Required Documentation

Educational and psychological assessments are required before a student may be considered for placement in a Primary Special Needs Program. The psychological assessment must include a measure of adaptive functioning. Assessments will indicate significant developmental delays in a minimum of two or more of the following areas: intellectual, academic, language, social/emotional and physical (fine and gross motor) development as well as a need for one or more years in an intensive support program. Other relevant documentation and assessment reports from hospitals, private practitioners and other educational jurisdictions may also be considered if necessary.

Placement Procedures

Entry into this program is based on both the student’s 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 recommendation. 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. Within 48 hours parents 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 Primary Special Needs Program class.

The Student

Students may demonstrate the following:

• Need for one or more years in an intensive support program

• Significant developmental delays in a minimum of two or more of the following areas: intellectual, academic, language, social/emotional and physical (fine and gross motor) development

Academic Profile

• Pre-readiness to readiness skills

• Intellectual profile which is below average

• Significant delay in expressive and/or receptive language

• Physical (fine or gross motor) delays

Social Profile

• Lack of basic social skills

• Weak interpersonal skills; immaturity

• Social-emotional delays

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

• Difficulty with rules and/or routines

• Difficulty with attention/concentration

The Program

The Primary Special Needs Program is for exceptional students at the primary level. The Primary Special Needs Program focuses on the development of academic, communication, fine and gross motor, and social/emotional skills. The Primary Special Needs Program provides opportunities for each student to progress in all relevant areas of development. For most students, in the Primary Special Needs Program, it is expected that integration into regular classrooms and/or school activities will be an essential part of the program. Programming is based on the learning expectations outlined in the Individual Education Plan (IEP). The IEP is developed and coordinated by the program teacher in consultation with parent (s), Learning Support Services personnel, and subjectarea teachers. An IEP 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

The Primary Special Needs 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 Special Needs Program class. Classes are equipped with special education resources including educational assistants and consultation with school psychologists and speech language pathologists.

The Teachers

The 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 Placement

Criteria include the following:

• Student has turned or will turn 9 years of age during the calendar year.

• Does not require the same degree of alternative programming

• Has the ability to succeed in a regular class or schoolbased special education program with appropriate modifications and accommodations in their IEP

• Evidence of on-going successful integration

• On-going assessment determines that a different placement could better meet the student’s needs

• 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 Learning Support Teacher (LST) or the 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 Process: Parent Guide
As well, you may contact the school principal or the OCDSB Learning Support Services personnel serving the school.