech language pathologist
● SLP report including an assessment on language skills (within past year) where there are
identified concerns, from referring agency SLP/school board SLP/private SLP
Exception: a child with diagnosed developmental delays, a report within the last two years will
be accepted if accompanied with a statement by the referring SLP regarding the validity of the
report
● Referral must be initiated by an SLP; if no identified concerns then a statement on language
skills (within past year) is required from SLP
● Stimulability for speech sounds
● School support – appropriate physical environment/space is provided; participation of
volunteers or family/caregivers is facilitated by school; teacher/EA willing to work with
therapist to include strategies in class work
● Family/caregiver to attend minimum of one session
● Motivation and consent of student to participate
● Adequate attention and behaviours for assessment/treatment sessions
● Consistent follow up demonstrated in supplemental program/homework provided by SLP
Discharge Criteria include one or more of the following:
● Student has achieved treatment goals
● Student has strategies /program in place to be able to meet goals
● Lack of follow up in school or home program
● No practice/irregular attendance of client at sessions
● Student meets criteria for mild articulation
● Degree of progress does not warrant ongoing intervention
● Student and/or family/caregiver do not feel need for treatment
● Student no longer demonstrates need for service
Ottawa-Carleton District School Board Special Education Plan 61
Categories and Definitions of Exceptionalities
Purpose of the Standard
To provide information on the categories and definitions of exceptionalities available to
the public, including parent(s)caregiver(s) and community associations.
Some students have special needs that may require additional support beyond what is
provided through regular instructional and assessment practices. Students who have
behavioural, communication, intellectual, physical or multiple exceptionalities, may
require special education programs and /or services to benefit fully from their school
experience. These may take the form of accommodations such as specific teaching
strategies, preferential seating, and assistive technology and/or modifications (i.e.,
changes in grade level expectations in a particular course or subject). Such students
may be formally identified by an Identification, Placement and Review Committee
(IPRC) as “exceptional pupils”.
According to the Ministry of Education:
An exceptional pupil is one whose behavioural, communicational, intellectual,
physical, or multiple exceptionalities are such that he or she requires placement in a
special education program by a committee of the board of which the pupil is a resident
pupil.
A special education program is defined as an educational program that is based on
and modified by the results of continuous assessment and evaluation and that includes
a plan containing specific objectives and an outline of educational services that meets
the needs of the exceptional pupil.
Special education services are defined as facilities and resources, including support
personnel and equipment necessary for developing and implementing a special
education program.
All decisions about exceptionality and student placements are made through the
Identification, Placement, and Review Committee (IPRC) process. The Ministry of
Education sets out categories and definitions of exceptionalities that must be used by
school boards when determining a student is “exceptional”. If a student is deemed to be
exceptional, the IPRC will decide the appropriate “placement” for the student, using
criteria developed by the OCDSB as well as taking into account parental preference.
The goal of the IPRC is to determine the most appropriate learning environment to
maximize the student’s potential. For more information about the IPRC process or
Ottawa-Carleton District School Board Special Education Plan 62
special education placements offered in the OCDSB, please refer to these sections
within this document.
The chart of student exceptionalities below is set out by the Ministry of Education and is
in alignment with the Education Act. It is organized by exceptionality category, specific
exceptionality identification, and specific exceptionality definition. An identification of
exceptionality is not the same as a diagnosis provided by a psychologist or medical
professional.
Behavioural
Exceptionality Definition
Behaviour A learning disorder characterized by specific behaviour problems over
such a period of time, and to such a marked degree, and of such a
nature, as to adversely affect educational performance and that may
be accompanied by one or more of the following:
a)an inability to build or to maintain interpersonal relationships;
b)excessive fears or anxieties;
c)a tendency to compulsive reaction;
d) an inability to learn that cannot be traced to intellectual, sensory, or
other health factors, or any combination thereof.
Communicational
Exceptionality Definition
Autism A severe learning disorder that is characterized by:
a)disturbances in: rate of educational development; ability to relate to
the environment; mobility; perception, speech, and language;
b)lack of the representational symbolic behaviour that precedes
language
Deaf and Hard-
of-Hearing
A severe learning disorder that is characterized by:
a)disturbances in: rate of educational development; ability to relate to
the environment; mobility; perception, speech, and language;
b)lack of the representational symbolic behaviour that precedes
language.
Ottawa-Carleton District School Board Special Education Plan 63
Communicational (Continued)
Exceptionality Definition
Language
Impairment
A learning disorder characterized by an impairment in comprehension
and/or the use of verbal communication or the written or other symbol
system of communication, which may be associated with neurological,
psychological, physical, or sensory factors, and which may:
a) involve one or more of the form, content, and function of
language in communication; and
b) include one or more of: language delay; dysfluency; voice and
articulation development, which may or may not be organically
or functionally based.
Speech
Impairment
A disorder in language formulation that may be associated with
neurological, psychological, physical, or sensory factors; that involves
perceptual motor aspects of transmitting oral messages; and that may
be characterized by impairment in articulation, rhythm, and stress.
Learning
Disability
One of a number of neurodevelopmental disorders that persistently
and significantly has an impact on the ability to learn and use
academic and other skills and that:
affects the ability to perceive or process verbal or non-verbal
information in an effective and accurate manner in students who have
assessed intellectual abilities that are at least in the average range;
results in (a) academic underachievement that is inconsistent with the
intellectual abilities of the student (which are at least in the average
range), and/or (b) academic achievement that can be maintained by
the student only with extremely high levels of effort and/or with
additional support;
results in difficulties in the development and use of skills in one or
more of the following areas: reading, writing, mathematics, and work
habits and learning skills;
may typically be associated with difficulties in one or more cognitive
processes, such as phonological processing; memory and attention;
processing speed; perceptual-motor processing; visual-spatial
processing; executive functions (e.g., self-regulation of behaviour and
emotions, planning, organizing of thoughts and activities, prioritizing,
decision making);
may be associated with difficulties in social interaction (e.g., difficulty
in understanding social norms or the point of view of others); with
various other conditions or disorders, diagnosed or undiagnosed; or
Ottawa-Carleton District School Board Special Education Plan 64
Communicational (Continued)
Exceptionality Definition
Learning
Disability
(continued)
with other exceptionalities;
is not the result of a lack of acuity in hearing and/or vision that has not
been corrected; intellectual disabilities; socio-economic factors;
cultural differences; lack of proficiency in the language of instruction;
lack of motivation or effort; gaps in school attendance or inadequate
opportunity to benefit from instruction.
Intellectual
Exceptionality Definition
Giftedness
An unusually advanced degree of general intellectual ability that
requires differentiated learning experiences of a depth and breadth
beyond those normally provided in the regular school program to
satisfy the level of educational potential indicated.
Mild Intellectual
Disability
A learning disorder characterized by:
a) an ability to profit educationally within a regular class with the
aid of considerable curriculum modification and support
services;
b) an inability to profit educationally within a regular class because
of slow intellectual development;
c) a potential for academic learning, independent social
adjustment, and economic self-support.
Developmental
Disability
A severe learning disorder characterized by:
a) an inability to profit from a special education program for
students with mild intellectual disabilities because of slow
intellectual development;
b) an ability to profit from a special education program that is
designed to accommodate slow intellectual development;
c) a limited potential for academic learning, independent social
adjustment, and economic self-support.
Ottawa-Carleton District School Board Special Education Plan 65
Physical
Exceptionality Definition
Physical
Disability
A condition of such severe physical limitation or deficiency as to
require special assistance in learning situations to provide the
opportunity for educational achievement equivalent to that of students
without exceptionalities who are of the same age or development level.
Blind and Low
Vision
A condition of partial or total impairment of sight or vision that even
with correction affects educational performance adversely.
Multiple
Multiple
Exceptionalities
A combination of learning or other disorders, impairments, or
physical disabilities that is of such a nature as to require, for
educational achievement, the services of one or more teachers
holding qualifications in special education and the provision of
support services appropriate for such disorders, impairments, or
disabilities.
Ottawa-Carleton District School Board Special Education Plan 66
Special Education Placements Provided by the OCDSB
Purpose of the Standard
To provide the Ministry and the public with details of the range of placements provided
by the Board, and to inform the public that placement of a student in a regular class is
the first option considered by an IPRC.
Learning For All, Kindergarten to Grade 12
“Learning for All, K-12” describes the educational approaches that are based on one
of the most important findings of educational research since 2000 – namely, that all
students learn best when instruction, resources, and the learning environment are well
suited to their particular strengths, interests, needs and stage of readiness.” (2013,
p.8)
The OCDSB offers a variety of placement options from least restrictive to most
supportive. Regulation 181/98, Section 17 made under the Education Act states:
(1) When making a placement decision....(the Identification Placement and Review
Committee) shall, before considering the option of placement in a special
education class, consider whether placement in a regular class, with appropriate
special education services,
(a) would meet the pupil’s needs; and
(b) is consistent with parental preferences.
(2) if, after considering all of the information obtained by it or submitted to it under
Section 15 that it considers relevant, the committee is satisfied that placement in a
regular class would meet the pupil’s needs and is consistent with parental
preferences, the committee shall decide in favour of placement in a regular class.
A regular class placement is considered the first option for a placement when it is able
to meet the student’s needs and is consistent with parental preferences. When a
student is placed in a specialized program class placement, integration continues to
be maximized to the greatest degree possible, based on the individual needs of
students. Students can be integrated into the regular classroom in a variety of ways.
These ways include, but are not limited to, the following:
● participation in activities and subjects in areas of strength;
● participation in any subjects such as physical education, art, music, and drama;
● participation in school based activities;
● participation in social activities;
● peer helper initiatives;
Ottawa-Carleton District School Board Special Education Plan 67
● reading buddies;
● differentiated/modified curricular expectations and evaluation;
● accommodations (e.g., preferential seating, assistive technology);
For the 2022-2023 school year, the OCDSB has continued to offer both in-person and
virtual learning opportunities. The overview of related information can be found in
Policy/Program Memorandum No. 164. OCDSB special education learners in the
regular classroom were offered either in-person learning, or the option of attending
one of the Ottawa-Carleton Virtual (OCV) campuses. Individualized support was
provided to special needs students in their respective setting and based on their
Individual Education Plan. Specialized program classes were only offered in person in
the 2022-2023 school year.
Student Program Placement Options (Ministry of Education)
Regular class with indirect support
The student is placed in a regular class for the entire day, and the teacher receives
specialized consultative services.
Regular class with resource assistance
The student is placed in a regular class for most or all of the day and receives
specialized instruction, individually or in a small group, within the regular classroom
from a qualified special education teacher.
Regular class with withdrawal assistance
The student is placed in the regular class and receives instruction outside of the
classroom for less than 50 per cent of the school day, from a qualified special
education teacher.
Special education class with partial integration
The student is placed by the IPRC in a special education class where the student–
teacher ratio conforms to Regulation 298, section 31, for at least 50 per cent of the
school day, but is integrated with a regular class for at least one instructional period
daily.
Special education class full time
A student is placed by the IPRC in a special education class, where the student–
teacher ratio conforms to Regulation 298, section 31, for the entire school day.
Referral Process for Specialized Program Classes
The parent(s)/caregiver(s) of the student must be consulted and included in the
preparation of a referral to a specialized program class. As the referral process is a
Ottawa-Carleton District School Board Special Education Plan 68
collaborative process between the student’s parents / caregivers and the home
school, effective practice includes a parent being well informed of the placement and
its criteria prior to supporting the completion of a referral to a specialized program
class. Schools submit referrals and all required documentation to a central referral
committee.
Autism Spectrum Disorder Secondary Credit Program (ASDSCP)
Autism Spectrum Disorder Program (ASDP)
Behaviour Intervention Program (BIP)
Blind/Low Vision (B/LV)
Deaf/Hard-of-Hearing Program (D/HH)
Developmental Disabilities Program (DDP)
Dual Support Program (DSP)
General Learning Program (GLP) / Storefront
Gifted Specialized Program (Elem/Sec) *
Language Learning Disability Program (LLD)
Learning Disability Program (LD)
Physical Support Program (PSP)
Primary Special Needs (PSN)
*Note: At the secondary level, gifted students wishing to attend congregated
specialized gifted courses may apply directly to the designated secondary school that
offers gifted as determined by their place of residence.
● A referral review committee consisting of learning support consultants
(LSC),multi-disciplinary LSS personnel, and principals as appropriate reviews
each referral and determines if the referral meets criteria for the specialized
program class.
● If the referral review committee recommends a placement, the school will review
this recommendation as a part of the IPRC process.
● If the IPRC deems this as an appropriate recommendation and it is confirmed
that a space is available to offer a student this recommended placement, then
the principal of the sending school is contacted regarding an offer.
● The principal contacts parent(s)/caregiver(s) for a response within 48 hours, and
then advises the referral review committee of the parent’s response. If applicable,
parent(s)/caregiver(s) then contact the receiving school as soon as possible.
● The principal of the sending school conducts an IPRC. If there are extenuating
circumstances due to year-end timelines, the IPRC may be convened at the
receiving school in early September. The parent/caregiver will have completed a
registration and requested specialized transportation forms as needed for the
student.
● All specialized class placements are age / grade appropriate only
Ottawa-Carleton District School Board Special Education Plan 69
Category: Behaviour
Exceptionality: Behaviour
Ministry Definition
A learning disorder characterized by specific behaviour problems over such a period
of time, and to such a marked degree, and of such a nature, as to adversely affect
educational performance; and that may be accompanied by one or more of the
following:
a) an inability to build or to maintain interpersonal relationships;
b) excessive fears or anxieties;
c) a tendency to compulsive reaction;
d) an inability to learn that cannot be traced to intellectual, sensory, or other health
factors, or any combination thereof;
Special Education Class for Behaviour (Behaviour Intervention Program)
(12 elementary classes, 56 secondary sections)
Placements
● Behaviour Intervention Programs (BIP) at the following levels: primary, junior,
intermediate, and senior
● up to eight students per class
Admissions Criteria
● typically exhibits many or all of the following behaviours: verbal aggression,
physical aggression, a profound inability to build or maintain interpersonal
relationships, excessive anger, severe non-compliance, extreme lack of impulse
control, extreme low self-esteem, extreme defiant behavior, extreme difficulty
coping in the community school, an inability to learn that cannot be traced to
intellectual, sensory, or other health factors
● accommodations for learning are essential in order to access the curriculum
Criteria for Change in Placement
● the behavioural functioning is no longer the most significant determining influence
on the student's academic success or social adjustment in school
● has social and/or academic needs that can be met more successfully within a
different specialized program class
● has been integrated and demonstrated the ability to succeed in a regular class or
with/without support from LRT and/or LST
● no longer benefiting or requiring a specialized placement
● evidence of ongoing successful integration
Ottawa-Carleton District School Board Special Education Plan 70
Special Education Class for Behaviour (Behaviour Intervention Program) (continued)
Available Resources
● one teacher with special education qualifications (Parts I and II)
● educational assistant
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Program
● Focus of the program is to provide a structured learning environment and an
opportunity to develop appropriate social skills;
● Program allows for integration into regular classrooms and/or school activities;
● An IEP containing specific expectations with a focus on behaviour is designed for
each student according to learning needs and abilities;
● This plan is based on, and modified by, the results of continuous assessment
and evaluation and is shared with parent(s)/caregiver(s) on an ongoing basis;
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and IEPs
● The progress of a student who has been identified as an exceptional pupil and
has a placement is formally reviewed on an annual basis through the IPRC
process
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● Education and Community Partnership Program (ECPP)
● regular classroom with monitoring from the LST and/or LRT
● regular classroom with support from the LST and/or the LRT
Ottawa-Carleton District School Board Special Education Plan 71
Category: Communication
Exceptionality: Autism
Ministry Definition
A severe learning disorder that is characterized by:
a) disturbance in:
● rate of educational development
● ability to relate to the environment
● mobility
● perception, speech, and language
b) lack of the representational symbolic behaviour that precedes language.
Special Education Classes for Autism (ASDP) and Autism Credit Support
Program (ASDCSP)
(36 elementary classes, 160 secondary sections) and (32 secondary sections)
Placements
● specialized classes at the following levels: kindergarten, primary, junior,
intermediate, and senior
● 6 students per class*
Admissions Criteria
● a diagnosis of Autism Spectrum Disorder in the pervasive developmental disorder
(PDD) category as specified by DSM-V
● documented evidence of impaired communication, social skills, and an uneven
learning profile
Criteria for Change in Placement
● has social and/or academic needs which can be met more successfully within
another placement
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
Available Resources
● one teacher with special education qualifications (Parts I and II)
● educational assistants
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
* Note: There are 10 students in each of the Autism Credit Support Program
(ASDCSP) classes. The allocation of educational assistant is determined by student
needs in each of the ASDCSP.
