Required Documentation

A primary diagnosis of a learning disability, and a current educational assessment and a psychological assessment are required before a student may be considered for a placement.

Other relevant documentation will be considered if necessary. Assessment reports from hospitals, private practitioners and other educational jurisdictions may also be considered. Assessment reports will indicate a severe to profound learning disability (ies). As well, a psychological assessment will indicate average to above average intellectual ability.

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 Learning Disability Program is provided for junior, intermediate and secondary students who:

• Have a diagnosis of a severe to profound learning\disability (ies)

• Have average or above average intellectual ability as measured on a standardized psychological assessment

• Require intensive instructional support

• Have severe to profound difficulties in learning and processing information

• Have a significant discrepancy between cognitive ability and academic achievement

Academic Profile

Students must demonstrate the following:

• Working below the 15th percentile for their age in two of the following areas: reading, written expression or mathematics (e.g., 2 or more years below grade level)

• Require intensive instructional support

• Require modifications or accommodations in all academic subject areas

Elementary: working toward some grade level curriculum expectations

Secondary: working toward grade level expectations

Cognitive Profile

• A diagnosis of a learning disability identified in a current psychological assessment

• Average or above-average intellectual ability as measured by a psychological assessment

• A clearly defined processing deficit which is a functional part of the learning disability

• A very significant discrepancy between cognitive ability and academic achievement

Social/Behavioural Profile

• Students demonstrate increasing emotional, social and /or behavioural problems as a response to the learning disability (e.g., frustration, low self-esteem, anxiety, withdrawal, inattention, distractibility)

Ministry Definition of Learning Disability Exceptionality

A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that:

a) is not primarily the result of:

• impairment of vision;

• impairment of hearing;

• physical disability;

• developmental disability;

• primary emotional disturbance;

• cultural difference;

b) results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following:

• receptive language (listening, reading);

• language processing (thinking, conceptualizing,

integrating);

• expressive language (talking, spelling, writing);

• mathematical computations; and

c) may be associated with one or more conditions diagnosed

as:

• a perceptual handicap;

• a brain injury;

• minimal brain dysfunction;

• dyslexia;

• developmental aphasia.

The Program

The Learning Disabilities Program is provided for exceptional students at the junior, intermediate and senior levels. 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 classes. Credit courses are offered in subject areas through the secondary program. Students are provided with the opportunity to develop skills with assistive technology. It is expected that students will integrate into regular classrooms and /or school activities to within the shortest period of time possible. The goal of the program is to prepare every student to successfully return to the regular program. Programming is based on the learning expectations outlined in the student’s 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 contains specific expectations and is designed for each student according to individual learning needs and strengths.

The IEP is developed, revised and updated based on the results of ongoing assessment and evaluation.

The Classes and Resources

The Learning Disabilities Program classes are limited in size as outlined in the OCDSB’s Special Education Plan. There are up to eight (8) students in each Learning Disabilities Program class. Classes are equipped with special education resources. The Learning Disabilities Program is located in designated schools across the OCDSB.

The Teachers

The Learning Disabilities 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.

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 in Placements

Criteria include the following:

• Current assessments indicate that student no longer meets the admission criteria for the Learning Disabilities Program

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

• Current assessments indicate that the student has academic and/or social needs that could be met more successfully in a different specialized program or provincial school

• 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) Provincial demonstration schools (English or French) for students with severe learning disabilities

b) Regular classroom with monitoring from the LST or LRT

c) Regular classroom with support from the LST or LRT

d) Other special education placement options, if appropriate

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, you may contact the school principal or the OCDSB Learning Support Services personnel serving the school.