Required Documentation

A diagnosis of a language-based learning disability or mixed receptive-expressive language disorder is required before a student may be considered for a placement. A current speech/language assessment, a psychological assessment, educational assessment, Determination Record, Individual Education Plan, and report card are also required before a student may be considered for placement. Other relevant documentation will be considered if necessary. Assessment reports from hospitals, private practitioners and other educational jurisdictions may also be considered. Information regarding academic knowledge/ability and social/behavioural skills is also required.

Placement 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, 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 decision. 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. Parents then confirm acceptance of this placement and their intention to proceed to an IPRC meeting.

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 Language Learning Disabilities Program is for exceptional students at the primary and junior levels who demonstrate the following:

• A severe delay in receptive and /or expressive language skills in at least two language areas assessed by the speech and language pathologist

• At least average intellectual capacity, typically with verbal skills that are significantly below the average range

• The need to develop the areas of reading, writing,

speaking or listening (as confirmed by results of an educational assessment)

• Working at least one year or more behind their age appropriate level (confirmed by an educational assessment)

Academic Profile

Students are verbal, but demonstrate severe delays with expressive and/or receptive language skills which may include:

• The comprehension and/or use of vocabulary and concepts of space, time and location

• Expressive grammar, sentence formulation and written language skills

• Narrative skills

• Ability to follow classroom directions

• Social language development and use

• Verbal reasoning skills

• Reading skills including phonological awareness and reading comprehension

• Mathematical skills including problem solving and concept knowledge

• Speech and sound productions affecting intelligibility

Social Profile

Students may demonstrate the following:

• Difficulty with peer relationships, but not aloof or seemingly unaware of others

• Underdeveloped play skills

• Difficulty identifying and/or expressing feelings

• Frustration and acting out, but behaviour is not the primary issue

Ministry Definition of Language

Impairment Exceptionality

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 include one or more of:

• language delay;

• dysfluency;

• voice and articulation development, which may or may not be organically or functionally based.

The Program

The Language Learning Disabilities Program is for exceptional students at the primary and junior levels. The Language Learning Disabilities Program is located in designated schools across the OCDSB. The focus of the program is to provide a structured learning environment that will facilitate the development of the student’s expressive and receptive language and phonology skills that will in turn enable academic achievement. 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 inthe Individual Education Plan (IEP). The IEP is developed and coordinated by the program teacher in consultation with parent (s), assigned speech language pathologist, Learning Support Services personnel, and subject-area teachers. The IEP is designed for each student according to their individual learning needs and strengths. The plan is developed, revised and updated based on the results of ongoing assessment and evaluation.

The Classes

The Language Learning Disabilities Program classes are limited in size as outlined in the OCDSB’s Special Education Plan. There are up to ten (10) students in each primary Language Learning Disabilities Program class, and up to twelve (12) students in each junior Language Learning Disabilities class. Classes are equipped with special education resources including language development materials.

The Teachers

The Language Learning Disabilities Program is taught by teachers with special education qualifications (Parts I and II) in conjunction with a speech language pathologist. The speech

language pathologist determines the speech and language needs of each student and works with the teacher to integrate these goals into the curriculum. Learning Support Services personnel provide assessment and consultative services to the program teacher.

Change in Placement

Criteria include the following:

• Has the ability to succeed in a regular class with support from the Learning Support Teacher (LST) and/or Learning Resource Teacher (LRT)

• Evidence of on-going successful integration

• A speech language assessment, completed within the past 12 months, indicates mildly-delayed language functioning overall

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

• Academic performance is within one grade level of the student’s integrated class placement

• 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 from the LST/LRT, or

c) another 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. Professional reports by Learning Support Services personnel, typically speech language pathologists, also provide information about student’s progress. 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: Parent Guide. As well, you may contact the school principal or the OCDSB Learning Support Services personnel serving the school.