Ottawa-Carleton District School Board Special Education Plan 72
Program
● Emphasis is on functional literacy and numeracy skills, communication, social,
life skills, and age-appropriate behaviour
● Goals are specific, measurable, attainable, relevant, and timely (SMART) and
chosen from the following domains: behaviour, communication, life skills (self-
help, vocational, and work experience), academics, gross and fine motor skills,
community living, and integration
● Programming is based on the expectations outlined in the IEP which is
coordinated by the classroom teacher in consultation with the assigned speech-
language pathologist and psychologist
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and IEPs
● The progress of a student who has been identified as an exceptional pupil and
has a placement is formally reviewed on an annual basis through the IPRC
process
● It is expected that students will integrate into the mainstream to the greatest
degree possible
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● Care and Treatment program (CTCC)
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
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Exceptionality: Deaf and Hard of Hearing
Ministry Definition
An impairment characterized by deficits in language and speech development
because of a diminished or non-existent auditory response to sound.
Special Education Class for Deaf (D/HH)
(1 elementary class and 8 secondary sections)
Placements
● regular class with specialized support from Itinerant Teacher Deaf/Hard of Hearing
(ITD/HH)
● other specialized program with consultation or direct service from ITD/HH
● specialized program with a Specialist Teacher of the Deaf/Hard of Hearing
● up to 10 students per class
Admissions Criteria
● documented hearing loss
● use of hearing aids/cochlear implant
● method of communication is through hearing and speech
● meets criteria for other specialized program in addition to deaf/hard of hearing
exceptionality
● method of communication is through sign language (American Sign Language)
Criteria for Change in Placement
● change in hearing loss or performance
● needs are not being met in regular class
● student requires more than 5 hours, per week, support from ITD/HH
● change in method of communication
● identification of additional exceptionality
● evidence of ongoing successful integration
● change in hearing loss or performance, i.e., acquisition of a cochlear implant and
requires auditory-verbal/ Oral therapy
● student requires/ requests placement in Provincial School setting
● identification of additional exceptionality
Available Resources
● FM system and other equipment, as needed including maintenance
● teacher with qualifications in Deaf Education
● educational assistant allocated based on students’ needs
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Ottawa-Carleton District School Board Special Education Plan 74
Program
● ITD/HH support is based on the Auditory-Verbal Method unless requested
otherwise, and is available from K to 12. Program includes development of speech,
language, auditory skills and support of the Ontario Curriculum;
● Specialized Classes for the D/HH use sign language (ASL) and English to deliver
the Ontario Curriculum, with modifications as required. There is one class at the
elementary level for JK to grade 8 students and one at the secondary level for
students in grade 9 to 12. The program includes the development of receptive and
expressive language skills. For most students, integration into regular classrooms
and school activities is considered to be an essential part of this program
● An IEP is developed for each student with specific learning expectations. This plan,
which is developed collaboratively with parent(s)/caregiver(s), is based on, and
modified by, the results of continuous assessment
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year and may include
informal checklists, standardized testing, teacher observation, and language
checklists. OCDSB report cards and IEPs formally record the student’s progress
● The progress of a student who has been identified as an exceptional pupil and has
a placement is formally reviewed on an annual basis through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include provincial schools for the deaf,
school for the blind and deaf–blind, and Francophone schools for the deaf, blind, and
deaf–blind.
Ottawa-Carleton District School Board Special Education Plan 75
Exceptionality: Language Impairment
Ministry Definition
A learning disorder characterized by impairment in comprehension and/or use of
verbal communication or the written or other symbol system of communication, which
may be associated with neurological, psychological, physical, or sensory factors, and
which may:
a) involve one or more of the form, content, and function of language in
communication; and
b) include one or more of the following:
● language delay
● dysfluency
● voice and articulation development, which may or may not be organically or
functionally based
Special Education Class for Language Learning Disabilities (LLD)
(11 elementary classes)
Placements
● specialized classes at the following levels:
● primary and junior
● up to 10 students per primary class
● up to 12 students per junior class
Admissions Criteria
● exhibits severe language learning difficulties on a speech/language assessment
● average to above- average intellectual ability as measured on a psychological
assessment
● language learning disability or mixed receptive-expressive language disorder as
appropriate to age and grade level
Criteria for Change in Placement
● mildly delayed language functioning overall (one or more areas of language may
still indicate moderate delays) on a speech/language assessment completed within
the last 12 months
● academic performance is within one grade level of the student’s integrated class
placement
● has academic and/or social needs that could be met more successfully within a
different special-class setting
● has the ability to succeed in a regular class with LST/LRT support
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
Ottawa-Carleton District School Board Special Education Plan 76
Special Education Class for Language Learning Disabilities (LLD) (continued)
Available Resources
● one teacher with special education qualifications (Parts I and II)
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
● speech-language pathologists provide additional programming support
Program
● The focus of the Language Learning Disability Program is to provide the appropriate
learning environment that will facilitate the development of the student’s expressive
and receptive language and phonology skills to enable academic achievement.
● Programs are equipped with special education and language development materials.
● An IEP containing specific expectations is designed for each student according to
individual learning needs and abilities. This plan, which is shared with
parent(s)/caregiver(s), is based on, and modified by, the results of continuous
assessment and evaluation.
● It allows for integration into regular classrooms and/or school activities.
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year.
● Student progress is formally reported as per the reporting structure of the OCDSB
on report cards and IEP and Learning Support Services reports.
● The progress of a student who has been identified as an exceptional pupil and has
a placement is formally reviewed on an annual basis through the IPRC process.
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
Ottawa-Carleton District School Board Special Education Plan 77
Exceptionality: Speech Impairment
Ministry Definition
A disorder in language formulation that may be associated with neurological, psychological,
physical, or sensory factors that involves perceptual motor aspects of transmitting oral
messages and that may be characterized by impairment in articulation, rhythm, and stress.
Placements
● regular classroom with monitoring from the LST/LRT
Admissions Criteria
● mild to moderate articulation problems
● moderate to severe articulation problems
● cleft palate
● voice disorder
● fluency disorder
● phonology disorder
Criteria for Change in Placement
● frequency and intensity are individualized depending upon needs as determined by
the school speech-language pathologist (5 years of age to grade 8)
● after grade 8, an assessment, consultation or home/school suggestions upon
request
● consultation
● screening
● formal/informal testing
● CHEO School Based Rehabilitation Services discharge their cases when they
reach the mild to moderate level. They may refer to the PATP or community
agencies as appropriate
Available Resources
● classroom teacher
● speech-language pathologist
● CHEO School-based Rehabilitation Services
● parent(s)/ caregiver(s), and volunteers
● Parent Articulation Training Program (PATP)
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Service Delivery Model
Speech-language pathologists:
● provide assessment, intervention and consultation to students fromKindergarten
through Grade 12, who may present with a wide range of speech and language
disorders and exceptionalities
Ottawa-Carleton District School Board Special Education Plan 78
● provide a wide range and level of support to students in designated special
education programs, including ASD, PSN, the DD , LDSIP and LLD
● provide training to support teachers and parent(s)/caregiver(s) in their work with
children who have speech and language disorders
● provide Parent Articulation Training Program (PATP) for parents to facilitate their
child’s speech goals (targeting mild articulation difficulties)
● provide therapy (CHEO School Based Rehabilitation Services) as per mandate
Exceptionality: Learning Disability (LD)
Ministry Definition
One of a number of neurodevelopmental disorders that persistently and significantly
has an impact on the ability to learn and use academic and other skills and that:
● affects the ability to perceive or process verbal or non-verbal information in an
effective and accurate manner in students who have assessed intellectual abilities
that are at least in the average range;
● results in
a) academic underachievement that is inconsistent with the intellectual abilities of
the student (which are at least in the average range), and/or
b) academic achievement that can be maintained by the student only with extremely
high levels of effort and/or with additional support;
● results in difficulties in the development and use of skills in one or more of the
following areas: reading, writing, mathematics, and work habits and learning skills;
● may typically be associated with difficulties in one or more cognitive processes,
such as phonological processing; memory and attention; processing speed;
perceptual-motor processing; visual-spatial processing; executive functions (e.g.,
self-regulation of behaviour and emotions, planning, organizing of thoughts and
activities, prioritizing, decision making);
● may be associated with difficulties in social interaction (e.g., difficulty in
understanding social norms or the point of view of others); with various other
conditions or disorders, diagnosed or undiagnosed; or with other exceptionalities;
and
● is not the result of a lack of acuity in hearing and/or vision that has not been
corrected; intellectual disabilities; socio-economic factors; cultural differences;
lack of proficiency in the language of instruction; lack of motivation or effort; gaps
in school attendance or inadequate opportunity to benefit from instruction.
Ottawa-Carleton District School Board Special Education Plan 79
● is not the result of a lack of acuity in hearing and/or vision that has not been
corrected; intellectual disabilities; socio-economic factors; cultural differences;
lack of proficiency in the language of instruction; lack of motivation or effort; gaps
in school attendance or inadequate opportunity to benefit from instruction.
Special Education Class for Learning Disabilities (Elementary LD-SIP;
Secondary LDP)
(14 elementary classes, 71 secondary sections)
Placements
● specialized classes at the following levels: junior, intermediate, and senior
● up to eight students per class
Admissions Criteria
● evidence of significant learning difficulties with impairment in reading, and/or
writing, and/or mathematics which has not responded to targeted interventions
● evidence of cognitive strength
● average (greater than the 25th percentile) intellectual ability as measured on a
psychological assessment
● requires intensive instructional support
● has severe to profound difficulty in learning and in processing information
Secondary: requires accommodations and/or modifications in academic areas that
rely on reading, and/or writing, and/or written expression and/or
mathematics and is able to work towards credit bearing, grade level
curriculum expectations when using individualized accommodations
Criteria for Change in Placement
● current assessments indicate student no longer meets learning disabilities program
admission criteria
● has academic (as demonstrated by current assessment) and/or social needs that
could be met more successfully within a different special class setting, or a
provincial school or CTCC placement
● has an ability to succeed in a regular class with LST/ LRT support
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
● graduated from High School and/or achieved OSSD
Available Resources
● one teacher with special education qualifications (Parts I and II)
● LSS personnel provide assessment and consultative services to the special
education teacher
Ottawa-Carleton District School Board Special Education Plan 80
Program
● The focus of the program is to develop academic, communication, social,
organizational and self-advocacy skills
● Intensive instructional support is provided for language and mathematics in the
junior and intermediate programs
● Credit courses are offered through the secondary program
● An IEP containing specific expectations is designed for each student according to
learning strengths and needs. This plan is based on, and modified by, the results
of continuous assessment and evaluation. The IEP is developed collaboratively by
school staff with parent(s)/caregiver(s)
● Integration into regular/larger classrooms and school activities is considered to be
an essential part of this program
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the OCDSB
on report cards and IEP
● The progress of a formally identified exceptional student is reviewed on an annual
basis through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● provincial demonstration schools (English and French) for students with severe
learning disabilities
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
Ottawa-Carleton District School Board Special Education Plan 81
Exceptionality: Giftedness
Ministry Definition
An unusually advanced degree of general intellectual ability that requires differentiated
learning experiences of a depth and breadth beyond those normally provided in the
regular school program to satisfy the level of educational potential indicated.
Special Education Class for Gifted Students (Gifted)
(11 elementary classes, 27 secondary sections)
Placements
● specialized classes at the following levels: primary, junior, intermediate and
senior
● up to 20 students per class grades 1-3
● up to 25 students per class in grades 4-8
● up to 28 students per class in grades 9-12
Admissions Criteria
● very superior intellectual ability as measured on a psychological assessment
Criteria for Change in Placement
● has academic and/or social needs that could be met more successfully within a
different classroom setting
● no longer benefiting or requiring a specialized placement
● evidence of ongoing successful integration
Available Resources
● one teacher with special education qualifications (Part I)
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Program
● All students work towards the grade expectations outlined in the Ontario
curriculum. The aim of the gifted program is to provide enrichment rather than
acceleration
● Students have the ability to work through the curriculum at a faster rate, thus
allowing more time to study the topics in greater depth
● The development of thinking skills is encouraged
● The program is designed to encourage problem solving, working cooperatively,
and self and peer evaluation based on criteria determined by the teacher and
students
● Application of learning is emphasized after students have demonstrated mastery of
basic skills
Ottawa-Carleton District School Board Special Education Plan 82
● An open-ended curriculum allows students to explore areas of interest and
incorporate creative talents into their learning
● An IEP containing specific expectations is designed for each student according to
learning needs and abilities. This plan is based on, and modified by, the results of
continuous assessment and evaluation. The IEP is developed collaboratively by
school staff with parent(s)/caregiver(s)
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the OCDSB
on report cards and IEP
● The progress of a student formally identified as exceptional is reviewed on an
annual basis through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
Ottawa-Carleton District School Board Special Education Plan 83
Exceptionality: Mild Intellectual Disability
Ministry Definition
A learning disorder characterized by:
a. an ability to profit educationally within a regular class with the aid of considerable
curriculum modification and supportive service;
b. an inability to profit educationally within a regular class because of slow
intellectual development; and
c. a potential for academic learning, independent social adjustment, and economic
self-support
Special Education Class for Mild Intellectual Disability/General Learning
Program (GLP) (13 elementary classes, 112 secondary sections)
Placements
● specialized classes at the following levels: junior, intermediate and senior
● up to 16 students per class
Admissions Criteria
● scores significantly below the average range, but above the developmentally
disabled range on a standardized individual psychological test of intellectual
ability
● significant delays in academic progress
● evidence of delays in social/emotional development
● in the age-equivalent range of grade 4 to secondary
Criteria for Change in Placement
● does not require the same degree of alternative programming
● has academic and/or social needs that could be met more successfully within a
different special class setting
● has the ability to succeed in a regular class with LST/LRT support and with
appropriate accommodations and modifications
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
Available Resources
● one teacher with special education qualifications (Part I with Part II preferred)
● one educational assistant per class
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Program
● The focus of the program is to develop academic and life skills
Ottawa-Carleton District School Board Special Education Plan 84
● An IEP containing specific expectations is designed for each student according to
the learning needs and abilities. This plan, developed collaboratively with
parent(s)/caregiver(s), is based on and modified by results of continuous
assessment and evaluation
● The program allows for integration into regular classrooms and/or school activities
● Curriculum is modified to meet the individual needs of students
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the OCDSB
on report cards and IEP
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
● It is expected that students will integrate into the mainstream to the greatest
degree possible
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
Special Education Class for Students with Mild Intellectual Disabilities (MID) or
Developmental Disabilities (Storefront Program) – (1 secondary class)
Placements
● system-based Storefront Program for students with special education needs aged
18–21 years of age with MID or a developmental disability
● up to twelve students
Admissions Criteria
● students must be 18 years of age
● students must currently be attending a program for students with mild intellectual
disability or developmental disability
● students must have supporting documentation which will include: written
recommendation of the sending school/program, completed transition skills
checklist, and written evaluations regarding previous successful work experience
Ottawa-Carleton District School Board Special Education Plan 85
Special Education Class for Students with Mild Intellectual Disabilities (MID) or
Developmental Disabilities (Storefront Program) (continued)
Criteria for Change in Placement
● ends the year in which the student reaches the age of 21
● has social and/or academic needs which can be met more successfully within
another placement
● no longer benefiting from specialized placement
● evidence of on-going successful integration
Available Resources
● one teacher with special education qualifications
● one educational assistant is assigned to the class as a job coach
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Program
Upon completion of the program, it is hoped that students will be prepared for paid
work or a community placement with a minimum of supervision.
