Required Documentation

A primary diagnosis of Developmental Disability is required before a student may be considered for placement within the Developmental Disabilities Program. In addition, educational and psychological /developmental assessments are also required before a student may be considered for placemen. Other relevant documentation such as assessment reports from hospitals, private practitioners, and other educational jurisdictions may also be considered if necessary. Assessment

reports will indicate the following for admission to both the semi-integrated program and the specialized schools program:

a) moderate to severe delays in intellectual ability as measured on a psychological assessment (at or below 0.1st percentile),

b) serious delays in academic progress, and c) moderate to severe delays in adaptive functioning. For admission into the semi-integrated class assessments will also indicate a) the ability to profit educationally, socially and emotionally from a

semi-integrated class in a regular school with opportunities for appropriate supported integration, and b) the ability to take care of basic personal needs with a minimum of support.

Application Procedures

Entry into this program is based on both the student’s specific needs and the availability of space within the program.

Step 1 Application:

An application is submitted by the principal of the student’s community school. This application is completed in collaboration with the in-school team and in consultation with the multidisciplinary

team (school psychologist, speech language pathologist, social worker and learning support consultant). The application must be supported by the student’s *parent (s).
* parent denotes custodial parent(s) or guardian(s)

Step 2 Central Recommendation Committee:

This committee a) reviews the student’s learning profile in relation to the program’s entry criteria, b) determines whether or not there is space available in the program, and c) decides on the location of placement based upon the age/grade of the

student in relation to the ages/grades of current students within the program, the learner’s profile, and the distance between specific locations and the students’ home addresses. When placement is a possibility, the sending principal is informed of the recommendation. Within 48 hours parents confirm

acceptance of this placement and their intention to proceed to an IPRC meeting. Parents and student are informed of implications of the program placement. The student and parents have an opportunity to visit the class location recommended by the central recommendation committee.

Step 3 Identification Placement and Review Committee (IPRC):

The IPRC will a) formally identify the area (s) of the student’s

exceptionality (ies) according to the categories and definitions

provided by the ministry of education, and b) formally place

the student into the specialized program class.

The Student

Semi-integrated Program

Academic Profile

• Limited intellectual potential for academic learning (at or below the 0.1st percentile as measured on a psychological assessment)

• Working on modified and alternative curriculum expectations

• Requires program with an emphasis on developing functional academic skills, communication skills and daily living Skills

• Requires intensive instructional support

• Long-term goal is to encourage independent daily living to the greatest degree possible.

Social Profile
Students may demonstrate the following:

• Ability to profit educationally, socially and emotionally from a semi-integrated class in a regular school with opportunities for appropriate supported integration

• Ability to take care of basic personal needs with a minimum of support

• Limited means of communication

• Delays in social interaction and basic daily living skills

• Requires frequent redirection and guidance

• Difficulty with self control

Specialized School Program

Academic Profile

• Limited intellectual potential for academic learning (at or below the 0.1st percentile as measured on a psychological assessment)

• Working on alternative curriculum expectations

• Requires program with an emphasis on developing functional academic skills, communication skills and daily living Skills

• Requires intensive instructional support

• Long-term goal is to encourage independent daily living to the greatest degree possible.

Social Profile

Students may demonstrate the following:

• Limited means of communication

• Delays in social interaction and basic daily living skills

• Requires frequent redirection and guidance

• Difficulty with self control

Ministry Definition of Developmental

Disability Exceptionality

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 selfsupport.
The Programs

The Developmental Disabilities Program is for exceptional students from the ages of four to twenty-one at the primary, junior, intermediate and senior levels. The Developmental Disabilities Program is located in designated schools across the OCDSB; these classes are referred to as semi-integrated sites. In addition, there are two specialized school settings offering programming for students with developmental disabilities.

Semi-integrated Program

The semi-integrated program is for exceptional students at the primary, junior, intermediate and senior levels. The semiintegrated sites offer programming in a specialized classroom with opportunities for students to integrate with ageappropriate peers. The focus of the program is to develop basic life skills along with functional academic skills. Curriculum is modified; alternative curriculum expectations are provided to meet individual needs. The semi-integrated program includes transition planning for students 14 years of

age and older. The program may include work experience opportunities wherever possible, at the secondary level. It is expected that students in the semi-integrated classes will integrate into regular classrooms and/or school activities, with age-appropriate peers, to the greatest extent possible.

Specialized School Program

The specialized school program is for exceptional students at kindergarten, primary, junior, intermediate and senior levels. Clifford Bowey Public School and the Crystal Bay Centre of

Special Education offer specialized school settings for students with developmental disabilities. The focus of the programs is to develop life skills, including communication skills, self-help skills and an introduction to basic academic skills. The Ottawa-Carleton Community Care and Access

Centre (CCAC) provides support for therapy-based

programming in occupational therapy, physiotherapy and nursing support. The specialized school program includes transition planning for pupils 14 years of age and older and may include work experience opportunities as appropriate, at

the secondary level Within both the semi-integrated and the specialized school programs, educational programming is based on the learning xpectations outlined in the Individual Education Plan (IEP).

