Required Documentation

Current educational, social work and psychological assessments, including a measure of adaptive functioning, are required before a student may be considered for placement within this program. Other relevant documentation may also be considered if necessary. Assessment reports from hospitals, private practitioners and other educational jurisdictions may also be considered. Assessments will document a) significantly below-average intellectual potential for academic learning (Mild Intellectual Disability), b) serious delays in the acquisition of fundamental academic skills exacerbated by behaviour problems c) impaired adaptive functioning and, d) a secondary psychiatric diagnosis and/or indication of severe behavioural challenges (i.e., a history of frequent discipline due to disruption, non-compliance, physical/verbal aggression, impulsivity, and socially unacceptable behaviour).

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.
* 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 will confirm acceptance of this placement and their intention to proceed to an IPRC meeting. During this 48 hour period, student and parents 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

The Dual Support Program is provided for elementary and secondary students who typically meet some or all of the following:

• serious delays in the acquisition of fundamental academic skills exacerbated by behaviour problem

• impaired adaptive functioning (e.g., coping with life demands, personal independence)

• A history of requiring frequent discipline due to disruption, non-compliance, verbal and physical aggression and impulsivity

Academic Profile

Students may demonstrate the following:

• Elementary: working below 10th percentile for age in Language Arts and mathematics – more than 2 years below grade level

• Secondary: working several years below grade level in Language Arts and mathematics

• All Levels: Able to attain some provincial curriculum expectations, but only with extensive modification and support

• Potential for academic learning is further marked by behavioural difficulties

• Working primarily on IEP goals/expectations that include alternative programming expectations

• Requires program emphasis on developing interpersonal and life skills

• Requires intensive instructional support

Cognitive Profile

Students may demonstrate the following

• Limited intellectual potential for academic learning – mild intellectual disability

• Generally between the 1st and 4th percentile for age

• Secondary psychiatric diagnosis and/or indication of severe behavioural challenges

Social Profile

Students may exhibit some or all of the following

• Limited means of communication

• Marked difficulty with impulse control and behavior management

• Severe non-compliance and/or aggressive behaviours

• Marked difficulty building/maintaining satisfactory

relationships with peers or teachers

• Extremely low self-esteem

• Marked difficulty interacting with others in socially

acceptable ways

Ministry Definitions of

Exceptionalities

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.

Behaviour

A learning disorder characterized by specific behavior 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.

The Program

The Dual Support Program is designed to address the needs of junior, intermediate and senior students who meet the criteria for the General Learning Program placement but also require a more structured learning environment due to coexisting moderate to severe behaviour problems.

The Dual Support Program is located in designated schools across the OCDSB. The Dual Support Program is provided for exceptional students with significantly below-average intellectual potential and a history of socially unacceptable behaviour. The focus of the program is to provide a structured learning environment in order to develop academic skills and to provide opportunities to develop appropriate life skills and social skills. The program allows for integration into regular classrooms and/or school activities to the greatest degree possible. Programming is based on the learning expectations outlined in the Individual Education Plan (IEP). The IEP is developed and coordinated by the specialized program teacher in consultation with *parent (s), Learning Support Services personnel, and subject-area teachers. The IEP is designed for each student according to their individual learning needs and strengths. Students in the Dual Support Program have specific expectations that focus on behaviour. The plan is developed, revised and updated based on the results of ongoing

assessment and evaluation.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 Classes and Resources

The Dual Support Program classes are limited in size as outlined in the OCDSB’s Special Education Report. There are up to ten (10) students in each Dual Support Program class. Classes are equipped with special education resources, including educational assistants.

The Teachers

The Dual Support Program is taught by teachers with special education qualifications (Parts I and II). Learning Support Services personnel provide assessment and consultative services to the program teacher. Change in Placement Criteria include the following:

• Does not require the same degree of alternative programming

• Has academic and/or social needs that could be met more successfully within a different placement

• Has the ability to succeed in a regular class or schoolbased special education program with appropriate modifications and/or accommodations in their IEP and with support or monitoring from the Learning Support Teacher (LST) or Learning Resource Teacher (LRT)

• Evidence of on-going successful integration

• No longer benefits from specialized 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 LST or LRT,

b) regular classroom with support form the LST/LRT, or

c) other special education placement if appropriate.

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.

For Further Information

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