Ontario’s Exceptional Students Agreement on generalities Disagreement on specifics Understanding each others’ perspectives Political overtones Definition.
Post on 03-Jan-2016
220 Views
Preview:
Transcript
Ontario’s Exceptional Students
• Agreement on generalities
• Disagreement on specifics
• Understanding each others’ perspectives
• Political overtones
• Definition determines identification and access to resources
Ontario’s Student Population 1997
• 2, 12, 039 Total
• 194,140 (9.24%) Exceptional
ElementaryTotal Exceptional
Male 716,157 65,832 (9%)
Female 679,342 36,653 (5%)
1,395,499 101,485 (7%)
Secondary
Total Exceptional
Male 358,543 54,936 (15%)
Female 340,037 29,759 (8.8%)
Elementary 1997
• Male Female %
• ED 6141 1123 7
• Autistic 1473 445 2
• Deaf 900 1114 2
• LD 32,403 16,020 48
• Speech 4300 2000 6
• Gifted 8488 6543 15
Elementary 1997
• Male Female %
• Dev Mild 5227 4048 9
• Dev D 2917 1992 5
• Blind 332 228 .5
• Deaf/Blind 44 35 -
• Other Physical 784 569 1
• Multi 2823 1532 4
Secondary 1997
• Male Female %
• ED 3412 915 5
• Autistic 549 152 .8
• Deaf 408 501 1
• LD 31,578 14,350 54
• Speech 1799 925 3
• Gifted 9303 7443 20
Secondary 1997
• Male Female %
• Dev Mild 4314 3195 9
• Dev 1320 984 3
• Blind 249 164 .5
• Deaf/Blind 2 5 -
• Other Physical367 315 .8
• Multi 1635 812 3
Provincial Schools
• Brantford-W.Ross Macdonald School for deaf and deaf/blind students
• Schools for deaf students:
• London-Robarts School
• Belleville-Sir James Whitney School
• Milton-Ernest C. Drury
Demonstration Schools
• Amethyst School in London
• Sagonaska School in Belleville
• Trillium School in Milton
• For students with ADHD and severe learning disabilities
• Residential schools with small populations
Demonstration Schools
• Centre Jules-Leger in Ottawa for deaf and severely LD in French
412 Special Schools in 1997
Hospital Schools
Care/Treat-
MentCentres
Male 576 5070
Female 440 1874
Total 1016 6944
Service Delivery
• Three part process
• 1. Identify special needs
• 2. Choose most appropriate setting
• 3. Plan, implement and regularly evaluate an individualized program
Identification
• Assessment- gathering/interpreting relevant information about the student
• Intelligence, abilities, strengths, needs, behaviors
• Health, psychological, behavioral profiles
Who conducts assessments?
• Classroom teacher assesses strengths and needs in classroom
• Resource teacher
• Clinician’s such as educational psychologist
Assessment Results
• Used in appropriate placement decision
• Guide development of an IEP
Placement
• Regular classroom
• Self-contained classroom
• Combination of the two
Placement by %-age of Exceptional Population
Reg & support
Reg & WD aid
PT SC & Reg
SC
Elem 30 33 18 19
Sec 52 28 12 9
Total 41 31 15 14
Program
• IEP
• Written plan of action
• Summarizes student’s strengths, interests and needs
• Transition plans for ages 14 and over
IPRC
• Identification, placement and review committees
• Identification
• Placement
• May make recommendations for support
• Parental agreement
• Program begins
Service Delivery
• Classroom teacher
• Assistant
• Resource teacher
• Consultants
Service Delivery
• Special input from:
• Parents
• School teams
• Advisory groups
• Advocacy groups
• Social agencies
• Specialists
Service Delivery
• What personnel are involved?
• How much support?
• For how long?
• Where?
• Primary responsibility?
• When and how reviewed?
Service Delivery
• Schools manage
• Board-centered, e.g unique needs, blindness
• Integration of school and board
School Team
• Common sense approach
• Cooperation and support
• Committee of staff members
• Supports special education
• Pre-referral opportunity
Multi-disciplinary Team
• Educators and professionals
• Initial stage meetings to determine placement and programming
• Meet once or twice
• Ongoing delivery by certain members
• Management and organization issues
top related