● The students work in the community five mornings per week, 2.5 hours daily, for
seven to eight weeks
● As part of the Storefront program, students will participate in a variety of work-
experience placements
● The life skills component of the program is delivered in the afternoons
● An IEP containing specific expectations is designed for each student according
to learning needs and abilities. This plan is based on, and modified by, the
results of continuous assessment and evaluation
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● OCDSB report cards and IEPs formally record the student’s progress
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST
● regular classroom with support from the LST
Ottawa-Carleton District School Board Special Education Plan 86
Exceptionality: Developmental Disability
Ministry Definition
A severe learning disorder characterized by:
a. an inability to profit from a special education program for students with mild
intellectual disabilities because of slow intellectual development
b. an ability to profit from a special education program that is designed to
accommodate slow intellectual development
c. a limited potential for academic learning, independent social adjustment, and
economic self-support
Special Education Class for Students with Developmental Disabilities (Semi-
Integrated) (DDP) (9 elementary classes, 104 secondary sections)
Placements
● semi-integrated specialized classes at the following levels: primary, junior
intermediate, and senior
● up to 10 students per class
Admissions Criteria
● moderate to severe delays in intellectual ability as measured on a psychological
assessment
● serious delays in academic progress
● moderate to severe delays in adaptive functioning
● be able to profit educationally, socially, and emotionally from a semi-integrated
class in a regular school, with opportunities for appropriate supported integration
● be able to take care of basic personal needs, with a minimum of additional support
Criteria for Change in Placement
● has social and/or academic needs which can be met more successfully within
another placement
● no longer benefiting from specialized placement
● evidence of on-going successful integration
Available Resources
● one teacher with special education qualifications (Part I)
● educational assistants
● Learning Support Services personnel provides assessment and consultative
services to the special education teacher
Program
● Programming in a specialized classroom offers opportunities to integrate with age-
appropriate peers
Ottawa-Carleton District School Board Special Education Plan 87
● The focus of the program is to develop basic life skills along with a functional
academic skills component
● The curriculum is modified, and/or alternative curriculum expectations are
provided, to meet the individual needs of students
● An IEP containing specific expectations is designed collaboratively for each
student according to learning needs and abilities. The IEP is based on, and
modified by, the results of continuous assessment and evaluation
● Student progress is formally reported as per the reporting structure of the OCDSB
on progress reports, report cards and/or IEPs
● The IEP includes a transition plan and should include work experience
opportunities wherever possible
Special Education Class for students with Developmental Disabilities
(Specialized Schools) (25 elementary classes total between the two schools)
Placements
● specialized schools with classes at the following levels: kindergarten, primary,
junior, intermediate and senior
● up to eight students per class
Admissions Criteria
● moderate to severe delays in intellectual ability as measured on a psychological
assessment
● serious delays in academic progress
● moderate to severe delays in adaptive functioning
Criteria for Change in Placement
● has social and/or academic needs which can be met more successfully within
another placement
● no longer benefiting from specialized placement
Available Resources
● one teacher with special education qualifications (Part I)
● educational assistants
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Program
Clifford Bowey Public School and Crystal Bay Centre for Special Education offer
specialized school settings for pupils with developmental disabilities.
● Focus of the program is to develop life skills which include communication skills,
self-help skills, and an introduction to basic academic skills
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● CHEO School Based Rehabilitation Services provide support for therapy-based
programming in the areas of occupational therapy and physiotherapy. Home and
Community Care Support Services Champlain (HCCSSC) provide nursing
support.
● An IEP containing specific expectations is designed collaboratively for each
student according to learning needs and abilities. The IEP is based on, and
modified by, the results of continuous assessment and evaluation
● Student progress is formally reported as per the reporting structure of the OCDSB
on report cards and/or IEP
● It includes a transition plan and should include work experience opportunities, as
appropriate
Category: Physical
Exceptionality: Physical Disability
Ministry Definition
A condition of such severe physical limitation or deficiency as to require special
assistance in learning situations to provide the opportunity for educational
achievement equivalent to that of pupils without exceptionalities who are of the same
age or developmental level.
Special Education Class for Physical Disabilities/Physical Support Program
(PSP) (2 elementary classes, 24 secondary sections)
Placements
● specialized classes at the following levels: primary, junior, intermediate, and senior
● up to 12 students per class
Admissions Criteria
● medical diagnosis of a physical disability with significant programming adaptation
requirements
Criteria for Change in Placement
● the student’s physical condition no longer requires therapeutic interventions offered
in the program
● the student’s needs will be better met in an alternate placement
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
● one teacher with special education qualifications (Parts I and II)
● Educational assistants allocated based on students’ needs
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
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Program
● At the elementary and secondary level, the physical support programs address
the academic and physical needs of students at the appropriate level
● An IEP containing specific expectations is designed for each student reflecting
learning needs and abilities
● CHEO School Based Rehabilitation Services provides support for therapy-based
programming in the areas of occupational therapy, physiotherapy, nursing and
speech disorders (if eligible)
● There is ongoing liaison with CHEO Development and Rehabilitation (Children’s
Treatment Centre services) for those students who enter from this service.
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year. OCDSB Report
Cards, Alternative Report Cards (if applicable) and IEPs formally record the
student’s progress
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● Other special education placement options if appropriate
● CHEO School (Early Intervention Program – JK/SK levels – option if appropriate)
● Regular classroom with support from the LST/LRT
● Regular classroom with monitoring from the LST/LRT
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Exceptionality: Blind and Low Vision
Ministry Definition
A condition of partial or total impairment of sight or vision that, even with correction,
affects educational performance adversely.
Placements
● regular classroom with specialized support
Admissions Criteria
● 20/70 or worse in best eye with best correction as determined by an
ophthalmological/optometry report
Range of Support
● blind students generally receive up to 50 per cent itinerant support depending on
needs (e.g., braille, tactile and adaptive program)
● blind students usually require more intensive support
● low vision support is individualized (from itinerant 1–2 times a week to monitoring
visits 2–4 times a year)
Available Resources
● teacher with specialized qualification in Blind/Low Vision. May also have
certification to teach orientation and mobility
● orientation and mobility instructor
● classroom teacher
● Educational assistants allocated based on student’s needs
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
● specialized equipment as needed
Program/Service Delivery Model
ITB/LVs provide:
● A school-based functional vision assessment to determine frequency of service
and educational strategies
● Direct instruction in Braille and other tactile learning strategies
● Adaptation of curriculum materials (Braille, e-text, auditory, large print)
● Orientation and mobility instruction (safe travel techniques)
● Training in specialized equipment including computer hardware and software,
optical aids, and other specialized equipment used in the classroom
● Provide consultation and support to schools concerning needs related to vision
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Evaluation Methods
● Student’s visual efficiency, tactile learning, orientation and mobility, and alternate
skills are assessed regularly by the itinerant teacher, including functional vision
assessments, observation and checklists
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the OCDSB
report cards and IEP, as well as anecdotal reports where appropriate
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● Other special education placement options if appropriate
● Provincial school for the blind and deaf–blind, and the Francophone school for the
deaf, blind, deaf–blind and for those with learning disabilities
● Regular classroom with monitoring from the LST/LRT
● Regular classroom with support from the LST/LRT
Category: Multiple
Exceptionality: Multiple
Ministry Definition
A combination of learning or other disorders, impairments, or physical disabilities, that
is of such nature as to require, for educational achievement, the services of one or
more teachers holding qualifications in special education and the provision of support
services appropriate for such disorders, impairments, or disabilities.
Range of Placements
Depending on the student’s strengths and needs, placements can range from a
regular class to a special education class. While there are no special education
classes devoted to students with multiple exceptionalities, these students’ program
needs can be met in a variety of placements.
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Exceptionality: Mild Intellectual Disability and Behaviour
Ministry Definition of Mild Intellectual Disability
A learning disorder characterized by:
a. an ability to profit educationally within a regular class with the aid of considerable
curriculum modification and supportive service
b. an inability to profit educationally within a regular class because of slow intellectual
development
c. a potential for academic learning, independent social adjustment, and economic
self-support
Ministry Definition of Behaviour
A learning disorder characterized by specific behaviour problems over such a period
of time, and to such a marked degree, and of such a nature, as to adversely affect
educational performance; and that may be accompanied by one or more of the
following:
a. an inability to build or to maintain interpersonal relationships
b. excessive fears or anxieties
c. a tendency to compulsive reaction
d. an inability to learn that cannot be traced to intellectual, sensory, or other health
factors, or any combination thereof
Special Education Class for students requiring a Dual Support Program (DSP)
(2 elementary classes; 40 secondary sections)
Placements
● specialized classes at the following levels: junior, intermediate, senior
● up to ten students per class
Admissions Criteria
● significantly below-average intellectual potential as measured on a psychological
assessment
● serious delays in the acquisition of fundamental academic skills exacerbated by
behaviour problems
● impaired adaptive functioning (e.g., coping with life demands, personal
independence)
● history requiring frequent discipline due to disruption, non-compliance,
physical/verbal aggression, impulsivity, etc.
● history of socially unacceptable behavior
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Special Education Class for students requiring a Dual Support Program (DSP)
(continued)
Criteria for Change in Placement
● does not require the same degree of alternative programming
● has academic and/or social needs that could be met more successfully within a
different special class setting
● has the ability to succeed in a regular class with LST/LRT support/ monitoring
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
Available Resources
● one teacher with special education qualifications (Parts I and II)
● educational assistants
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Program
● The focus of the program is to provide a structured learning environment with the
opportunity to develop appropriate life and social skills
● The program allows for integration into regular classrooms and/or school activities
● An IEP containing specific expectations with a focus on behaviour is designed for
each student, according to learning needs and abilities. This plan is based on, and
modified by, the results of continuous assessment and evaluation including
consultation with parent(s)/caregiver(s) on an ongoing basis
Evaluation Methods
● Student assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the OCDSB
on report cards and IEP
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
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Program: Primary Special Needs (PSN)
Special Education Class for students with Primary Special Needs (PSN)
(10 elementary classes)
Placements
● specialized classes at primary level
● up to 10 students per class
Admissions Criteria
● need for one or more years in an intensive support program
● scores significantly below the average range, but above the developmentally
disabled range on a standardized individual psychological test of intellectual ability
● in the age-equiv. range of grade 1 to 3
● significant developmental delays in two or more of the following areas: intellectual,
academic and social/emotional development, language, physical (fine and gross
motor)
Criteria for Change in Placement
● does not require the same degree of specialized programming
● has the ability to succeed in a regular class with LST/LRT support and appropriate
modifications and accommodations
● on-going assessment determines that a different placement could better meet the
student’s needs
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
Available Resources
● one teacher with special education qualifications (Part I, Part II preferred)
● educational assistant
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Program
● The primary special needs program provides opportunities for each student to
progress in all relevant areas of development
● The focus of the program is to develop academic, communication and
social/emotional skills
● An IEP containing specific expectations is designed for each student according to
learning needs and abilities. This plan is based on, and modified by, the results of
continuous formal and informal assessment
● For most students, integration into regular classrooms and school activities is
considered to be an essential part of this program
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Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the OCDSB
on report cards and IEP
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
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Individual Education Plans (IEP)
Purpose of the Standard
To inform the Ministry and the public about the ways in which the Board is complying
with Ministry requirements for implementing the IEP.
An IEP is a written plan describing the special education program and/or services
required by a particular student on an ongoing basis. The IEP outlines the student’s
areas of strengths and needs as well as the program a student requires for instruction
and assessment. The IEP documents formal assessments and any equipment a student
requires to support their learning. The IEP is a working document that contains a
transition plan and any record of required accommodations, modifications, or alternative
programs needed to help a student achieve the learning expectations identified in their
IEP.
The IEP reflects the school board’s and the principal’s commitment to provide, within
the resources available to the school board, the special education program and services
needed to meet the identified strengths and needs of the student. The IEP helps
teachers monitor the student’s progress and provides a framework for communicating
the information about the student’s progress to parent(s)/caregiver(s) and student.For
further information about IEPs the OCDSB has developed a Parent Guide resource for
understanding Individual Education Plans.
Implementation of the Ministry of Education Standards and IEP Development for
Identified Students
The proper implementation and monitoring of the IEP depends on appropriate sharing
of information among those involved in executing goals and expectations set out in the
IEP. The monitoring, implementation, and review of the IEP is overseen by the principal
and the implementation of the IEP is the responsibility of the classroom teacher(s) in
consultation with parents and students who are 16 years of age, or older.
As per Regulation 181/98, all students in the OCDSB who are identified as exceptional
by an Identification, Placement and Review Committee (IPRC) have an IEP. An IEP
may also be developed for a student who has not been identified as exceptional but
who requires a special education program and/or services. In these cases, an IEP is
required when the student consistently requires accommodations or modifications for
instructional, or assessment purposes that are beyond the typical classroom support for
differentiated instruction, and there are multiple sources of evidence to inform the
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creation of the IEP. Students who have been assigned SEA equipment also require an
IEP.
Students identified as exceptional through an IPRC or those who have a previously
implemented IEP must have an IEP reviewed/revised or developed within 30
instructional days after the beginning of the new placement, or a new school year. In
many cases students will already have an IEP in place. It is expected that IEPs are
reviewed and revised regularly to reflect the current strengths/needs and goals for that
student.
Purpose of an IEP
The IEP will:
● be developed for each student who is identified as exceptional through the
Identification Placement and Review Committee (IPRC) process;
● be developed for a student who has not been formally identified as exceptional but
who is receiving a special education program and/or services on an ongoing basis;
● be developed within 30 instructional days of the student’s first day in the program
or the start of the school year;
● be developed, implemented, and monitored in a collaborative manner with
parent(s)/caregiver(s), student, the school team, teachers, and Learning Support
Services personnel;
● outline expectations, strategies, assessment methods, and resources to facilitate
learning based on the individual student's needs, strengths, interests, and history;
● include a transition plan for: all students who have an IEP as per Policy/Program
Memorandum 156, students 14 years of age or older as per Regulation 181/98;
and students with autism as per Policy/Program Memorandum 140;
● be reviewed and/or revised at least once each reporting period.
Overview of the IEP Process
A team approach should underlie the IEP process and the process should focus on how
the student is expected to progress through the Ontario curriculum, with
accommodations and modified expectations, or alternative programs (not described in
the Ontario curriculum).
The IEP Process can be broken down into five phases:
1. Gathering information
2. Setting the direction
3. Developing the IEP as it relates to the student’s special education program and
services
4. Implementing the IEP
5. Reviewing and updating the IEP
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Within each phase, several steps are taken to inform the development of an IEP. Here
is an overview of some of the possible actions that may be taken within each phase:
Gathering information
● review student’s Ontario Student Record (OSR) (including the IPRC’s statement
of decision and / or previous IEPs);
● consult and collaborate with parents / caregivers, the student (if appropriate),
school staff, and other professionals regarding:
○ the purpose of the IEP,
○ the goals outlined in the IEP,
○ the plan to review the IEP, and
○ the possible outcomes/pathways that may result from having an IEP;
This must include sending home the IEP Consultation Form
● gather information through observation of the student;
● conduct further assessments, if necessary
Setting the direction
● establish a collaborative approach that engages parents/caregivers and students
in the discussion;
● establish roles and responsibilities;
● begin the work on the IEP by identifying the student’s strengths and needs, as
identified in the IPRC’s statement of decision, where applicable
Developing the IEP
● incorporate program suggestions from the IPRC (if applicable);
● incorporate applied behaviour analysis (ABA) methods into the IEP for students
with Autism Spectrum Disorder (ASD), where appropriate;
● determine for every subject or course, the program option that will best suit the
student’s needs (i.e., whether the student requires accommodations only or
accommodations and modifications, and whether alternative programs are
required and document them);
○ if modifications are being considered, evidence is needed to determine the
level of modification, and the working grade level is to be clearly
documented;
o modifications must be carefully reviewed each term; specifically in
planning for a transition to Grade 9 destreamed curriculum;
o it is essential to engage in an informed discussion with the
parents/caregivers and student about the impacts of modifying the
curriculum, and the plan of support to close the gap between
modified and current grade level expectations
o plan for and document required human resources;
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● record information pertaining to individualized equipment (if required), evaluation
and reporting, and provincial assessments (if required);
● develop a transition plan (see Transition Plans Section below);
● record parent / caregiver / student consultations;
● ensure Principal has reviewed and signed the document as part of the approval
process
Implementing the IEP
● share the completed IEP with the student, parents / caregivers, school staff, and
other professionals (if appropriate);
● put the IEP into practice (classroom / subject teachers’ / support personnel) and
continuously assess the student’s progress;
● adjust the IEP if necessary (ensure to record any changes);
● evaluate the student’s learning and report the results of the evaluation to the
parents / caregivers (if appropriate)
Review and Update the IEP
● collaborate with parents/caregivers and students in the review process;
● update the learning expectations at the beginning of each reporting period;
● review the IEP regularly, including the transition plan, and record the revisions;
● store the most current version of the IEP in the Documentation File in the
student’s Ontario Student Record (OSR)
The IEP process is cyclical (at the beginning of each term/semester) and best practices
involve ongoing review, evaluation, and adjustment when needed.
