Range of Placement: Options 1, 2, 3, 4, & 5
In the Halton Catholic District School Board, the range of placement options offered to students and parents are often referred to as options 1 through 5. These placements are explained in detail below the placement charts, but the quick overview of these options are:
- Placement Option #1 – Regular Classroom with Indirect Support (from a Special Education Resource Teacher)
- Placement Option #2 – Regular Classroom with Resource Support (in-class support from a Special Education Resource Teacher)
- Placement Option #3 – Regular Classroom with Withdrawal Assistance (a student is withdrawn from class for specific periods to work directly with a Special Education Resource Teacher)
- Placement Option #4 – Special Education Classroom with Partial Integration (a student attends a regional or congregated classroom outside of his/her home school for particular instruction and programming from a dedicated Special Education Teacher, and is integrated into that school’s population through age-appropriate classes and social, athletic, and other interactions)
- Placement Option #5 – Special Education Classroom Full Time (a student attends a regional or congregated classroom outside of his/her home school for particular instruction and programming from a dedicated Special Education Teacher, and remains in the congregated classroom on a full-time basis with no integration with the school population)
Available Placements in Elementary
|Elementary Panel||Regular Classroom|
|Deaf and/or Hard of Hearing||†||†||†|
|Language and/or Speech Impairment||†||†||†|
|Mild Intellectual Disability||†||†||†||†||†|
|Blind and Low Vision||†||†||†|
Available Placements in Secondary
|Secondary PanelExceptionality||Regular Classroom with||Special Education Classrooms|
Hard of Hearing
|Language and/or Speech Impairment||†||†||†|
|Mild Intellectual Disability||†||†||†||†|
|Blind and Low Vision||†||†||†|
Option #1: Indirect Support: Elementary and Secondary
The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services.
Option #2: Resource Support: Elementary and Secondary
The Halton Catholic District School Board integrates students with special needs in regular classrooms. Students are integrated into the regular classroom in a responsible manner, considering their need for professional and paraprofessional support. If a change of support is being considered, information is gathered from specialized staff, parents and school staff as part of the problem-solving process. If a change of placement is being considered between a regular classroom and any specialized system class, a system or Regional IPRC would then be convened. (see chart above)
When parents choose to have resource support as their child’s placement, they understand that the responsibility for program planning and evaluation lies with the classroom teacher. The Special Education Resource teachers provide support to the programs and services outlined in a student’s IEP. Resource support may include modified program support in the classroom, direct intervention and assistance by other staff (i.e. Special Education Resource Teacher (SERT), Child and Youth Counsellor (CYC) or Social Worker, Educational Assistant) or withdrawal by the SERT, CYC or Social Worker.
Option #3: Withdrawal Assistance: Elementary and Secondary
The student is placed in a regular class and receives instruction outside of the classroom for up to 50 percent of the school day from a qualified Special Education Teacher. Through withdrawal assistance students now access more frequent, integrated and ongoing programming provided by specialized staff in their home schools. Withdrawal programming may include enrichment, direct instruction in an alternative curriculum as outlined in a student’s IEP and/or intervention to address a student’s identified need.
Schools share information about all range of placement options prior to the IPRC. Parents and students have opportunity to visit the host schools of the specialized classes to assist them in making placement determinations. These visits are generally scheduled before or after school in an effort to maintain student confidentiality and minimize program disruption. In the spring of each school year, open houses are scheduled at the Gifted Specialized Classes, the Essential Skills Classes, and the Structured Teaching Classes.
Option #4 & #5 – Special Education Classes with Integration or Full time: Criteria for Entry into a Regional Special Education Specialized Class
- the student is registered and enrolled with the Halton Catholic District School Board
- the student has been identified as exceptional through an IPRC process, with committee members from HCDSB
- the IPRC makes a determination, based upon parent consultation and recommendation of committee, that placement in a specialized class is the most beneficial placement based upon the student’s strengths and needs, assessment data, and meets the criteria for identification
- the student is placed in a Special Education class for a minimum of 50 percent of the school day with option #4
- the student is placed in a Special Education class for the entire day with option #5
Community Living Classes: Elementary
There is currently one special education classroom that serves elementary students identified as Multiple and/or Intellectual: Developmental Disability. The Community Living Class is for students with mixed exceptionalities. This class rarely exceeds 6 students. The admission criteria for this class is heavily weighted in favour of students who are medically fragile, are not ambulatory and require support for feeding and toileting, and in some cases, nursing care. Community Living Classes are for students from junior kindergarten to grade eight. The class is currently located in Oakville.
Structured Teaching Classes: Elementary
The Structured Teaching Class emphasis is on basic literacy and numeracy development. All of the students are on a completely alternative program. Students are taught daily living and employability skills, social skills and communication skills. Many of the students’ programs are also supported through occupational therapy, physiotherapy and speech and language involvement. Elements of Structured Teaching methods are introduced to increase student independence and to prepare the students as they transition to secondary school. Students participate in many events and activities offered in a regular school day. Structured Teaching Classes are for students in grades 5 to 8.
Essential Skills Classes: Elementary
The Essential Skills classes for students with Mild Intellectual Disabilities place an emphasis on literacy and numeracy. The students in these classes work on a modified curriculum in math and language arts. The same modifications and accommodations occur in science, history or geography depending on the student IEP. Students learn social skills and life skills to become more independent. Self- advocacy and the use of technology are also a focus of the class. Students are usually integrated for a portion of the day to be with their same age peers for subjects such as music, art, religion, gym, drama and dance. Essential Skills Classes are for students in grades 5 to 8.
Life Skill Program: Secondary
The Secondary Life Skill Program is designed for students who are working on alternative (non-credit) curriculum with post-secondary goals of supported living and/or supported employment. Students may have a special education placement of ‘Special Education: Full-Time’, ‘Special Education: Partial’ or ‘Special Education: Withdrawal’. Integration is based on special education placement as determined by IPRCs and in consultation with parents. Education goals focus on the improvement of employability or leisure skills. All students work on literacy and numeracy goals with a special education teacher on a daily basis.
Specialized Classes for Gifted: Elementary
Specialized classes for students identified as gifted provide opportunities for growth and friendship with students from regular classes as well as from like ability peers in a contained class setting. Modifications of pace, depth and complexity will be provided according to the grade level Ontario curriculum. In order for a student to be considered eligible for gifted programming, his/her intellectual functioning must fall in the very superior range, at or above the 98th percentile as indicated on an appropriate full-scale psycho-educational assessment or relevant sub-tests as determined by the supervising psychologist or psychological associate. Students formally identified as Intellectual: Gifted in grades 5 to 8 are eligible to attend.