TRANSITION TO SCHOOL. Josée Cholette (CTC) Christina Raso (Sudbury Catholic DSB) David Squarzolo (Rainbow DSB)

Transcription

1 TRANSITION TO SCHOOL Josée Cholette (CTC) Christina Raso (Sudbury Catholic DSB) David Squarzolo (Rainbow DSB)

2 Introduction Welcome Agenda for the evening The transition to school is a big step Parents have many things to consider Process

3 Process for Planning and Decision Making What parents can do? - Talk to other parents - Attend open houses, visit schools with special education consultants - Consult with the service providers working with your child: your child s pediatrician, ABA consultants at CCR, therapists at CTC, parent adviser at ICDS, service coordinator at CCN, speech language pathologist at Wordplay, Blind/low vision program, child care providers

4 What happens and when? August-December Start thinking about your child s entry into school Discuss options with your child s service providers Ensure referral for needed screening/assessments are made January Community agencies identify children that need support and are eligible to attend school in September 2015 (e.g. CTC, Wordplay, CCR, Infant Child Development Services, CCN, CFC, Blind/Low vision, Infant Hearing)

5 What Happens and When? January continued Therapists at CTC make recommendations for school placements and transportation for the fall (e.g. community school, CTC classroom) Open Houses for all 4 Boards February CTC classroom children selected School planning packages need to be submitted to the school boards deadline is mid-february School boards want to know which children will be going into their system and what their needs are

6 What happens and when? March case conferences with schools and special education consultants, school registration, SHSS referrals Spring and Fall ordering of equipment (e.g. chairs) IPRCs in community schools and CTC Therapists arrange any needed school visits Bus transportation finalized Spring Open Houses, Welcome to Kindergarten events

7 The Education System The Identification Placement Review Committee (IPRC) process: Legal, formal identification and placement process Annual review Strengths and needs Three staff members present Parents may bring an advocate

8 The Education System (IPRC)

9 The Education System (IPRC exceptionalities) Exceptionalities Behaviour Communication: -Autism -Deaf and Hard of Hearing -Language Impairment -Speech Impairment -Learning Disability Intellectual: -Gifted -Mild Intellectual Disability -Developmental Disability Physical: -Physical -Blind Multiple

10 The Education System (IPRC placements) Regular classroom with support: Students remain in the regular classroom while under the care of both the school s Special Education Teacher and the Classroom Teacher. The Special Education Teacher assists the Classroom Teacher in the development and implementation of the IEP. Self-contained classrooms: Students are placed in specialized classrooms with small pupil to teacher ratio; they may be integrated into regular classes as appropriate.

11 The Education System (cont.) The Individual Education Plan: All identified students must have an IEP Reviewed three times per year Based on the child s strengths and needs Instructional, environmental and assessment accommodations listed May include modified and/or alternative curriculum expectations with a Current Level of Achievement Behaviour and/or Safety Plans may form part of it Written within 30 school days of placement Parental input essential

12 The Education System (cont.) Assistive Technology/Equipment: Must be recommended by a psychologist or psychological associate, physician, social worker, audiologist, speechlanguage pathologist, augmentative communication therapist, optometrist/ophthalmologist, occupational therapist, or physiotherapist Ministry of Education will authorize purchase (and reimburse boards for all but $800 for equipment not computer-based) School boards will purchase technology/equipment If student moves, equipment will follow

13 The Education System (cont.) Transportation: Transportation Consortium services all local school boards, but is not owned by the school boards Transportation is provided for students with special needs who require specialized transportation

14 The Education System (cont.) Support in the classroom: Students may receive the support of a Special Education Resource Teacher in the regular class or on a withdrawal basis Students may receive the support of an Educational Assistant at various times during the day for physical needs and/or safety

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16 The Education System (cont.) Full day Kindergarten: The Early Learning Program is available in selected schools. The goal is to have early learning fully implemented in all schools by

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18 Children s Treatment Centre Options for therapy once school begins: Speech language services School Health Services Administered through Community Care Access Centre Referral process The CTC classrooms Internal process for a small number of children Two classes (one English, one French) Support/therapy available

19 The Education System: Specialized Placements at the SCDSB Lifeskills at St. Francis: A specialized class for students with a moderate intellectual/developmental disability who require alternative programming The focus is on developing basic literacy, numeracy and independent living skills. 2 primary/junior classes at St. Francis Intermediate/Secondary classes at St. Benedict & St. Charles College

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21 The Education System: Specialized Placements at the SCDSB Communication/ASD Class at St. Francis: Students must be identified Communication: Autism Specialized skills will include development and support in the areas of: communication, behaviour, sensory integration, socialization, anxiety reduction and academics. Assistive Technology (laptops & ipads) provided in this program 2 primary/junior classes at St. Francis 1 secondary class at St. Benedict

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23 The Education System: Specialized Placements at the SCDSB Care and Development Class at Pius XII (for students 5+): Features hydrotherapy, a Snoezelen room and maximum care to meet the complex health needs of our students. Educational Assistants work closely with teachers and health professionals to provide optimum service.

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25 The Education System: Specialized Placements at the SCDSB Religion: Baptized Catholic or one parent Catholic Religion and Family Life Curricula Special Education philosophy that recognizes the dignity and rights of all students Outreach programs within the local community as well as the broader community Materials in school book rooms Teacher in services Religion and Family Life consultant Secondary school chaplains Links to local parishes

26 The Education System: Specialized Placements at the RDSB Intensive Support Programs for students with Intellectual Disabilities: All students have a diagnosis of DD or identification of MID Must be at least age 8 Individualized, modified or alternative programming that includes academics, life skills, communication, and social skill development.

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28 The Education System: Specialized Placements at the RDSB (cont.) Intensive Support Programs for students with Developmental Disabilities: A.B. Ellis Adamsdale Central Manitoulin Chelmsford Churchill Copper Cliff Little Current MacLeod Markstay Northeastern Pinecrest Princess Anne (2) Redwood Acres

29 The Education System: Specialized Placements at the RDSB (cont.)

30 The Education System: Specialized Placements at the RDSB (cont.) Intensive Support Programs for students with Autism Spectrum Disorder: All students have a diagnosis of moderate to severe ASD Individualized programming that includes Communication, Social Skills, Behaviour and Academics

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32 The Education System: Specialized Placements at the RDSB (cont.) Intensive Support Programs for students with Autism Spectrum Disorders: A.B. Ellis Central Manitoulin Chelmsford Churchill (2) Copper Cliff (2) Little Current Markstay Northeastern (3) Princess Anne (4)

33 The Education System: Specialized Placements at the RDSB (cont.)

34 The Education System: Specialized Placements at the RDSB (cont.) Intensive Support Programs for students with Profound Developmental Disabilities and/or Autism Spectrum Disorder: Jean Hanson PS Diagnosis of DD/ASD/Multiple Intensive needs that require extensive support and expertise (often with clinical component) Individualized life skills programming Program features aqua therapy, pool programming and a Snoezelen room Co-op placements and SHILO (Simulated Healthy Independent Living Opportunity)

35 Parental Perspective

36 Parental Perspective

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38 Parental Perspective 1. Talk to other parents. 2. Talk to the professionals who know your child and involve them whenever possible. 3. Become familiar with the community school. 4. Follow the process. 5. Consider all your options and keep an open mind. 6. Be aware that some schools have more experience with kids with special needs. 7. Transportation can be a huge challenge. 8. Visit the teacher prior to the start of school. 9. Communication and being involved is crucial. 10. Remember that YOU are the ultimate decision maker for your child.

39 Questions? Christina Raso x204 David Squarzolo x 8213 squarzd@rainbowschools.ca