Transition Plans
Transition plans are an essential part of the IEP and are developed to assist students in
successful transitions as needed (e.g. from activity to activity, class to class, school to
school, high school to post-secondary activities, etc.). This is done by:
● outlining goals,;
● listing actions required to meet those goals, ;
● identifying individuals responsible for the actions,
● specifying timelines to guide the plan
OCDSB schools engage in a range of transition planning tasks to support a variety of
student transitions. Key components to successful transition planning include:
● consultation with:
○ student (as appropriate);
○ the parent / caregiver, ;
○ new classroom team/new school;
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○ postsecondary institution (where appropriate),;
○ relevant community agencies and/or partners;
● sharing all of the required information with the schools and/or staff involved;
● reviewing and/or revising at least once each reporting period to identify next
steps that are individualized and appropriate for the student
The creation of transition plans is legislated and can be found in the following regulatory
and policy documents:
Ontario Regulation 181/98 requires that for exceptional students who are age 14 or
older and who are not identified solely as gifted, the student’s IEP must include a
transition plan for the student’s transition from school to work, for further education,
and/or community living.
Policy / Program Memorandum (PPM) No. 140, “Incorporating Methods of Applied
Behaviour Analysis (ABA) states that school board staff must plan for the transition
between various activities and settings involving students with autism spectrum
disorders.
Policy / Program Memorandum (PPM) No.156 outlines for school boards and schools
new requirements for transition plans for students with special education needs from
Kindergarten to Grade 12, September 2014.
Dispute Resolution Process
If differences of opinion around the content of an IEP should arise, these concerns will
be mediated at the school level. It is the goal that through a collaborative process that
successful programming for students be achieved. Therefore, every effort is made to
resolve differences through a shared approach between parent / caregiver and school
staff. In the event of unresolved concerns, parents will work with the Superintendent of
Instruction for the school. Also, the OCDSB has a Complaint Resolution policy and
procedure in place. It can be accessed via the following link:
OCDSB Complaint Resolution Procedure.
The Ministry of Education also has a resource for dispute resolution entitled Shared
Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and
Services for Students with Special Education Needs.
Storage of IEPs
A student’s IEP must be included in the student’s Ontario Student Record (OSR). This
requirement ensures that the student’s relevant assessment data and information about
their strengths and needs and learning expectations are available to teachers working
with them. To ensure that the IEP stored in the OSR is up to date, the current copy of
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the IEP should replace the previously filed copy. Previous versions of IEPs are archived
in the District’s IEP software program for historical reference.
Results of the Ministry of Education IEP Review
There were no Ministry of Education IEP reviews in the 2022-2023 school year.
Creation of the IEP online (IOL)
IEPs are created on an online platform (IOL). Learning Support Teachers, homeroom
teachers and principals have access to the students at their school. The following are
sample screenshots of the document that is produced for each student. IOL has an
Online Help feature, with screenshots that provide direction for all stages of IEP
development.
OCDSB IEP Template
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Ministry of Education Exceptionalities
Category Exceptionality
Behavioural Behavioural
Communicational Autism
Deaf and Hard of Hearing
Language Impairment
Speech Impairment
Learning Disability
Intellectual Giftedness
Mild Intellectual Disability
Developmental Disability
Physical Physical Disability
Blind and Low Vision
Multiple Multiple Exceptionalities
OCDSB Specialized Programs
Autism Spectrum Disorder Secondary
Credit Support Program
Autism Spectrum Disorder Program
Behaviour Intervention Program
Deaf/Hard of Hearing Program
(Congregated)
Developmental Disabilities Program
Dual Support Program
General Learning Program
General Learning Program/Storefront
Gifted Specialized Program
Language Learning Disabilities Program
Learning Disability Program (Sec.)
Learning Disabilities Specialized
Intervention Program (Elem.)
Physical Support Program
Primary Special Needs
Placement Options
FSC - Fully self-contained
IS – Indirect Service
PI - Partially Integrated
RA - Resource Assistance
WA - Withdrawal Assistance
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The following sections are samples of possible information that are a part of the IEP
Online (IOL) platform. The information is evidence-based and subject to change.
Strengths
Artistic Expression
Auditory
Braille Skills
Communication Skills
Creative Problem Solving
Daily Living Skills
Decoding
Expressive Language
Fine Motor Skills
General Knowledge
Gross Motor Skills
Intellectual Aptitude
Interpersonal Skills
Keyboarding
Kinesthetic
Memory Skills
Mobility Skills
Multimodal Learning Style
Musical/Rhythmic Ability
Numeration
Orientation Skills
Organizational Skills
Perseverance/ Motivation to Learn
Positive Attitude
Problem Solving Skills
Reading Comprehension
Receptive Language
Receptive/Expressive Language
Self-Advocacy Skills
Self-Regulation Skills
Sign Language Skills
Tactile
Task Persistence
Time Management Skills
Visual
Visual Perceptions Skills
Word Attack Skills
Written Expression
Needs
Attention skills
Auditory perceptual skills
Auditory skills
Braille skills
Communication skills
Creative thinking skills
Critical thinking skills
Decoding Skills
Expressive Language
Fine motor skills
Gross motor skills
Impulse control skills
Information processing skills
Leadership skills
Memory skills
Mobility skills
Non-verbal communication skills
Numeration
Organizational skills
Orientation and mobility skills
Orientation Skills
Personal Care Skills
Personal Safety Skills
Problem Solving Skills
Reading Comprehension
Receptive Language Receptive/expressive
Language
Residual Hearing and Auditory Skills Self-
advocacy Skills
Self-regulation Skills
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Needs (continued)
Sign Language Skills
Social Skills Spatial Skills
Speech/articulation Skills
Tactile Perceptual Skills
Task Persistence Skills
Time Management Skills
Visual efficiency
Visual motor integration
Visual Perception Skills
Visual Perceptual
Assessment Sources
Audiological assessment
Behavioural assessment
Developmental assessment
Educational assessment
Functional visual assessment
Group ability test e.g., Canadian Cognitive
Abilities Test
Medical assessment
Occupational therapy assessment
Orientation skills
Personal care skills
Personal safety needs
Pediatric assessment
Physiotherapy assessment
Psychiatric assessment
Psychological assessment
Psycho-Educational assessment
Social work assessment
Speech/language assessment
Vision Technology assessment
Wechsler-Fundamentals assessment
Orientation and Mobility assessment
Assessment Summary
Report describes significant behavioural problems
Report indicates adaptive equipment essential to access the curriculum
Report indicates areas of need in …
Report indicates assistive technology essential to access the curriculum
Report indicates blind/low vision
Report indicates mild adaptive functioning delays
Report indicates mild articulation difficulty
Report indicates mild developmental delays
Report indicates mild hearing loss
Report indicates mild intellectual disability
Report indicates mild/moderate/severe adaptive functioning delays
Report indicates mild/moderate/severe articulation difficulty
Report indicates mild/moderate/severe developmental delays
Report indicates mild/moderate/severe/profound hearing loss
Report indicates moderate adaptive functioning delays
Report indicates moderate articulation difficulty
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Assessment Summary (Continued)
Report indicates moderate developmental delays
Report indicates moderate hearing loss
Report indicates profound hearing loss
Report Indicates sensory equipment essential to access the curriculum
Report indicates severe adaptive functioning delays
Report indicates severe articulation difficulty
Report indicates severe developmental delays
Report indicates severe hearing loss.
Report provides diagnosis of …
Report provides diagnosis of Attention Deficit/Hyperactivity Disorder
Report provides diagnosis of Autism
Report provides diagnosis of Developmental Disability
Report provides diagnosis of Learning Disability
Report provides diagnosis of Oppositional Defiant Disorder
Test results indicate very superior intellectual functioning
Education Quality and Accountability Office (EQAO)
Annually, in preparation for the provincial assessments, EQAO provides school districts
with key information related to accommodations and exemptions. For current
information, please visit: http://www.eqao.com
Accommodations
Below are accommodations:
Instructional
● Anxiety/stress reducers
● Ability grouping
● Assistive technology
● Audio texts
● Augmentative and alternative
communications systems
● Buddy/peer tutoring
● Carry and match system
● Close-ended activities
● Colour cues
● Computer options
● Concrete/hands-on materials
● Contracts
● Creative thinking tasks
● Critical thinking tasks
● Differentiated tasks
● Gesture cues
● Graphic organizers
● High structure
● Increased challenge through higher level
thinking skills
● Large-size font
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Instructional (Continued)
● Leveled breaks
● Manipulatives
● Memory aids
● Dramatizing information
● Duplicated notes
● Extra time for processing
● Fading prompts
● First/Then
● Forward/backward chaining
● Functional tasks
● Mind maps
● More frequent breaks
● Multi-sensory presentations
● Non-verbal signals
● Prompts to return student’s attention to
task
● Note-taking assistance
● Organization coaching
● Partnering
● Positive reinforcement
● Pre-cueing
● Preferred activities/items/topics
● Product differentiation
● Prompting (verbal, visual)
● Prompting/modeling/redirection/fading
● Provide choice
● Reduced/simplified language
● Reduced/uncluttered format
● Reduction in the number of tasks used to
practice a concept or skill
● Rehearsal strategies
● Reinforcement incentives
● Repetition of information
● Rewording/rephrasing of information
● Sensory diet
● Sensory objects/manipulative/toys
● Shaping
● Shaping/chaining
● Small sequential steps
● Social Narratives
● Social skills coaching
● Spatially cued formats
● Tactile tracing strategies
● Time-management aids
● Tracking sheets
● Verbal cues
● Visual cueing
● Visual supports/schedules
● Word-retrieval prompts
Environmental
● Acoustic treatment of workspace
● Alternative work space
● Area of individual leisure and social
leisure
● Assistive devices or adaptive equipment
● Consistent classroom rules and routines
● Minimizing of background noise
● Hush ups
● Minimal visual distractions
● Office/work system
● Predictable environment
Preparation for transitions
● Proximity to instructor
● Quiet setting
● Reduction of audio/visual stimuli
● Sensory equipment
● Sensory room
● Special lighting
● Strategic seating
● Structured learning environment
● Study carrel
● Use of headphones
Visual supports
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Assessment
● Alternate products
● Alternative settings
● Alternative work location
● Alternative work space
● Alternative time to write tests
● Assessing over multiple sessions
● Assessment embedded in regular
programming
● Assessment paired with reinforcement
● Assistive devices or adaptive equipment
● Assistive technology software
● Audio version
● Augmentative and alternative
communications systems
● Braille
● Breaks
● Check for understanding of instructions
● Checklists
● Chunk time of assessment
● Cloze
● Colour contrasted materials
● Colour cues
● Computer options
● Conferencing
● Covered overlays
● Daily logs
● Dark lined paper
● Demonstration of task
● Enlarged worksheets
● Extended time limits
● Extra time for processing
● Frequent breaks
● Highlight key information on test
● Intermittent reinforcement during
assessment
● Interpreter
● Large print
● Large-size font
● Learning goals checklist (individualized)
● Lighting
● Manipulatives
● Matching
● Memory aids
● Multiple choice
● Oral responses
● Performance-based tasks
● Product differentiation
● Prompts for time management
● Reduce quantity of test items
● Reduced/uncluttered format
● Reduction in the number of tasks used to
assess a concept or skill
● Rubric (individualized)
● Scribing
● Self-assessment checklist
● Signing EA Sound cues to help retrieval
● Success criteria checklist (individualized)
● Tactile assessments
● Uncluttered format
● Verbatim scribing
● Visual supports
● Work samples
Ottawa-Carleton District School Board Special Education Plan 115
Human Resources
Spec Ed Teacher
ITD/HH
ITB/LV
Teacher
Learning Resource Teacher
Learning Support Teacher
Student Success Teacher
Educational Assistant(s)
Social Worker
Speech/Language Pathologist
Physiotherapist
Psychologist
Psychological Associate
Psychoeducational Consultant
Occupational Therapist
Board Certified Behaviour Analyst
Human Resources Service Type
Direct Instruction
Instructional Support
Consultation
Reading Instruction
Resource Support
Personal Care
Behaviour Support
Technical Support
Transition Type (Including ASD Transition Type)
Activity to Activity
Change in Grade Level
Class to Class
Elementary to Secondary School
Entry to School
Home to School/School to Home
Lunch to Class/Class to Lunch
Outside Agency to a School
Program to Program
School Entry to Class/Class to School Exit
Secondary School to Apprenticeship
School to School
Secondary School to Community Living
Secondary School to Day Program
Secondary School to Supported
Employment
Secondary School to World of Work
Secondary to Post Secondary Educational
Institution
Setting to Setting
Subject to Subject
Transition Plan Actions (Including ASD Transitions)
● Agenda
● Agenda/Calendar
● Agenda/Shared Calendars
● Allow Early/Late Class Dismissal to
Travel Halls When Less Congested
● Alternative Settings
● Apply learning styles information to
current courses
● Attend a college or university information
session
● Attend information session for high
school
● Body/Sensory Breaks
● Calendars
● Develop a coordinated plan
● Develop parent/student knowledge of
Ottawa-Carleton District School Board Special Education Plan 116
● Apprenticeship Program post-school options
Transition Plan Actions (Including ASD Transitions) (Continued)
● Checklists
● Choice Boards
● Communication Books(s)
● Communication Needs
● Complete college applications
● Complete option sheet in consultation with
teachers and high school Special
Education Dept.
● Complete university applications
● Designate Resource Space for
Equipment/Materials
● Environment Adaptations
● Develop resume
● Develop workplace communication skills
and behaviour skills
● Establish community links re: housing and
supported employment
● Establish link with student in
college/university in relevant program
● Examine opportunities within the
community (e.g. workshops, courses)
● Expand work experience
● Expand volunteer opportunities
● First-then board
● FM System - transfer and training
● Home base/safe place
● Home/school communication books
● Gather information from the secondary
school Special Education Dept. re: special
education services
● Gather specific information about
colleges/universities and special needs
departments
● In-school meeting(s)
● Initiate college visits/tours
● Initiate job shadowing
● Initiate part-time work
● Initiate post-secondary research
● Initiate post-secondary visits/tours
● Initiate university visits/tours
● Investigate Ontario Youth
● Investigate continuing and adult education
● Learn to use OC Transportation
● Independently
● Learn to use Transportation
Independently
● Model/Practice Desired Behaviour
● Non-verbal cues
● Organizational Aids
● Orientation and mobility supports/training
● Participate in IPRC review
● Participate in a career fair
● Participate in a high school tour/visit
● Participate in a work placement visit
● Participate in co-op experience
● Participate in development of IEP
● Participate in mentor program at college
or university
● Participate in school-work program
● Participate in work experience
● Peer Assistance
● Plan Course Selection
● Positive Reinforcement
● Power Card
● Preferred Activity
● Quiet/Calming Area
● Relaxation Strategies
● Review career selection activities
(CHOICES, etc.)
● Review learning styles inventory
● Review occupation information
● Role Play
● Shared School Information (All About Me
Booklet)Social Narratives
● Review course options
● Social Scripts
● Social Skills Coaching
● Specific Plan for Meeting
Ottawa-Carleton District School Board Special Education Plan 117
● Initiate summer work
● Initiate supported employment
● Stories for Social Understanding
● Student Meets Receiving Teacher(s)
Moving Forward in the Standard
This year, the LSS department launched the Learning Support Services Guide for
Students with Special Education Needs (The Guide)- an online resource for district staff,
completed a Frequently Asked Question page for educators, revised the IEP Guide for
Parents/Caregivers, and held Learning Networks for LSTs.
