To provide students, identified as exceptional under the Education Act, with appropriate* school and/or Board placements, also as defined under the Education Act and Regulations for the Province of Ontario.
*The appropriateness of a placement is determined by a detailed assessment of a student’s individual needs, fashioned in cooperation with the child’s parents and professional service providers.
Application And Scope
- This policy applies to all children who qualify to be pupils of the Board under the Education Act and Regulations.
- The implications for implementation of this policy apply to all teachers and academic support staff employed by the Board whatever the identified exceptionality of the student.
- The Halton Catholic District School Board is a welcoming, inclusive Catholic faith community.
- The Board is committed to the principle that all qualified, registered students shall be welcomed into their neighbourhood/regional school.
- In keeping with Supreme Court of Canada rulings (Eaton, Oct. 9, 1996) and with direction from the Ministry of Education for Ontario (June 9, 1994 Memo), integration of exceptional pupils is the normal practice, when such a placement meets the student’s needs (i.e., is in “the best interest of the student.”) and is in accordance with parental wishes.
- Consequently, the default placement for students, regardless of identified exceptionality, shall be the regular classroom with appropriate support unless otherwise determined by a duly constituted Identification, Placement and Review Committee of the Board informed by parental wishes and relevant professional opinion.
- The school and board bear responsibility for informing parents and students of the range of available placement options and associated support services stipulated under the Education Act and provided by the Board.
- In a spirit of partnership, parents are encouraged to make the school aware of a child’s special needs prior to or at the time of registration.
- Schools receiving students identified as exceptional shall implement entry or transition procedures as part of the student’s entry plan to school.
- Classroom teachers shall include all students regardless of exceptionality, in classroom activities and programs as determined through regular in-school special education resource team (SRT) discussions
- Assistance shall be provided by the SRT and centrally deployed special education staff (CSRT, Central Services Resource Team) for meeting the special needs of students.
- Specialized transportation is provided for those students whose special needs meet Board and Ministry criteria.
- Access to schools in support of identified exceptional pupils is granted to those health and social service providers properly engaged by the Halton Community Care Access Centre in response to applications for service having been received from the principal of the school attended by the student.
- Placement option 5, (i.e. full time special education class) is the only placement in which a student does not have planned integration opportunities included in her\his Individual Education Program. All other placement options will include appropriate (based upon needs) integration time with chronological age peers, in the identified student’s individual program. Students in placement 5 who are able to benefit from integration will require an IPRC to place her/him in an option 4 placement before integration transitions may begin.
- Access to a given option 4 or 5 placement special education class will be subject to the availability of space in the receiving class. Waitlisted students will be placed according to the date of the IPRC placing the student in the special education class.