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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

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
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

school team meeting
School Team Meeting
  • Administration
  • Classroom Teacher
  • SERT
  • Special Services
school team meeting4
School Team Meeting
  • Sharing of information
  • Consultation
  • Strategies Implemented
  • Recommendations
  • IPRC Process
individual education plan iep
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 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.


4 possible components of an iep for students identified with a learning disability
4 possible components of an IEP for students identified with a learning disability
  • Accommodations
  • Modifications
  • Alternative Expectations
  • Transition Plan
academic resource support programs
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)


testing accommodations
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.
peer tutors
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

assistive technology
Assistive Technology
  • Aimed at supporting secondary students with special needs
  • Where included in the IEP, these accommodations are allowed on provincial assessments
  • Kurzweil 3000
  • Dragon Naturally Speaking
  • TextHelp Read and Write
  • Inspiration
transition to post secondary
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


sheridan college institute of technology and advanced learning

Sheridan College Institute of Technology and Advanced Learning

Services for Students

with Disabilities

Nancy Harries, Counselling and Disability Services April 27, 2005


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
college different from high school for students with disabilities
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
options at sheridan
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
academic supports for all sheridan students
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
services for students with disabilities at sheridan
Services for Students with Disabilities at Sheridan
  • College Policy
  • Who is Eligible to Register?
  • What is the Process?
  • Services & Accommodations
  • Enhanced Services
  • Issues
college policy for students with disabilities
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.
registration with disability services
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

what is the process for identification
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

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
enhanced services for students with specific learning disabilities
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
  • 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