To improve development and implementation of an IEP, the team at LSS will be
providing the following resources in the coming year:
● Revise and distribute templates and models of IEP goals;
● Continued drop in sessions for administrators and educators
● Seek feedback from community on the revised IEP Guide for Parents /
Caregivers
Ottawa-Carleton District School Board Special Education Plan 118
Provincial and Demonstration Schools in Ontario
Purpose of the Standard
To provide the public with information about the Provincial and Demonstration Schools
that are operated for students who are Deaf, Blind, or Deafblind, or who have severe
learning disabilities, which may include attention-deficit hyperactivity disorder (ADHD)
Provincial/Demonstration Schools
Provincial Schools and Provincial Demonstration Schools are operated by the Ministry
of Education and are accessed through an application process that is initiated
collaboratively between parents/caregivers and the student’s school. Provincial and
Demonstration Schools provide alternative education placement and educational
supports for students who are Deaf, Blind, Deafblind or who have severe learning
disabilities. Admittance to a Provincial School is determined by the Provincial Schools
Admission Committee in accordance with the requirements set out in Regulation 296.
Provincial Schools provide residential and day programs. Transportation to Provincial
Schools for students is provided by school boards.
All students attending either a Provincial or Demonstration school require an
Identification, Placement, and Review Committee (IPRC) meeting conducted at the
student’s home school in the OCDSB. Programs at provincial schools are tailored to
the needs of the individual students and:
● are delivered by specially-trained teachers;
● follow the Ontario curriculum and alternative expectations as outlined in the
Individual Education Plans (IEP);
● offer a full range of programs at both elementary and secondary level
In addition, these schools:
● serve as regional resource centres for students who are Deaf, Blind, or Deafblind;
● provide outreach, in service opportunities, observation and consultation in pre-
school, and classroom settings for students;
● offer virtual learning opportunities and/or virtual home visits via Zoom for preschool
students who are Deaf or Deafblind;
● develop and provide learning materials and media for students who are Deaf or hard
of hearing, Blind or have low vision, or are Deafblind;
● provide school board staff with resource service; and,
● ASL assessments and consultations upon request;
● psychologist and speech-language pathologist consultations upon request;
● provide webinars for all educators and educators in training
Ottawa-Carleton District School Board Special Education Plan 119
Current Statistics (2022/2023)
Type of
School
School Name
Program
Number of
students
Transportation
(with escort)
Provincial W. Ross MacDonald Blind 6 Plane
Provincial Ernest C. Drury Deaf 0 Plane
Provincial Sir James Whitney Deaf 2 Highway coach
Provincial Robarts School Deaf 0 Plane
Demonstration Trillium Deaf 0 Plane
Demonstration Sagonaska Learning
Disabled
0 Highway coach
Provincial Schools for the Deaf
The following Provincial Schools offer services for Deaf and hard-of-hearing students:
Sir James Whitney School for the Deaf in Belleville (serving eastern Ontario), Ernest C.
Drury School for the Deaf in Milton (serving central and northern Ontario) , Robarts
School for the Deaf in London (serving western Ontario) , Consortium Jules-Léger in
Ottawa (serving francophone students and families throughout Ontario). These schools
provide alternative placement for Deaf students from kindergarten through secondary.
Programs provide opportunities to acquire and develop language, literacy, numeracy,
and inquiry skills in American Sign Language (ASL) and English or French (FSQ).
Schools for the Deaf
● provide rich and supportive bilingual/bicultural educational environments which
facilitate students’ language acquisition, learning, and social development through
American Sign Language (ASL), English or French (FSQ);
● operate primarily as day schools;
● provide residential facilities five days per week for those students who do not live
within reasonable commuting distance from the school
The following are provided by resource services department at these schools:
● consultation and educational advice to the parent(s) of Deaf and hard-of-hearing
children and school board personnel
● information brochures
● a wide variety of workshops for parent(s), school boards, and other agencies
● an extensive home-visiting program delivered to parent(s) of Deaf and hard-of-
hearing pre-school children by teachers trained in pre-school and deaf education
Ottawa-Carleton District School Board Special Education Plan 120
Ernest C. Drury School for the Deaf
255 Ontario Street South
Milton, ON L9T 2M5
Tel: (905) 878-2851
https://pdsbnet.ca/en/schools/ernest-c-drury/
Robarts School for the Deaf
1515 Cheapside Street,
London, ON N5V 3N9
Tel: (519) 453-4400
https://pdsbnet.ca/en/schools/robarts/
Sir James Whitney School for the Deaf
350 Dundas Street West
Belleville, ON K8P 1B2
Tel: (613) 967-2823
https://pdsbnet.ca/en/schools/sir-james-whitney/
Provincial School for the Blind and Deafblind
W. Ross Macdonald School is located in Brantford and provides education for blind, low
vision, or deafblind students.
The school provides:
● a provincial resource centre for the blind, low vision and deafblind children;
● support to local school boards through consultation and the provision of special
learning materials, such as braille materials, e text, audiotapes, and large-print
textbooks;
● professional services and guidance to ministries of education on an inter-provincial,
cooperative basis;
Programs at this school:
● are tailored to the needs of the individual student and are designed to help these
students learn to live independently in a non-sheltered environment;
● are delivered by specially trained teachers;
● follow the Ontario curriculum developed for all students in the province;
● offer a full range of courses at the secondary level;
● offer courses in the Expanded Core Curriculum which includes Compensatory Skills,
Braille Literacy, Orientation and Mobility, Daily Living Skills, Independent Living Skills,
Social Skills, Self Advocacy, Assistive Technology and Orientation and Mobility;
● offer accessible extra curricular activities;
● provide assistance in preparing pre-school deafblind children for future education
W. Ross Macdonald School
350 Brant Avenue
Brantford, ON N3T 3J9
Tel: (519) 759-0730
https://pdsbnet.ca/en/schools/w-ross-macdonald/
Ottawa-Carleton District School Board Special Education Plan 121
Provincial Demonstration Schools
The Provincial Demonstration schools provide a specialized residential program for
students with severe learning disabilities. The length of stay at a Provincial
Demonstration School is typically one year in a highly specialized and resourced special
program. It should be noted that the primary responsibility to provide appropriate
educational programs for students with learning disabilities remains with school boards.
Since Provincial Demonstration Schools are to act as a resource to school boards
rather than to function as a separate education system, every effort is made to help the
student return to the school in their local community as soon as possible. Transition
planning with the community school board is key to this process.
Each provincial demonstration school has an enrollment of no more than forty students.
The language of instruction at the Amethyst, Sagonaska, and Trillium schools is
English; at Centre Jules-Léger, instruction is in French.
Provincial Schools Branch
Ministry of Education
255 Ontario Street South
Milton, ON L9T 2M5
Tel: (905) 878-2851
https://pdsbnet.ca/en/
Trillium School
255 Ontario St S
Milton, ON L9T 2M5
Tel: (905) 878-8428
https://pdsbnet.ca/en/schools/trillium/
Amethyst School
1515 Cheapside Street
London ON N5V 3N9
Tel: (519) 453-4400
https://pdsbnet.ca/en/schools/amethyst/
Sagonaska School
350 Dundas Street West
Belleville, ON K8P 1B2
Tel: (613) 967-2830
https://pdsbnet.ca/en/schools/sagonaska/
Francophone School for the Deaf, Blind, DeafBlind and for those with Learning
Disabilities
Consortium Jules-Leger
281 Lanark Avenue
Ottawa, ON K1Z 6R8
Tel: (613) 761-9300
https://ccjl.ca/
Ottawa-Carleton District School Board Special Education Plan 122
Special Education Staff
Purpose of the Standard
To provide specific details on board staff to the Ministry and to the public.
Special Education Staff
2022-2023 Staff Qualifications Elementary
Panel FTE
Secondary
Panel FTE
1.0 Teachers of Exceptional Students
*1.1 Learning Support Teacher /
Learning Resource Teacher
Special Education Part 3
(Specialist)
239 33.33
1.2 Teachers of Specialized
Classes
Minimum of Special Education
Part 1
147 111.55
2.0 Other Special Education Teachers
2.1 Itinerant Teachers of Blind /
Low Vision
Minimum of Special Education
Part 1, AQ -Teaching Students
who are Blind
10.8 0
2.1 Itinerant Teachers of the
Deaf and Hard of Hearing
Minimum of Special Education
Part 1, AQ - Deaf Education
11.1 0
2.1 Itinerant Teachers of Social
/Emotional Learning
Special Education Part 3
(Specialist)
4.0 0
2.1 Itinerant Teachers of
Assistive Technology
Special Education Part 3
(Specialist)
4.0
2.0
2.4 Learning Support
Consultants
Special Education Part 3
(Specialist)
13.0 4.0
2.4 Itinerant Teacher for Autism
and Developmental Disability
Special Education Part 3
(Specialist)
3.0 0
2.4 Itinerant Teacher for
Learning Disability
Special Education Part 3
(Specialist)
1.0 0
*Both the Learning Support Teacher and the Learning Resource Teacher provide resource-withdrawal support in the regular
program
Ottawa-Carleton District School Board Special Education Plan 123
Special Education Staff
2022-2023 Staff Qualifications Total FTE
3.0 Educational Assistants in Special Education
3.1 Educational Assistants Developmental Service Worker (DSW), Child and
Youth Worker(CYW) diploma or an equivalent
program
855
4.0 Other Professional Resource Staff
4.1 Psychologists and
Psychological
Associates,
Psychoeducational
Consultants
Ph.D. or Masters, Psychologists and Psychological
Associates are registered with the College of
Psychologists of Ontario. The Psychoeducational
Consultants are supervised by a registered member
of the College
33.4
4.4 Speech-Language
Pathologists
Masters in Speech-Language Pathology,
registration with CASLPO
32.3
(includes one
FTE through
SEA)
4.6 Occupational Therapist Masters in Occupational Therapy and registered
with the College of Occupational Therapists of
Ontario
2.0
(includes one
FTE through
SEA)
4.8 Social Workers Master of Social Work and registered with The
Ontario College of Social Workers and Social
Service Workers
35.0
4.9 Subtotal 102.7
5.0 Paraprofessional Resource Staff
5.1 Orientation and Mobility
Personnel
Orientation and Mobility Specialist 1.0
5.4 Transcribers (for blind
students) Braillist
Certified Braille Transcriber or equivalent knowledge 1.0
Applied Behaviour
Analysis (ABA)
Coordinator
ABA certificate courses
1.0
Board Certified Behavior
Analyst (BCBA)
Successful completion of the BCBA exam through
the Behavior Analyst Certification Board
3.0
Ottawa-Carleton District School Board Special Education Plan 124
Special Education Staff
2022-2023 Staff Qualifications Total FTE
5.0 Paraprofessional Resource Staff (continued)
Communicative Disorders
Assistants
Communicative Disorders Assistant Graduate
Certificate
3.0
(includes 1.0
FTE through
SEA)
5.7 Subtotal 9
A. District Level Support
The following individuals / teams / personnel are available to support all staff in schools:
● Superintendent of Learning Support Services
● System Principals of Learning Support Services
● Managers of Learning Support Services / Mental Health and Critical Services
● Multi-Disciplinary staff
● Assistive Technology Team
● Learning Support Consultants
● ASD/DD Team
● Itinerant Teachers (Deaf / Hard-of-Hearing and Blind / Low Vision)
● Itinerant Educational Assistants
● Professional Student Services Personnel (Social Workers, Psychology Staff,
Speech-Language Pathologists, Occupational Therapist, Communicative Disorders
Assistant, BCBAs)
District Level Staff Roles / Descriptions
All members of the Learning Support Services department work in collaboration with
teaching personnel and parent(s)/guardian(s) to provide special education supports and
services to meet the needs of students and schools. Under the direction of the
superintendent and the leadership team, LSS is comprised of:
● Administrative and support personnel
● Braillist
● Educational assistants
● Itinerant teachers of Assistive Technology
● Itinerant teachers of Autism / Developmental Disabilities
● Itinerant Teacher of Learning Disabilities
● ABA Coordinator
● BCBAs
● Itinerant teachers of the Blind/ Low Vision
● Itinerant teachers of the Deaf/ Hard-of-Hearing
Ottawa-Carleton District School Board Special Education Plan 125
● Learning Support Consultants
● Psychology staff
● Social Workers
● Speech-Language Pathologists
● Occupational Therapist
● Communicative Disorders Assistants
Braillist
● produces Braille transcriptions, electronic Braille transcriptions, e-text, large print
materials, and tactile diagrams according to specific requirements as requested by
the ITB/LV staff for students;
● maintains the program’s blind/low vision inventory of teaching materials and
equipment, reference books, computers, and technological equipment;
● is responsible for conservation, storage and inventory of Braille texts in print and
electronically;
Itinerant Teachers of Assistive Technology
● support students who have technology based claims through the Special
Equipment Amount (SEA) Funding;
● provide consultative services to classroom teachers on assistive technology
equipment and software;
● provide staff and student training on assistive technology equipment and software;
● support the implementation and training of Ministry Licensed software for assistive
technology system-wide;
Itinerant Educational Assistant of Assistive Technology (IEAAT)
● The Itinerant Educational Assistant of Assistive Technology works with students,
staff, and families to support the integration of assistive devices.
● This support includes training related to specific devices and/or tools for students
with specialized learning needs.
Itinerant Teachers Autism / Developmental Disabilities
● increases capacity of regular classroom teachers to meet the needs of students
with Autism and/or Developmental Disabilities;
● provides professional development and in class support;
● provides instructional and educational support services to students diagnosed with
Autism, including support in the development of ABA strategies;
● consults with teachers and other LSS team members (e.g. ASD team, SLP, )
● provides professional development to all school staff including principals, EA’s,
ECE, teachers etc.;
● works collaboratively with the Autism Spectrum Disorder team and the multi-
disciplinary teams at individual schools;
Ottawa-Carleton District School Board Special Education Plan 126
● supports IEP development, programming and transition plan development;
Itinerant Teacher Learning Disability
● support teachers in the regular program with the transition of students out of the
Learning Disability- Semi-Integrated Program (LD-SIP);
● increases capacity of regular classroom teachers to meet the needs of students
with learning disabilities; provides professional development and in class support;
● provides instructional and educational support services to students diagnosed with
learning disabilities;
● consults with teachers and other LSS team members (e.g. ITATs, LSCs)
● works collaboratively with the multi-disciplinary teams at individual schools;
● supports IEP development, programming and transition plan development;
Applied Behaviour Analysis (ABA) Coordinator
● develops resources to support ABA strategies for all schools;
● provides professional development and guidelines on how to embed ABA strategies
into the classroom;
● supports the dedicated space pilot; liaises with therapy professionals in the
community who provide IBI and ABA support (e.g. CHEO, Portia, etc.);
● supports all Autism initiatives such as; Autism awareness month, parent /guardian
conferences and events;
● works collaboratively with the Autism Spectrum Disorder team and the multi-
disciplinary teams at individual schools;
● supports pilot projects and evidence-based social skills development initiatives;
Board Certified Behaviour Analyst (BCBA)
● works to support school staff in understanding how to support students with Autism
and challenging behaviour;
● may recommend and/or develop behaviour programs;
● may conduct Functional Behaviour Assessments;
● provides professional development to school staff ;
● models and co-teaches the use of ABA strategies;
● reviews and provides research related to emerging supports available for students
with behavioural needs;
● works collaboratively with the Autism Spectrum Disorder team and the multi-
disciplinary teams at individual schools;
● supports and mentors staff enrolled in the Registered Behaviour Therapy (RBT)
course and oversees the implementation of these strategies into their regular
school duties;
Ottawa-Carleton District School Board Special Education Plan 127
Itinerant Teachers of Blind/Low Vision
● direct instruction in Braille and other tactile learning strategies;
● develop accommodations/modifications and acquisition of curriculum materials
(Braille, tapes, large print, etc.);
● provide orientation and mobility instruction (i.e., safe travel techniques);
● provide training in specialized equipment including computer hardware and
software, optical aids, and other equipment used in the classroom;
● provide consultation and support to schools related to vision;
● provide consultative services and interpretations of vision reports to teaching staff;
● facilitates the transition of students from pre-school/outside agencies to elementary
school and from elementary school to secondary schools;
● supports the development of IEPs, programming, and transition plans;
● monitors student needs and provides feedback to school related to supports
required as student needs fluctuate;
Itinerant Teachers of the Deaf/Hard of Hearing
● provide assessment, direct instruction, and academic support services to students
with hearing losses ranging from mild to profound (K to 12);
● provide consultative services to classroom teachers and school staff, and ongoing
guidance to parent(s) of students who are deaf/hard of hearing;
● apply an Auditory-Verbal/ Oral approach to maximize the student’s auditory
potential, speech and language development, and participation alongside his/her
hearing peers;
● provide training and ongoing management of specialized equipment used in the
classroom;
Learning Support Consultants (K to 12)
● develop and deliver special education professional development for staff;
● assist school teams with all aspects of the special education program and service
delivery;
● promote current teaching methodologies and instructional practices which reflect
the Ontario curriculum and Ministry of Education documents and direction;
● identify and support best practices in all specialized program classes and provide
program support;
● committee member on centralized program referral committees to specialized
program classes;
● Supports IEP development, programming and transition planning
Psychology Professional Staff
● provides ongoing consultation to schools on student related issues;
● engages in early screening and intervention on learning, student development, and
mental health;
Ottawa-Carleton District School Board Special Education Plan 128
● provides both direct or indirect support or intervention to students;
● provides psychological assessments for students K - 12;
● plays an integral role as a school multi-disciplinary team member and responds to
threat making, high risk behaviour, and tragic events within the school;
● collaborates with community partners and facilitates access to external resources,
when appropriate;
● participates in central referral committees for specialized classes;
● engages in staff training in such areas as suicide prevention, mental health
promotion, and behaviour management
Social Work Professional Staff
● consults with each assigned school to establish priorities with respect to students,
staff and families;
● provides direct intervention with students, families and school staff directed at
resolving or managing a range of social, mental health and/or behavioural issues
affecting all students;
● Liaises with and refers to community agencies and acts as a system navigator for
families when appropriate;
● provides crisis intervention typically focusing on assessment and follow up in regard
to risk issues including suicide, violence and threat making behaviour
● participates in central referral committees for specialized classes;
● provides support to school staff and students in the aftermath of tragic events
● investigates truancy as mandated in the Ontario Education Act and Regulations and
assists with student and parent re-engagement in school;
● provides counseling support of students in the SAL program where required;
● provides support to families facing financial hardship;
● may provide interventions at all levels of the Tiered-Approach to Intervention
district-wide;
Speech-Language Pathology Professional Staff
● provides an array of service to students from kindergarten through grade 12;
● provides identification, prevention, assessment, consultation and
programming/intervention of communication disorders in the areas including
language, speech, communication, cognitive-communication, reading and writing,
and augmentative and alternative communication;
● facilitates internal and external referrals as appropriate;
● provides professional development to educators and training to parents, and
provide services at all tier levels;
● provides weighted services in some OCDSB specialized program classes including:
language learning disability, LDSIP, and specialized and integrated programs for
students with developmental disabilities and Autism;
Ottawa-Carleton District School Board Special Education Plan 129
● plays an integral role as a school multidisciplinary team member and as members
of central teams such as Early Learning and ASD/DD Teams;
● participates in central referral committees for specialized program classes;
● supervises Communicative Disorders Assistants (CDAs) who provide programming
at specialized sites
Communicative Disorders Assistants
Communicative Disorders Assistants (CDAs) are support personnel who are specifically
trained and educated in communicative issues. Under the supervision of speech-language
pathologists, CDAs:
● implement programming that is set forth by their supervising speech-language
pathologist(s), monitor student progress, maintain equipment, and prepare
materials and resources.
