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Dufferin-Peel Catholic District School Board

Dufferin-Peel Catholic District School Board. Secondary School Academic Resource Programs and Services Rose Baechler, Special Education Consultant – Secondary April 27, 2005. The Transition from Grade 8 to 9. Grade 8 Student Profile Feeder-school intake Grade 8 IPRC - course selection

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Dufferin-Peel Catholic District School Board

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  1. Dufferin-Peel Catholic District School Board Secondary School Academic Resource Programs and Services Rose Baechler, Special Education Consultant – Secondary April 27, 2005

  2. The Transition from Grade 8 to 9 • Grade 8 Student Profile • Feeder-school intake • Grade 8 IPRC - course selection - transition plan • Resource Teacher - IEP / IPRC - Monitor / Support - Advocate / Liaise • Resource Room - Accommodations - Assistive Technology

  3. School Team Meeting • Administration • Classroom Teacher • SERT • Special Services

  4. School Team Meeting • Sharing of information • Consultation • Strategies Implemented • Recommendations • IPRC Process

  5. Individual Education Plan (IEP) • In Regulation 181/98 principals are required to ensure that an IEP is developed for each student who has been identified as exceptional by an IPRC Special Education : A Guide for Educators : October 2001 http://192.75.156.68/DBLaws/Regs/English/980181 e.htm • IEPs may also be prepared for students who are receiving special education programs and services but who have not been formally identified as exceptional but are progressing towards identification. http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep.html

  6. 4 possible components of an IEP for students identified with a learning disability • Accommodations • Modifications • Alternative Expectations • Transition Plan

  7. Academic Resource Support Programs • Learning Strategies 1: Skills for Success in Secondary School (GLE 10/20) • Advanced Learning Strategies: Skills for Success After Secondary School (GLE30/40) www.edu.gov.on.ca/eng/document/curricul/secondary/guidance.html

  8. Testing Accommodations • Accommodations are documented in the student’s IEP as they are part of the student’s regular assessment strategies. • Accommodations required by the student are arranged by the resource teacher. Examples: - setting / preferential seating - reader/scribe - extended time - assistive devices • Testing accommodations are consistent with OSSLT practices.

  9. Peer Tutors • Promoting Achievement and Success in School (PASS) Program - Strategy-based tutoring by older peer tutors specifically trained - Emphasis on teaching strategies, not subject content - Problem solving approach - Social skills aspect • Leadership and Peer Support (GPP30) Course - Prepares and motivates students to provide leadership and assistance to others

  10. Assistive Technology • Aimed at supporting secondary students with special needs • Where included in the IEP, these accommodations are allowed on provincial assessments

  11. Software • Kurzweil 3000 • Dragon Naturally Speaking • TextHelp Read and Write • Inspiration

  12. Transition to Post-Secondary • DPCDSB Transition Committee • Transition Portfolio • Progress Report • Reports of Assessments (educational, psychological, medical, speech and language) • Co-op work experience program reports Transition Planning: A Resource Guide 2002 http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.html

  13. Sheridan College Institute of Technology and Advanced Learning Services for Students with Disabilities Nancy Harries, Counselling and Disability Services April 27, 2005

  14. College – different from high school • Tuition fees – regulated and non-regulated • Diplomas, Certificates, some Applied Degrees, also Continuing Education • Terms are 14 weeks long (7/break week/7) • Classes are 2-3 hours, usually once a week • Students are responsible for own learning • Classes may be large, no attendance taken • No reminders of deadlines/tests • Adherence to due dates • OASIS - access academic info on-line

  15. College – different from high school for students with Disabilities • DS students encouraged to be independent and self-advocate • Students self-identify by giving each teacher a copy of their Profile • Student’s responsibility to be aware of progress and follow-up with teachers • Most students are 18 +, so we need signed permission to speak to parents

  16. Options at Sheridan • Limited Remediation:Through pre-college Academic Upgrading, and college-level G.A.S. • No Modification:Changes are not made in program expectations in response to students’ learning needs • Accommodations: Strategies to allow student to demonstrate learning without significantly altering basic nature or expectations of their program

  17. Academic Supports for all Sheridan Students • Orientation Sessions • Transition events (e.g. Mature Students) • Counselling • Academic • Psycho-social • Learning Supports • Tutoring • Staff tutors in English and Math • Peer Tutors • On-line links to study skills tips

  18. Services for Students with Disabilities at Sheridan • College Policy • Who is Eligible to Register? • What is the Process? • Services & Accommodations • Enhanced Services • Issues

  19. College Policy for Students with Disabilities • Colleges governed by Ontario Guidelines on Accessible Education 2004 • Committed to facilitating fair and equal access and providing reasonable accommodation to all students with recognized and identified disabilities. • Fair and equal access is understood as equivalent opportunity to achieve results.

  20. Registration with Disability Services* • Documented Learning Disability ** • Emotional Disability • Medical Condition (incl. psychiatric) • Attention Deficit Disorder • Blind and low Vision • Deaf and Hard of Hearing • Acquired Brain Injury • Physical & Mobility Impairment • Multiple Impairments *804 DS students at Sheridan in 2003/04

  21. What is the Process for Identification? • Receive Offer of Acceptance • contact Disability Services (Intake form on website) • Attend group Transition Session • bring documentation • Individual Intake Appointment • identify appropriate accommodations & services • Profile Distribution • student personally gives Disability Profiles to teachers • Follow up appointments and support as needed

  22. Services and Accommodations • Extended program • Taped texts/Print enlargements • Peer note-taker/tape record lectures • Testing changes • Extensions on due dates • Use of computer/calculator • Peer Assistant • Counselling support

  23. Enhanced Services for Students with Specific Learning Disabilities Must have a recent psycho-educational assessment (within last 5 years) Learning Strategist- Trains in self-advocacy and: • Time management and organizational skills • Textbook reading • Essay planning and writing • Test preparation and taking Assistive Technologist - • Researches & recommends equipment and software • Provides training/support in the use of AT • Trains in practical skills that will transfer to employment

  24. Issues • Start college with current documentation • ‘Transition Portfolio’ • Funding for psycho-educational assessments • Unrealistic expectations • Underprepared students • Modified program in high school • Expect accommodations/supports • Mindset of parents

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