1. TRANSITION TO SCHOOL Josée Cholette (NEO Kids CTC)
Christina Raso (Sudbury Catholic DSB)
Joanne Taillon (Rainbow DSB)
December 6, 2018

2. Introduction Welcome Agenda for the evening
The transition to school is a big step
Parents have many things to consider
Process

3. Process for Planning and Decision Making
What parents can do?
Talk to other parents
Attend open houses, visit schools with special education consultants
Consult with the service providers working with your child: your child’s pediatrician, consultants at CCR, therapists at NEO Kids CTC, parent adviser at NEO Kids ICDS, service coordinator at CCN, speech-language pathologist at Wordplay, Blind/low vision program, child care providers

4. What happens and when? August-December
Start thinking about your child’s entry into school
Discuss options with your child’s service providers
Ensure referral for needed screening/assessments are made
January
Community agencies identify children that need support and are eligible to attend school in September 2019 (e.g. NEO Kids CTC, Wordplay, CCR, NEO Kids Infant Child Development Services, CCN, CFC, Blind/Low vision, Infant Hearing)

5. What Happens and When? January continued:
Therapists at the NEO Kids CTC make recommendations for school placements and transportation for the fall (e.g. community school, NEO Kids CTC classroom)
Open houses occur in all four school boards
February:
NEO Kids CTC classroom children are selected
School planning packages need to be submitted to the school boards – deadline is mid-February
School boards want to know which children will be going into their system and what their needs are

6. What happens and when? March:
Case conferences with schools and special education consultants, school registration, SBRS referrals
Spring and Fall:
Ordering of equipment (e.g. chairs)
IPRCs in community schools and Neo Kids CTC
Therapists arrange any needed school visits
Bus transportation finalized
Spring Open Houses, Welcome to Kindergarten events
First Time Rider program

7. The Education System
The Identification Placement Review Committee (IPRC) process:
Legal, formal identification and placement process
Annual review
Strengths and needs
Three staff members present
Parents may bring an advocate

8. The Education System (IPRC exceptionalities)
Behaviour
Communication:
-Autism
-Deaf and Hard of Hearing
-Language Impairment
-Speech Impairment
-Learning Disability
Intellectual:
-Gifted
-Mild Intellectual Disability
-Developmental Disability
Physical:
-Physical
-Blind & Low Vision
Multiple

9. The Education System (IPRC placements)
Regular classroom with support: Students remain in the regular classroom while under the care of both the school’s Special Education Teacher and the Classroom Teacher. The Special Education Teacher assists the Classroom Teacher in the development and implementation of the IEP.
Self-contained classroom: Students are placed in specialized classrooms with a small pupil to teacher ratio. Students are integrated into regular classes as appropriate.

10. The Education System (cont.)
Support in the classroom:
Students may receive the support of a Special Education Resource Teacher in the regular class or on a withdrawal basis.
Students may receive the support of an Educational Assistant at various times during the day for physical needs and/or safety.

11. The Education System (cont.)
The Individual Education Plan:
All identified students must have an IEP
Reviewed three times per year
Based on the child’s strengths and needs
Instructional, environmental and assessment accommodations listed
May include accommodations and/or modifications of the curriculum
Includes a Transition Plan
Behaviour and/or Safety Plans may form part of it
Written within 30 school days of placement
Parental input essential

12. The Education System (cont.)
Assistive Technology/Equipment:
Is typically recommended by a psychologist or psychological associate, physician, social worker, audiologist, speech- language pathologist, augmentative communication therapist, optometrist/ophthalmologist, occupational therapist, or physiotherapist
Ministry of Education will authorize purchase (and reimburse boards for all but $800 for equipment not computer-based on a yearly basis)
School boards will purchase technology/equipment
If the student moves and equipment is still appropriate it will follow

13. The Education System (cont.)
Transportation:
Transportation Consortium services all local school boards, but is not owned by the school boards
Transportation is provided for students with special needs who require specialized transportation

14. New Buses
The special needs white & blue wheelchair buses will be replaced with brand new yellow buses.
The new buses are equipped with a stop arm and flashing lights.
Parents/guardians are responsible to buckle and unbuckle their child in the integrated seat at home unless the child is able to do so.
Students sitting in all other seats on these buses will be required to buckle their seatbelt during the entire ride.  Monitors will be on the buses to assist students with their belts.

16. NEO Kids Children’s Treatment Centre
Options for therapy once school begins:
Speech-language services
School Based Rehab Services
Referral process
The NEO Kids CTC classrooms
Internal process for a small number of children
Two classes (one English, one French)
Support/therapy available

17. The Education System: Specialized Placements at the SCDSB
Lifeskills at St. Francis:
A specialized class for students with a developmental disability who require alternative programming
The focus is on developing basic literacy, numeracy and independent living skills
2 primary/junior classes at St. Francis
Intermediate/Secondary classes at St. Benedict & St. Charles College

20. The Education System: Specialized Placements at the SCDSB
Communication Class at St. Francis:
Students must be identified Communication: Autism
Specialized skills will include development and support in the areas of: communication, behaviour, sensory integration, socialization, anxiety reduction and academics
Assistive Technology provided in this program
2 primary/junior classes at St. Francis
1 secondary class at St. Benedict

22. The Education System: Specialized Placements at the SCDSB
Skills and Development Class at Pius XII :
Features hydrotherapy, a Snoezelen room and maximum care to meet the complex health needs of our students
Educational Assistants work closely with teachers and health professionals to provide optimum service.

23. The Education System: Specialized Placements at the SCDSB
Religion:
Baptized Catholic or one parent Catholic
Religion and Family Life Curricula
Special Education philosophy that recognizes the dignity and rights of all students
Outreach programs within the local community as well as the broader community
Materials in school book rooms
Teacher in services
Religion and Family Life consultant
Secondary school chaplains
Links to local parishes

25. Rainbow DSB Philosophy on special education Programs and services:
The Rainbow District School Board believes that integration should be the norm wherever possible. For some students, an alternative setting may be necessary when their needs cannot be served in an integrated setting.
An ISP (Intensive Support Placement) may be considered for a student with a Mild Intellectual Disability, a Developmental Disability, moderate to severe Autism and/or multiple needs.
ISP (Intensive Support Placements) are located in over 15 Rainbow District schools and offer:
-a smaller student to teacher ratio
-additional support from specialized staff and educational assistants
-individual goal directed programming according to your child’s needs
This specialized programming is individualized and may include modified and/or alternative expectations with a focus on life skill development, social skills, communication, functional academics etc. enabling all students with exceptionalities to reach their potential.

27. Rainbow DSB Philosophy on special education Programs and services: (cont.)
Rainbow Schools are committed to working in partnership with parents/guardians. You are an important partner in the learning process. We value your input and encourage you to take an active interest in your child’s education.
All students with an exceptionality have a right to quality education.
The majority of students with an exceptionality can best be served within an inclusive education program.
The array of needs of students with an exceptionality can best be served on a continuum of support.

31. Parental Perspective
1. Talk to other parents 2. Talk to the professionals who know your child and involve them whenever possible 3. Become familiar with the community school 4. Follow the process 5. Consider all your options and keep an open mind 6. Be aware that some schools have more experience with kids with special needs 7. Transportation can be a challenge 8. Visit the teacher prior to the start of school 9. Communication and being involved is crucial 10. Remember that YOU are the ultimate decision maker for your child

32. Questions?
Christina Raso (705) ext. 204 Joanne Taillon (705) ext Josée Cholette (705) ext