Occupational Therapist
Occupational Therapist (OT) complements the OT services provided by community
service providers (i.e., CHEO) by addressing urgent equipment needs, imminent safety
concerns and/or complex sensory processing issues that affect the student’s participation
within an educational context. The OT:
• provides assessment, consultation and recommendations (including but not limited
to SEA);
• collaborates with educators, Learning Support Consultants and LSS Central Teams
to coordinate referrals and support for students, and;
• participates in central referral committees for specialized program classes.
District Level Central Teams
The Assistive Technology Team
● provide support and training district-wide to schools on assistive technology
purchased through Special Equipment Amount (SEA) funds;
● coordinates the ordering of SEA equipment;
● coordinates and facilitates training/professional development sessions on SEA
equipment and software for students and staff;
● assists in the completion of special equipment applications;
The Autism Spectrum Disorder Team/ Developmental Disability Support Team
● provide direct and consultative program support to schools;
● facilitates transitions for students who are both within and new to the OCDSB;
● provides ongoing support to students with a diagnosis of Autism Spectrum Disorder
(ASD) and a developmental disability (DD);
● assists in the development and implementation of IEPs, behavioural programs,
communication strategies and assessment practices;
● supports new Ministry initiatives and pilots related to the field of Autism;
Ottawa-Carleton District School Board Special Education Plan 130
● responds to multi-disciplinary team requests for support as needed;
● provides professional development to the District and the community;
● supports PPM 140 and ABA practices in schools;
● provides resources to schools to support environmental accommodations and
recommendations for sensory rooms / spaces;
● provides support to two specialized schools for students with developmental
disabilities, Crystal Bay Centre for Special Education and Clifford Bowey Public
School and all specialized classes for ASD and DD district-wide;
● provides program support for teachers and administration while working with
parent(s)/guardian(s) and community agencies to facilitate new admissions;
● provides transition support to schools and parents upon entering into the OCDSB;
The Behaviour Support Team / Social-Emotional Learning Teachers
● provide support to the Behavior Intervention Program (BIP), students,
parent(s)/guardian(s), staff, and administration;
● provide consultation and classroom observations specific to students who present
challenging behaviours;
● SELTs (Social-Emotional Learning Teacher) provide consultation and classroom
observations specific to students demonstrating stress behaviour or challenging
behaviour in Kindergarten to grade 8;
The Early Learning Team
● provide class wide and student specific support for Kindergarten educator teams
● the multidisciplinary team includes speech-language pathologists, psychology staff,
social workers, educators and educational assistants
● consultation is available to address a range of concerns for Kindergarten students
including, language, self-regulation, behavior, development, social skills and well-
being
● all LSS Kindergarten supports are accessed through a common referral process
The Gifted Support Team
● provide support to schools for programming and planning for students who have
been identified with giftedness;
● provide consultation and recommendations pertaining to giftedness identification
procedures;
● creates awareness around supports and connects staff with a wide variety of
supports available to support students with giftedness;
Itinerant Educational Assistants (IEA), Mental Health Team
● provides consultation to school teams, classroom observation and direct service to
students exhibiting stress behaviour, including the development of behavior support
plans;
Ottawa-Carleton District School Board Special Education Plan 131
● contributes to the development of student behavior plans (Safety Plans, Safe Plans,
and Behaviour Management Plans);
● provides staff coaching and professional development related to social emotional
learning and promoting positive student behavior;
● provides direct service to students with organization, stress management, and goal
setting and assists with school re-engagement
● provides small group and classwide interventions related to the development of
mental health literacy, stress management/coping skills, and pathways to care
● contributes to the development of transition plans and provides support for students
returning from Education and Community Partnership Programs
Tragic Events Response Team
When a tragedy occurs, the school community may play a critical role in responding to the
needs of students and staff. The psychology and social work staff at the OCDSB provide
support services following a tragic event in the school community on an as-needed basis.
Along with school staff, the psychology and social work staff support students, educational
staff and parents / guardians in the aftermath of a crisis by disseminating information,
identifying individuals at risk, providing mental health services, linking individuals with
community services, and providing follow up support as needed.
Urgent Care Team
A related service offered by the psychology and social work staff at the OCDSB is the
Urgent Care Team. The Urgent Care Team comprises psychology staff and social workers
who provide consultation to our professional services staff around individual students who
may be experiencing extreme stress (e.g., suicidal ideation, extraordinary distress and/or
psychotic symptoms). The Urgent Care Team also provides a liaison to the CHEO
Emergency Department, who provide consultation and recommendations on follow-up
services.
A. School Level Support
The following supports are available within schools:
● School Principals (and Vice-Principals where applicable);
● Classroom Teachers
● Learning Support Teachers and Learning Resource Teachers (elementary only)
● Specialized Program Classroom Teachers / Staff
● Educational Assistants
● Early Childhood Educators (Elementary panel only)
Ottawa-Carleton District School Board Special Education Plan 132
School Level Staff Roles and Descriptions
School Principal
● ensures the development, implementation, and review of a student’s Individual
Education Plan (IEP) including a transition plan, according to provincial
requirements is developed and followed;
● chairs Identification Placement and Review Committee (IPRC) meetings;
● supervises all school staff;
● consults with parent(s)/guardian(s) and with school board staff to determine the
most appropriate program for students with special education needs;
● ensures that parent(s)/guardian(s) are consulted in the development of their child’s
IEP and that they are provided with a copy of the IEP;
● ensures the delivery of the program as set out in the IEP;
● ensures that appropriate assessments are requested if necessary and that
parental/guardian consent is obtained;
● provides the parent guide, and other relevant documents to parent(s)/guardian(s);
Classroom Teacher
The role of the classroom teacher is to support the learning of all students including those
who may need accommodations/modifications to their program. Although not all classroom
teachers have special education qualifications, they play a vital role in assessing student
learning and ensuring the delivery of services to all special education students. Within the
regular classroom, the teacher works with all students to meet their individual needs.
Learning Support Teacher (LST) / Learning Resource Teacher (LRT)
● play a major role in the delivery of special education in schools and deal with the
overall administrative and educational needs of students requiring special education
programs /services within the school;
● undertake a variety of roles including consulting with and assisting classroom and
other special education teachers with early identification, curriculum differentiation
and modification, assessment, intervention strategies, the development and
coordination of IEPs and in-class or withdrawal support for exceptional learners;
● liaise with members of the multi-disciplinary team;
● provide the highest level of support offered in a school-based program;
● work with a variety of exceptional students who require intensive support in core
academic areas;
Specialized Program Classroom Teacher
● provide learning opportunities tailored to each student's specific exceptionality,
taking into consideration their strengths and needs, and additional information as
outlined in the student’s IEP;
Ottawa-Carleton District School Board Special Education Plan 133
● Support students to progress at their appropriate level and reach their potential
within the parameters of the Quality Program Indicators for the specialized program
class placement;
Educational Assistant
Educational Assistants (EA) are supervised by the school principal in consultation with the
classroom teacher. The role may vary from assignment to assignment but usually
includes:
● assisting in crisis prevention and intervention;
● supporting the planning, organizing, and implementing of the
behavior/social/instructional program in cooperation with the classroom teacher;
● assisting students in various ways, with safety, behaviour and/or medical needs;
● specialized skills and qualifications are required for specific assignments (e.g.
Braille, American Sign Language, catheterization) with respect to the EAs assigned
to schools;
School EA allocations are reviewed and approved by the school Superintendent of
Instruction annually.
Early Childhood Educator (ECE)
works collaboratively with the classroom teachers in implementing and planning
education to Year 1 and 2 children;
● assesses the development of Kindergarten children through observation and
monitoring;
● upholds a classroom environment that promotes each child’s physical, cognitive,
language, emotional, social, and creative development and well-being;
● relays information to families;
● undertakes duties assigned by the principal in regards to the Kindergarten program.
Ottawa-Carleton District School Board Special Education Plan 134
Staff Development
Purpose of the Standard
To provide details of the Board’s professional development plans for special education
staff to the Ministry and to the public.
The OCDSB Learning Support Services Staff Development Plan
The overall goal of the LSS Staff Development Plan is to build the capacity of special
education staff, classroom teachers, support staff, and administrators to provide them
with access to information, materials, and skills necessary to implement and support
programming for exceptional students rooted in an inclusive design framework. The
OCDSB continues to gather identity-based student data to inform support and
resources to support student achievement and well being. LSS strives to model for
educators that the work supporting all learners is rooted in Learning for All Universal
Design for Learning (UDL), Differentiated Instruction (DI)\ and culturally relevant
approaches.. These resources in conjunction with the following district frameworks
underpin the learning in LSS:
● The OCDSB Strategic Plan
● OCDSB Indigenous, Equity, and Human Rights Roadmap - Eliminating Barriers
to Success 2020-2023
● The Exit Outcomes
The LSS Staff Development Plan incorporates feedback from school-based special
education staff, (learning support teacher (LST), learning resource teacher (LRT)
(elementary only), specialized program classroom staff, and through an ongoing
evaluation of system needs. In addition, the following are other ways staff provide input
for staff development planning:
● written and verbal feedback;
● requests from school administrators and special education teachers for
school-based in-service around specific school needs (including teaching staff);
● feedback from Learning Support Services (LSS) staff;
● requests from senior administration around in-service requests;
● requirements as prescribed in legislation and District policies and procedures;
In addition, LSS is required to follow specific regulations and mandates from the
Ministry of Education. Priorities in the area of staff development are determined by
Ministry of Education initiatives and Board initiatives. The following factors are
considered:
● direction from the Director’s Executive Council (DEC);
● changes in Board policy and procedures;
Ottawa-Carleton District School Board Special Education Plan 135
● system-level professional development focus;
● perceived needs as determined by LSS staff;
● requests from schools;
● requests from staff;
Professional Development Input from SEAC
● all recommendations for staff development are open for consideration;
● staff consider input received at each SEAC meeting;
Staff Development Budget
The LSS Department has spent the following on professional development. These
figures are approximate. These figures do not reflect additional costs such as: travel,
food, supplies etc.
Professional Development Initiative Amount spent
Advanced Issues in Special Education - Osgoode Law $672.35
Looking Onto the Horizon of Leadership $25.00
Ontario Association for Behaviour Analysis-ONTABA $903.81
Geneva Centre for Autism Symposium $8,469.00
Creating Resources to Support Emergent Literature $105.00
National Association of Gifted Children-NAGC $1914.68
EMPOWER - Release/Training $134,253.27
EA Professional Development (PD day activity- board wide) no release
LST training $19,487.00
LST Networking $6,141.00
Art of Music Training $844.37
ASIST Training $14,592.66
VTRA $38,500.47
Grammar Shapes- DHH workshops $2,000.00
Neurodiversity to Neuroharmony - Mental Health (1250 euros) $1882.00
Ottawa Networking for Education $106,000.00
Total $335,765.61
Ottawa-Carleton District School Board Special Education Plan 136
Opportunities for in person staff development were selective in 2022-23 due to the
staffing demands to find replacement staff for schools. Prioritized training such as
Behaviour Management Systems (BMS) training, Violent Threat Risk Assessment
(VTRA) training, Applied Suicide Intervention Skills Training (ASIST), and LST Networks
were offered. Other opportunities were offered outside school hours for staff. These
opportunities were offered virtually and in person.
Principals and Vice-Principal Intern Program / Training Opportunities
● mandatory intern program for newly appointed principals and vice-principals;
● ongoing professional learning at District Operations Meetings;
● workshops organized for principals and vice-principals, e.g., Assistive Technology,
IPRC Training, Autism Spectrum Transition Planning, ABA, Learning For All and
IEP development, etc.
New Teacher Induction Program
The Ministry of Education initiative ensures beginning teachers are matched with a
teacher mentor as they join the teaching profession. Through the various components of
the New Teacher Induction Program (NTIP), new teachers are supported as they build
knowledge, skills and self-confidence. New teachers are paired with an experienced
teacher mentor who provides support by building relationships to create a collaborative,
collegial environment in which new teachers feel supported both emotionally and
professionally. They also participate in an extensive and differentiated professional
development program designed to address the specific needs of these new
professionals in the areas of classroom management, assessment and evaluation,
teaching students with special education needs, and literacy and numeracy.