The IEP is developed and coordinated by the special education program teacher in consultation with parent (s), Learning Support Services personnel, and subject-area teachers. The

IEP is designed for each student according to individual

learning needs and strengths. The plan is developed, revised and updated based on the results of ongoing assessment and evaluation.

The Classes

The Developmental Disabilities Program classes are limited in size as outlined in the OCDSB’s Special Education Report. Semi-integrated Program There are up to ten (10) students in each Semi-integrated Developmental Disabilities Program class and. Classes are equipped with special education resources including educational assistants. A speech language pathologist is assigned to each primary/junior semiintegrated class; consultation and assessment are available at the intermediate and secondary levels. A half-time job coach is assigned to each class at the secondary level. Consultation is available with school psychology staff. Specialized School Program There are up to eight (8) students in each Specialized School Developmental Disabilities Program class. Classes are equipped with special education resources including educational assistants. A speech language pathologist is assigned to each specialized school.

The Teachers

The Developmental Disabilities Programs are taught by teachers with special education qualifications (minimum Part I). Learning Support Services personnel provide assessment and consultative services to the program teacher.

Evaluation and Review

Assessment is ongoing and evaluation occurs throughout the year. Student progress is formally reported as per the reporting structure of the OCDSB on the provincial report card and alternative report cards. The progress of a student, who has been identified exceptional and has a placement through an IPRC, is formally reviewed on an annual basis during an IPRC meeting.

Change of Placement

Criteria include the following:

• Has social and/or academic needs that can be met more successfully within another placement

• Evidence of on-going successful integration

• No longer benefits from Developmental Disabilities Program placement

Alternative Placements

The in-school special education team will meet with *parents to discuss alternative placements if necessary. Other special education placements may include the following: a) regular classroom with monitoring from the Learning Support Teacher

(LST) or Learning Resource Teacher (LRT), b) regular classroom with support from the LST/LRT, or c) other special education placement if appropriate.

For Further Information

Please consult the OCDSB Learning Support Services’ Special Education Parent Guide and The Identification, Placement and Review Committee: Parent Guide. As well, you may contact the school principal or the OCDSB Learning Support Services personnel serving the school.

Required Documentation

Student must currently be attending a program for student with mild intellectual disability (General Learning Program or Dual Support Program) or developmental disability. In addition to the required documentation for the above programs a student must have the following supporting documentation: a) written recommendation of sending school/program, b) a skills checklist, and c) written evaluation regarding previous successful work experience. Students must participate in a structured interview.

Application Procedures

Entry into this program is based on both the student’s specific needs and the availability of space within the program.

Step 1 Application:

An application is submitted by the principal of the student’s community school. This application is completed in collaboration with the in-school team and in consultation with the multi-disciplinary team (school psychologist, speechlanguage pathologist, social worker and learning support consultant). The application must be supported by the student’s *parent (s).

Step 2 Central Recommendation Committee:

This committee a) reviews the student’s learning profile in relation to the program’s entry criteria, b) determines whether or not there is space available in the program, and c) decides on the location of placement based upon the age/grade of the student in relation to the ages/grades of current students within the program, the learner’s profile, and the distance between specific locations and the students’ home addresses. When placement is a possibility, the sending principal is informed of the recommendation. Within 48 hours parents confirm acceptance of this placement and their intention to proceed to an IPRC meeting. Parents and student are informed of implications of the program placement. The student and parents have an opportunity to visit the class location recommended by the central recommendation committee.

Step 3 Identification Placement and Review Committee (IPRC):

The IPRC will a) formally identify the area (s) of the student’s exceptionality (ies) according to the categories and definitions provided by the ministry of education, and b) formally place the student into the specialized program class.

The Student

Students must be 19 years of age and currently attending a specialized program for MID or DD students.

Academic Profile

• Limited intellectual potential for academic learning (at or below the 4.0th percentile as

Social Profile

• Successful previous work experience

The Program

The Storefront program is for exceptional MID or DD students aged 19-21. Upon completion of the program, it is hoped that eh students will be prepared to take their place in the workforce with a minimum of supervision.

• The student work in the community five mornings per week, 2.5 hours daily, for seven to eight weeks

• During the two years at Storefront, student sill participate in 10 work experience placements

• The life skills component of the program is delivered in the afternoons An IEP is developed and coordinated by the specialized program teacher in consultation with parent (s). The IEP is designed for each student according to individual learning needs and strengths. The plan is developed, revised and updated based on the results of ongoing assessment and evaluation.

The Classes

The Developmental Disabilities Program: Storefront is limited in size as outlined in the OCDSB’s Special Education Report. There are up to twelve (12) students in the Store Front Program. The class is equipped with special education resources including educational assistants

The Teachers

The Developmental Disabilities Program: Storefront is taught by teachers with special education qualifications (minimum Part I). Learning Support Services personnel provide assessment and consultative services to the program teacher.