Special Education Workshops for Staff
The Learning Support Services Department is committed to ongoing professional
development for all staff. Learning Support Teachers from all schools were presented
with professional development from LSCs through office hours and direct support in
schools and through LST Networks. 3 networking opportunities were available
throughout the year. This year, the following workshops were offered to OCDSB staff:
● ABA and Trauma informed practices
● Anti-Sex Trafficking training
● ASD Mentorship
● ASD New Teacher Training
● ASD Specialized Program, Elementary and Secondary networking Sessions
● ASD Working with Challenging Behaviours and Teaching Independence
● ASD/DD Toy Bin training
● ASD/DD Resource Room Supports
Ottawa-Carleton District School Board Special Education Plan 137
● ASIST (Applied Suicide Intervention Skills Training)Augmentative and Alternative
Communication
● Behaviour Intervention Program Professional Development for BIP Staff
● Behaviour Management Systems Training (BMS)
● Building Resilience through Attachment Relationships
● Building AAC for Nonverbal Students in the Classroom
● Cannabis in Schools
● Communication Strategies for the Early Learner
● Cyber Safety
● Data Collection Training
● Demystifying Sensory Processing in the Classroom: parts 1 & 2
● Early Learning Strategies
● EA full day rotary training including:
- Autism - Building independence
- Trauma informed ABA
- ASD Stress and Anxiety
- ASD community supports
- Thinking sensory
- Emotion focussed school support
- Data collection
- Executive functioning
- Social thinking
- Self regulation through co-regulation
- Strategies to support our early learners
● Empower – Day 4 Comprehension and Vocabulary, Gr. 2-5
● Empower – Day 4 and Initial Decoding and Spelling, Gr. 2 – 5
● Empower – Day 4 Decoding and Spelling, Gr. 6-8
● Empower – Training Review Gr. 2-5
● Empower - Principal / Vice Principal session
● Emotion Focused School Support
● Equity Centered Trauma Informed Education
● Sonderly (Geneva Centre) E-Learning Modules
o Introduction to Autism
o ABA Level 1
o ADHD in The Classroom
o Core Teaching Strategies For Autistic Students
o Supporting Play Based Learning For Students with ASD
o Registered Behaviour Technician Course with Live session
o Charting a Path to Success in Your Classroom with Live session
● IEP Development for Students with Autism and DD
● IEP Principal Drop in Session
● Inquiry Play Based Learning for Students with ASD
Ottawa-Carleton District School Board Special Education Plan 138
● Integrated Transition Planning Workshops
● IPRC Principal Drop in Sessions
● Lexia Reading Intervention - Introduction
● LLD Assistive Technology Workshop
● LST office hours, and LST Networks
● LD Initiative- Understanding a psychological report; UDL/DI; Technology
● Make and Take sessions- structure learning bins; visuals for use in the classroom, etc
● New Teacher Induction Training- Understanding and supporting your students with ASD
● Non-Violent Crisis Intervention (NVCI)
● Reading Comprehension For Students With ASD
● SLIP - Speech Language Intervention Program
● Social Skills training (Art of Play; Art of Conversation; Peers)
● Social Learning for LD-SIP Sites
● Structured Learning Toy Bin
● Supporting Structured Teaching
● Third Path Training
● Top Ten Tools Reading
● Tools for Social Understanding
● Transitions: Kinder/Entry to School, Primary/Junior, Intermediate/Secondary and
Integrated Transitions (Students with ID/DD) Post Secondary
● Understanding Executive Functioning
● Violence Threat Risk Assessment (VTRA)
● WIAT Training
Cost Sharing Arrangements
Some staff development is provided on a cost-sharing or partnership basis with other
ministries or agencies. The following are examples of such cost-sharing arrangements:
● Ministry of Child and Youth Services – Child and Youth Workers;
● M.F. McHugh Education Centre (Education and Community Partnership Program);
● Algonquin College – early health screening for vision, hearing, height etc.;
● Ottawa Catholic School District (OCSB) Blind/Low Vision Itinerant Teachers;
Communication of Professional Development
In-service workshops are communicated to staff via the OCDSB electronic messaging
system and posted on our electronic registration system, ePLC. In some instances,
invitations for training and workshops are sent to specific schools to reach a target
audience.
Moving Forward in this Standard
LSS is looking to support the system with ongoing dialogue and learning about inclusive
education. This will involve suggested reading, learning modules, modeling/coaching,
and a shift to direct use of inclusive language in student documentation.
Ottawa-Carleton District School Board Special Education Plan 139
Equipment
Purpose of the Standard
To inform the Ministry, Board staff members and other professionals, and parent(s)
about the provision of individualized equipment for some students with special needs.
General Overview
Special Equipment Amount (SEA) may originate from two sources:
● Per Pupil Amount
● Claims-Based
Per Pupil Amount (Computers) component supports the purchase of all computers,
software (ie. Lexia, Read&Write), computing related devices and peripherals for use by
students with special education needs, as well as all repairs, training and technician
costs for all SEA equipment, in accordance with this guideline.
Claims-Based funding (Non-computers) is accessed through a claims-based process
and supports the purchase of other non-computer based equipment, to be utilized by
students with special education needs, including sensory, hearing, vision, personal care
and physical assist equipment. Boards are responsible for the first $800 in costs for
Claims-Based funding per student per year (May 1st - April 30th).
Examples of specialized equipment for use at school
The OCDSB strives to ensure that specialized equipment is provided for students who
require it. Specialized equipment for use at school include:
● Sensory equipment
● Hearing support equipment
● Vision support equipment
● Personal care support equipment
● Physical assists support equipment
● Computer and software related equipment
A full overview of the SEA Guidelines for 2022-2023 is outlined on the Ministry of
Education website.
The OCDSB procedure Student Specialized Equipment Purchased with Ministry Special
Education Amount (SEA) Funding is outlined on the OCDSB website.
Ottawa-Carleton District School Board Special Education Plan 140
Funding Information and Allocation for Specialized Equipment
SEA provides funding to school boards to assist with the costs of equipment essential
to support students with special education needs where the need for specific equipment
is recommended by a qualified professional. This equipment is to provide students with
accommodations that are directly required and essential to access the Ontario
curriculum and/or a board-determined alternative program and/or course and/or to
attend school. All equipment purchased through SEA funding is the property of OCDSB,
who reserves the right to make the final decision in purchasing, and allocating
equipment for students. The OCDSB consistently researches and purchases the most
relevant equipment (i.e. technology) to assist students. Where equipment is no longer
required, the OCDSB can reassign SEA purchased equipment to other students.
Determination of Need
The determination of need is based upon a recommendation by a qualified professional,
as listed in the SEA guidelines, with input by school staff. The recommendation is based
on equipment deemed essential to the student in order to access the curriculum as
outlined in the IEP.
Required Documentation
School teams work collaboratively with parents / caregivers to gather and provide the
required information to submit a SEA application. The following information is required:
Claims Application:
1. a recommendation from an appropriately qualified professional including the purpose
and function of the equipment that is essential for the student to access the
curriculum;
2. a copy of the quote(s) and/or product information of the equipment to be purchased
(non-computer);
3. a current copy of the student’s IEP;
4. an action plan from the school team outlining how the equipment will be integrated
into the student's program;
5. consent form to release report(s) from the qualified professional;
Ottawa-Carleton District School Board Special Education Plan 141
PPA Application:
1. a recommendation from an appropriately qualified
professional including the purpose and function of the
equipment that is essential for the student to access
the curriculum;
2. a current copy of the student’s IEP;
3. an action plan from the school team outlining how the
equipment will be integrated into the student's
program;
4. consent form to release report(s) from the qualified
professional;
5. a copy of the student's report card;
Eligible Specialized Equipment for Claims Based
Funding
Eligible expenses include all costs associated with
purchasing and/or leasing
equipment to meet students’ special education needs as
well as the related costs for
peripheral devices, service contracts and training that are
required to make equipment
operational.
Portability
Equipment purchased by a school district with SEA
funding is portable and may move with the student from
school to school or from board to board within Ontario.
When a student transitions between schools in the
OCDSB, as a component of the transition planning,
student equipment is considered and moved when
appropriate and required at the new school. If a student
leaves the province, the equipment stays with the Board to
be reallocated as needed.
SEA Equipment use outside of the school setting
SEA equipment is expected to remain at school. Under exceptional circumstances,
special arrangements can be made with Learning Support Services to allow the
equipment to go home. In the circumstances where a student has been granted
permission to take the equipment home, the principal of the school will work with the
parent / caregiver to ensure that the required information and documentation is
Ottawa-Carleton District School Board Special Education Plan 142
gathered to align with the District procedure. When equipment is authorized for use
outside of the school setting, the parent / caregiver assumes responsibilities for the
equipment. The District is not responsible, nor will it cover the cost of loss or damaged
SEA equipment while off school premises. All SEA equipment must be returned to the
school in June of each year for storage.
Ministry Review
The Ministry of Education may conduct classroom, school and board visits of selected
claims and review all required documentation in support of those selected SEA claims.
The review ensures that the equipment is operational, in good repair and in regular use
by the student. The Ministry also expects that the students and staff are able to operate
the equipment properly and effectively.
SEA Support Team:
Itinerant Teachers of Assistive Technology (ITAT)
The Itinerant Teachers of Assistive Technology work with students, staff, and
families to support the integration of assistive devices at school. This support
includes device/tool/platform training as well as resources to ensure effective
implementation and pedagogical practices. The ITAT’s also liaise with Business
Learning Technologies (BLT) to determine what new software and applications
are needed.
Itinerant Educational Assistant of Assistive Technology (IEAAT)
The Itinerant Educational Assistant of Assistive Technology works with students,
staff, and families to support the integration of assistive devices. This support
includes training related to specific devices and/or tools for students with
specialized learning needs.
Learning Support Consultant of SEA
The Learning Support Consultant of SEA is responsible for ensuring that the
OCDSB adheres to the Ministry of Education's SEA Guidelines. This includes:
● Reviewing applications to ensure proper documentation;
● Working with the districts Business and Learning Technology team to
ensure hardware, software and applications are properly vetted;
● Liaise with outside agency regarding professional recommendation;
● Liaise with ITAT and IEAAT team.
Ottawa-Carleton District School Board Special Education Plan 143
Speech-Language Pathologist
Facilitates the students’ access to vetted communication apps through SEA for
those who are non-verbal/minimally-verbal, and are referred for a SEA
assessment by a school Speech-Language Pathologist (e.g., assessment to
determine an appropriate app, documenting results & recommendations for
submission to SEA);
● Reviews applications to ensure proper documentation;
● Provides updates and support for school Speech-Language Pathologists;
● Supervises SEA-funded Communicative Disorders Assistant.
Communicative Disorders Assistant
● Completes all tasks under the supervision of the SEA-funded Speech-
Language Pathologist;
● Prepares assessment materials;
● Programs the prescribed communication app to prepare it for use by the
student;
● Delivers iPads and pre-programmed apps to schools for training and use;
● Provides support to educators on the use of the prescribed communication
app (e.g., training, troubleshooting, resource preparation).
Occupational Therapist
● Conducts student-specific assessments to determine the need for
adaptive equipment necessary for the student to access the curriculum
and participate at school;
● Provides mediator training, coaching, and collaboration on the use of
prescribed SEA equipment;
● Develops resources and provides training on environmental modifications
and universal sensory regulation strategies to support UDL in the
classroom;
● Collaborates with the Learning Support Consultant of SEA to manage
SEA surplus equipment inventory and tracking;
● Collaborates with the Learning Support Consultant of SEA to develop OT
claims-based process.
Ottawa-Carleton District School Board Special Education Plan 144
Ottawa-Carleton District School Board Special Education SEA Claim
In the 2022-2023 SEA year (May 1, 2022 – April 30, 2023) the OCDSB processed the
following number of applications:
Claim Types Number of
students Dollar Amount Spent
Computer (PPA)
Computers and support components (PPA) 1085 $1,750,284.55
Staffing $1,247,794.46
Total $3,009,441.52
Non Computer (Claims)
Number of students Below $800
(cost covered by OCDSB as it does not meet
the threshold for SEA funding)
143 $59,099.43
Number of students Above $800 286 $1,203,448.14
Total expenditure 429 $1.262,547.99
Total expense to OCDSB
(amount spent on $800.00 deductible and the applications not
meeting the minimum amount threshold)
$287, 899.43
Total reimbursement to OCDSB
$974, 648.56
Ottawa-Carleton District School Board Special Education Plan 145
Accessibility of School Buildings
Purpose of the Standard
To provide the Ministry of Education with further details of the Board’s multi-year plan,
which was previously submitted to the Ministry, for improving accessibility for students
with physical and sensory disabilities, and to provide the public with this information.
The annual accessibility plan that is required under the Accessibility for Ontarians with
Disabilities Act (AODA is normally submitted to the Board of Trustees in June of each
year for publication in September. You can locate the review at
http://www.ontario.ca/government/accessibility
The public can obtain and access the Ottawa-Carleton District School Board
Accessibility Plan on the OCDSB Board website. A hard copy is available by contacting
Communications and Information Services at 596-8211, ext. 8310.
Based on the 2006 OCDSB Accessibility Audit, cost estimates were developed for each
facility to meet AODA’s 100% “barrier-free” expectations. The individual site estimates
ranged between $101,000 and $2.2M.
In order to fulfill the accessibility needs required by the AODA by 2025, an annual
revenue stream of $4.2M, totaling in excess of $80M between 2006 and 2025 is
required.
Annual expenditures on accessibility for the past seventeen years are as follows:
2006/2007 $ 483 000.00 2015/2016 $ 1 091 119.00
2007/2008 $ 948 902.00 2016/2017 $ 1 011 038.00
2008/2009 $ 1 077 588.00 2017/2018 $ 974 023.00
2009/2010 $ 703 488.00 2018/2019 $ 1 600 000.00
2010/2011 $ 1 576 416.00 2019/2020 $ 1 564 911.00
2011/2012 $ 764 984.00 2020/2021 $ 3 401 499.00
2012/2013 $ 728 577.00 2021/2022 $ 3 947 197.00
2013/2014 $ 542 988.00 2022/2023 $ 4 060 000.00
2014/2015 $ 1 155 182.00
Ottawa-Carleton District School Board Special Education Plan 146
Transportation
Purpose of the Standard
To provide details of the Board’s transportation policies to the Ministry and to the public.
Transportation providers must, in all respects, meet the requirements of federal and
provincial legislation, regulations and standards governing student transportation using
vans, school buses and public transit. They must also comply with relevant Ministry of
Education requirements and Board policies and procedures governing student safety
and transportation.
The Ottawa Student Transportation Authority (OSTA) is responsible for the provision
and administration of all Ottawa-Carleton District School Board (OCDSB) transportation
services.
The OCDSB Policy P.127.TRA, Ottawa Student Transportation Authority, establishes
the authority of the OSTA to act as the Board’s agent with respect to the provision of
transportation services to students of the OCDSB. Outlined in this policy the OCDSB
recognizes the Ministry of Education requirement for the provision of safe, effective and
efficient student transportation services through a consortia delivery model. Delivery of
transportation services is detailed in a Service Level Agreement (SLA). The OCDSB
has responsibility for service standards to be included in the SLA including but not
limited to: eligibility standards based on distance address and program; bell time
changes of more than 10 minutes; and accessible transportation for students with
special needs. Through this policy the OCDSB delegates authority to its
representatives on the OSTA Board of Directors to create policies and procedures as
required to fulfill the service requirements, as well as other elements required to
maintain the OSTA organization.
Information about OSTA may be found on their website at Ottawa Student
Transportation Authority. More specifically, the following OSTA policies relate to the
provision of accessible transportation:
● T10 Stakeholder Responsibility
● T14 Transportation Services
● T15 Transportation of Service Animals
● T18 Transportation Eligibility
● T21 Accessible Transportation
Ottawa-Carleton District School Board Special Education Plan 147
● T22 Transportation for Students in a Joint Custody Arrangement and Living in
Two Homes
The Board encourages the integration of students with special education needs with
other students in regular programs as much as possible. This is also true in
transportation, where students with special education needs may be assigned to yellow
bus or public transit, with accommodations. In the event integration is not possible, the
Board agrees to provide specialized/accessible transportation for students with special
education needs for whom the Board has received an acceptable medical certificate
and/or the Learning Support Services Department has determined that regular
transportation is not the best option for a student given the nature of the student’s
disability or safety concerns.
Under the Accessibility for Ontarians with Disabilities Act (AODA), individual school
transportation plans are required for students with disabilities to ensure that accessible
and appropriate transportation services are provided to them. To request specialized
transportation, a Student Request for Accessible Transportation and Personalized
Accessibility Plan form must be completed in consultation with the parent(s)/caregiver(s)
of students with disabilities. Requests for students with disabilities must be approved by
the Board’s Learning Support Services Department. Medical requests should be
directed to the school principal for approval by the school’s Superintendent of
Instruction. In addition, transportation operators must comply with all AODA
requirements.
The OCDSB Procedure PR.686.SCO, Use of Service Animals for Students outlines the
process for developing a transportation plan that includes the transportation of service
animals.
To ensure the safety of special needs students, drivers shall deliver each student into
the care of a responsible adult. Should any student require assistance getting on, or off
the bus, such assistance must be provided by the parent(s)/caregiver(s) or school
personnel. In the event that a responsible adult is not available, the driver shall report
this to OSTA.
Older students in grades 9-12 are exempted from this requirement providing the
parent/caregiver has given written permission to OSTA, and the school concurs the
student does not require supervision when on their own.
For some students with special education needs it may be most appropriate for
transportation to be provided separately from other students. School teams carefully
consider these circumstances and document a request for solo transportation on the
Ottawa-Carleton District School Board Special Education Plan 148
Student Request for Accessible Transportation and Personalized Accessibility Plan
form. These requests require approval from the Superintendent of Instructions or the
Manager of Learning Support Services.
A Transition Plan ensures steps are being taken to help the student develop the
necessary skills to return to group transportation, whether riding with other students in a
van, or taking mass transportation on yellow bus or public transit. Each student’s ability
to access transportation is reviewed annually.
Any equipment used to ensure the safety of the student while being transported must be
properly fitted for the size, weight and/or age of the student. Parents / caregivers and
school staff are responsible for ensuring the equipment is securely fastened. Equipment
including car seats and booster are used aligned to provincial legislation. Use of special
equipment such as buckle guards, harnesses etc. must be approved by parents /
caregivers.
Students in specialized program classes in schools outside their home communities, as
supported by Board policy, may be provided transportation without reference to distance
units. Students residing within 800m from their designated school may be assessed for
their ability to walk to school, with support, on an annual basis. The Board provides
transportation for special needs students enrolled in the Summer Learning Program and
Education and Community Partnership Program (ECPP). Students attending Provincial
or Demonstration schools are transported by the Board. Provincial and Demonstration
schools are operated for students who are deaf, blind, or deaf-blind, or who have severe
learning disabilities, which may include attention-deficit hyperactivity disorder (ADHD).
Drivers must complete a Vulnerable Sector Check and participate in sensitivity training
provided by their employer when hired. The OCDSB actively supports and participates
in any region-wide school vehicle safety committee or initiatives with a view to improving
the uniformity of school bus safety procedures and to assisting school bus drivers to
improve their management of students.
Ottawa-Carleton District School Board Special Education Plan 149
Purpose of the Standard
To provide details of the operation of the board’s SEAC to the Ministry and to
give members of the public information to which they are entitled.
The Role and Responsibilities of SEAC
● to advise the Board with respect to the establishment, development, and
delivery of programs and services to students receiving special education
programs and services;
● to participate in the Board’s annual review process of the Special Education
Plan;
● to participate in the OCDSB annual budget process as it relates to special
education by appointing a SEAC member to the Budget Committee;
● to encourage the public to bring special education issues to the attention of
SEAC by requesting to delegate at SEAC monthly meetings;
● to pass motions which are presented as advice to the Board;
● to appoint a non-voting representative to the Committee of the Whole to
ensure that the interests of students with special education needs are
considered in Board deliberations;
● to review procedures and make recommendations;
● to organize and prepare meeting agendas prior to monthly SEAC meetings
with a focus on current issues and requests for information;
● to respond to reviews of special education programs and services;
● to guide parent(s)/caregiver(s) in policies and procedures relating to
students with special needs and inform them of their rights and
responsibilities, as requested;
● to encourage the public to bring special education issues to the attention of
SEAC by requesting to delegate at monthly meetings (where appropriate);
and
● to create and maintain a guide of SEAC members and contact information.
SEAC Meetings
● occur on the first Wednesday of each month (except July and August) at
7:00 p.m., via a hybrid model of in person and virtual platform;
● all members of the public are welcome and encouraged to observe;
● members of the public are encouraged to make their views known to SEAC
by contacting representatives directly or by appearing as a delegation;
Part 3- The Board’s Special Education Advisory
Committee (SEAC)
Ottawa-Carleton District School Board Special Education Plan 150
● a delegation will be allocated time as follows:
○ up to four minutes where the request was made before the publication
of the agenda on the Thursday before the meeting date;
○ up to two minutes if the request was made after the publication of the
agenda and prior to the start of the meeting;
Composition of SEAC
● consists of a chair, vice-chair, three trustees, representatives of local
associations, and three community members committed to furthering the
interests of students with special education needs;
For more information on the role of SEAC and the nomination process, see
Special Education Advisory Committee Policy P. O19.GOV. This can be located
on our website at www.ocdsb.ca. A hard copy is available upon request. Please
contact Board Services at (613) 596-8211, ext. 8641 .
SPECIAL EDUCATION ADVISORY COMMITTEE (OCDSB) MEMBERS 2022-
2023
OCDSB TRUSTEE MEMBERS
Lynn Scott, Trustee, Zone 1 lynn.scott@ocdsb.ca 613-832-3813
Donna Dickson, Trustee, Zone 8 donna.dickson@ocdsb.ca 613-818-7350
Nili Kaplan-Myrth, Trustee, Zone 9 nili.kaplan-myrth@ocdsb.ca
MEMBER ASSOCIATION REPRESENTATIVES
Autism Ontario, Ottawa Chapter
Sonja Elliott
Katherine Kacew (Alternate)
selliott@gianttiger.com
kat.kacew@gmail.com
Association for Bright Children of Ontario (ABC)
Cathy Miedema (Member) cathymiedema@gmail.com
Ottawa-Carleton District School Board Special Education Plan 151
Down Syndrome Association
Uzma Ihsanullah (Member) uzma_ihsanullah@rogers.com
Easter Seals, Ontario
Lilian Kitcher (Member) lkitcher@gmail.com
Fetal Alcohol Spectrum Disorder/One Network Expertise
Lori-Anne Bradley (Member) loriannebradley@yahoo.ca
Inclusion Action in Ontario (IAO)
Jess Whitley (Member) jess.whitley@inclusionactionontario.
ca
Learning Disabilities Association of Ottawa-Carleton (LDAO)
Dr. Maggie Mamen (Member) mmamen@rogers.com
Mike Marta (Alternate) execdirector@ldaottawa.com
Ottawa-Carleton Assembly of School Councils (OCASC)
Safina Dewshi (Member) safina.dewshi@gmail.com
Mourad Graidia (Alternate) mgraidia@yahoo.ca
Ontario Parents of Visually Impaired Children (OPVIC)
Johanna MacCormick (Member) tedandjohanna@me.com
VOICE for deaf and hard of hearing children
Terry Warner (Member) terry.warner@sympatico.ca
Ottawa-Carleton District School Board Special Education Plan 152
COMMUNITY REPRESENTATIVES
Allison Bunney allibunney@gmail.com
Susan Cowin sue.cowin@gmail.com
Hoda Seens hmalakou@uwo.ca
ASSOCIATION REPRESENTATIVES (NON-VOTING)
Ottawa-Carleton Elementary Teachers' Federation (OCETF)
Susan Gardner (Member) susan.gardner@ocdsb.ca
Jennifer Titley (Alternate) Jennifer.Titley@ocetfo.org
Ontario Secondary School Teachers’ Federation (OSSTF)
Susan Rab (Member), Occasional Teachers susan.rab@ocdsb.ca
Catherine Houlden (Member), Teachers
Andrew Winchester (Alternate), Teachers
Connie Allen (Member), PSSP
catherine.houlden@ocdsb.ca
andrew.winchester@ocdsb.ca
connie.allen@ocdsb.ca
Ottawa-Carleton Elementary Operations Committee (OCEOC)
Nancy Dlouhy (Member) nancy.dlouhy@ocdsb.ca
Ottawa-Carleton Secondary School Administrators' Network (OCSSAN)
Kimberly Elmer (Member) kimberly.elmer@ocdsb.ca
Ottawa-Carleton District School Board Special Education Plan 153
Staff Normally in Attendance at SEAC Meetings:
Peter Symmonds
Superintendent, Learning Support
Services
613-596-8254 peter.symmonds@ocdsb.ca
Deb Lyon
System Principal, Learning
Support Services
613-596-8211 deborah.lyon@ocdsb.ca
Kate Stoudt
System Principal, Learning
Support Services
613-596-8211 kate.stoudt@ocdsb.ca
Stacey Kay
General Manager of Learning
Support Services
613-596-8136
stacey.kay@ocdsb.ca
Ottawa-Carleton District School Board Special Education Plan 154
Purpose of the Standard
To provide the Ministry and the public with details of the board’s strategies to ensure a
smooth transition for students with special needs who are entering or leaving a school.
The OCDSB liaises and plans carefully for student transitions. When a student with
special education needs enters a school or transfers to an OCDSB school from another
board of education, the school principal will:
● facilitate the collection of pertinent documentation;
● ensure the successful admission or transfer of students from one program to
another, in accordance with appropriate and available resources.
● work collaboratively with the parent(s)/caregiver(s) and, as appropriate, community
partners on a transition plan based on the individual needs of the student.
It is the practice of the OCDSB to accept assessments accompanying students from
other jurisdictions and apply them to the OCDSB criteria when a student is being
considered for a special education program or service. In order to use these documents
and share them with the required individuals, a written consent is required from the
parent/caregiver. The assessments shared must be current and conducted by a
qualified professional (according to the standards set by each profession). If additional
assessments are needed to make an informed decision, in relation to the student’s
special education needs, they may be conducted by Board personnel.
Advanced special education planning is done for students with special needs who are
arriving from or leaving for other programs. Here are some links to the different
transition resources that we have created to support students, families, and schools:
Special Needs Students in Transition: A Practical Guide for Schools and Parents
The current OCDSB student information database, Aspen, tracks all student information
including special education programs and placements. The school location of OCDSB
students in other facilities (i.e., Provincial and Demonstration schools) is also recorded
in Aspen.
Part 4- Coordination of Services With Other Ministries
or Agencies
Ottawa-Carleton District School Board Special Education Plan 155
Programs and
Services
Description
Preschool nursery
program
● Liaison is made with preschool, nursery, and clinical programs in order to facilitate the student’s
entry into the school environment;
● Consultation with parent(s)/caregiver(s) is an integral part of the process;
● Completion of the kindergarten intake procedures in consultation with parent(s)/caregiver(s).
Preschool
programs for
students who are
Deaf
● Liaison is made with preschool, nursery, and clinical programs, usually coordinated by
Pinecrest-Queensway Community Health Centre in partnership with CHEO’s audiology and the
AVT program, in order to facilitate the student’s entry into the school environment;
● Consultation with parent(s)/caregiver(s) is an integral part of the process;
● Completion of the kindergarten intake procedures in consultation with parent(s)/caregiver(s);
● For primary students who communicate using American Sign Language (ASL), the school
principal may submit an application for the Specialized Deaf/Hard of Hearing program class, if
appropriate.
Preschool speech
and language
program
Preschool Speech/Language Initiative (First Words)
● Coordinated by Pinecrest-Queensway Community Health Centre in partnership with CHEO
(including Children Treatment Centre services) and the City of Ottawa and funded by the Ontario
Ministry of Children, Community and Social Services;
● A province-wide initiative designed to ensure that every preschool child has access to speech
and language services focuses on prevention, early identification, and intervention strategies to
promote speech and language development in children until September when they are eligible
for Year 2 (senior kindergarten). Medically fragile children who can attend school, can be
serviced until they are eligible for grade 1;
● First Words and the OCDSB collaborated on a transition policy that results in a smooth and
timely transfer, and informs
Ottawa-Carleton District School Board Special Education Plan 156
Programs and
Services
Description
Preschool speech
and language
program
(continued)
parent(s)/ caregiver(s) of next steps in the transition from preschool speech and language
services to school based speech and language services. First Words and the OCDSB meet
formally 1-2 times per year as part of the Transition to School sub-committee;
● The transition policy enables speech-language pathologists to discuss the continuing speech
and language needs of students for educational planning.
Family Reception
Centre (FRC)
● Schools may refer students to the Family Reception Centre (FRC) for assistance to determine a
student’s current stage of English-language acquisition;
● the FRC assists in developing a learner profile and providing program recommendations for
English as a Second Language (ESL) and English Literacy Development (ELD) students;
● Learning Support Services ESL/ELD liaison consults with the FRC on an as-needed basis
regarding ESL/ELD students with special education needs.
CHEO
CHEO School
● Short-term early intervention educational and therapy program for kindergarten students with
complex physical needs;
● CHEO school staff and the therapy team assist with transitioning students to community schools
when students have reached and maximized their potential at CHEO School;
● Through a consultative model of service, liaison teachers work with school staff to transition
children and youth with physical disabilities to schools.
● Early intervention education/therapy program for JK/SK students with complex physical needs.
● Physical, Occupational and Speech therapies are integrated into a full day school program
based on the Ontario curriculum. The program is offered in french and english.
● All students who attend CHEO School transition to community school boards to continue
building upon the skills fostered in this education/therapy program.
Ottawa-Carleton District School Board Special Education Plan 157
Programs and
Services
Description
CHEO
(continued)
● Facilitated by liaison teachers, the CHEO School education/therapy team works collaboratively
with OCDSB school staff to transition students to community schools upon demission from CHEO
School.
● Through a consultative model of service, liaison teachers provide a link between schools and
CHEO. This collaboration supports the complex therapy and medical needs of OCDSB children
and youth with physical disabilities
Development and Rehabilitation
● Delivers and coordinates family-centered rehabilitative care which focuses on optimizing
independence of children and youth up (to 18 years of age) with physical and/or developmental
disabilities;
● provide assessment, treatment, consultation, and education from a variety of specialists including
orthopedic surgeons, developmental pediatricians, psychiatrist, and rehabilitation therapists
(physiotherapy, occupational therapy, speech-language pathology, psychology, social work);
● share relevant information with OCDSB staff.
School-based Rehabilitation Services
Provides professional health services such as occupational therapy, physiotherapy,and/or
speech therapy to students attending school who require and meet the eligibility criteria for such
services (see Standard 7 — Specialized Health Support Services in School Settings)
● in collaboration with parent(s)/caregiver(s) and consultation with the OCDSB professional staff,
schools apply for these services, through the principal, using a School Services Application Form
provided by CHEO
Ottawa-Carleton District School Board Special Education Plan 158
Programs and
Services
Description
CHEO
(continued)
School Health Support Service
● Provides professional health services such as nursing and nutrition to students attending school
who require such services (see Standard 7 — Specialized Health Support Services in School
Settings);
● Referral to these services are most often completed by the student’s community medical team or
through the parent/caregiver.
● For any questions related to school nursing and nutrition can be directed to
integratedcaredelivery@cheo.on.ca or 613 737-7600 ext 1794
Coordinated Service Planning
● Supports children and youth with multiple and/or complex special needs who require services
from multiple agencies (e.g., medical, educational, developmental, social services)
● CSP is a process to support families that are struggling to navigate and coordinate multiple
services to ensure the best plan of care for their child/youth
referrals can be initiated by the family, school team, medical team or other community agency with
parent/caregiver consent
Ottawa-Carleton District School Board Special Education Plan 159
Programs and
Services
Description
Ministry of
Children,
Community and
Social Services
Education and Community Partnership Program (ECPP)
These programs provide evidence based treatment and education for students whose needs are such
that they are unable to attend their community school.
Programs available through Coordinated Referral to Education and Community Partnership classes in
the 2022-23 were:
● Children’s Hospital of Eastern Ontario, Steps to Success (K to 8)
● Crossroads Children’s Mental Health Centre
● Roberts/Smart Centre, Fisher Park and St. Paul’s High School
● The Royal Ottawa, Mental health Care Group
● Children’s Hospital of Eastern Ontario, Back-On-Track
When students are returning from any of these treatment programs, a discharge meeting is scheduled
with the school team to provide an overview of all data / information gathered to best support a
successful transition for the student back to their home school. For some of the programs, there are
staff dedicated to support the transition.
The Coordinated Referral Committee is the centralized access point for all school referrals
● Committee members include representatives from all treatment programs in the Ottawa-Carleton
region and a special education contact from each local board of education;
● admission to the program is determined by the clinical partners based on information provided and
based on its own assessment;
the clinical partners are responsible to share the recommendation with the district contact who then
shares the information with the respective school and parent(s)/caregiver(s);
Ottawa-Carleton District School Board Special Education Plan 160
Programs and
Services
Description
Ministry of
Children,
Community and
Social Services
(continued)
For the past year, the Lead Mental Health agency conducted an intensive service review of child and
youth mental health services. As a result, there will be changes forthcoming to the service delivery
model for ECPP beginning in the Fall 2023.The Ministry of Education has also indicated that there will
be a review of the ECPP programs provincially in the upcoming school year.
Ottawa-Carleton District School Board Special Education Plan 161
Content Provided by Learning Support Services May 2023