Preparing children for school can be a stressful time ...
Starting School for the First Time
... and it can be even more so for parents and caregivers of a child with identified needs. Students with specific needs may require additional kinds of support. This can make the entry into school more challenging, requiring planning and coordination ahead of time and throughout their school years.
In Niagara, agencies and publicly funded school boards (District School Board of Niagara, Niagara Catholic School Board, MonAvenir, Conseil Scolaire Viamonde, and Niagara Children’s Centre School) have worked collaboratively over the years to support families and children in the transition process. This guide has been developed to help you and your child have a successful transition to a publicly funded school.
Depending on your child’s needs and where they will be attending school, parts of this guide will be more applicable to you than others.
Over the next several months, use this guide to keep track of the steps that are involved with the transition to school process. Familiarize yourself with the timetable included in this booklet and prepare yourself for each step by knowing the questions you should be asking, when you should be asking them and who can provide the answers for you. Document the answers you receive in the space provided in the guide, including who provided that information, so that you can refer back to these answers. As you work your way through the timetable, check off steps completed and mark down important dates as you become aware of them (e.g. Parent and Caregiver Orientation Session, Kindergarten Open House dates, etc.)
It is important that you become a partner in your child’s education by familiarizing yourself with the education or special education system, depending on your child’s needs. This includes learning how to work effectively with school staff, professionals, and community agencies to get the support your child will need to be successful.
How can I use this Guide?
What if my child is going to a private school?
Connect with the private school you are registering your child in to discuss their transition to school processes, as this guide refers specifically to processes in place for children registering with publicly funded schools. Although your child is not eligible for Niagara Children’s Centre School-Based Rehabilitation Services (SBRS), please refer to page 17 for information about other Niagara Children’s Centre services that are open to children, youth, and their families who are school age. Your child may be eligible for Occupational Therapy, Physiotherapy, and SpeechLanguage Pathology services through Ontario Health atHome.
What if my child is not attending any Kindergarten program?
If you are not registering your child for Kindergarten (e.g. remaining home with caregivers or at a child care), speak to your child’s Resource Consultant, Niagara Children’s Centre clinician, or other agency staff to determine how their needs can continue to be supported this year. If you plan to officially homeschool your child, your child may be eligible for Occupational Therapy, Physiotherapy, and/or Speech-Language Pathology services through Ontario Health atHome. Refer to page 17 for information about other Niagara Children’s Centre services open to children, youth, and their families who are school age.
1. Recognize your feelings about having your child start school:
Where to Start
• It is okay to feel mixed feelings including being excited, sad or anxious for your child
• Identify any fears or concerns you have
• Identify your feelings about your child’s needs and how it may affect their education and future
• Share your feelings and any worries you may have with family, friends, or other parents and caregivers
• Join a parent group or an online forum where you can share your feelings and get support
• Seek professional help if you feel you are unable to cope
2. Know your child and identify your child’s strengths and needs:
Well before school begins, consider what your child needs to provide them with the best possible school experience and learning environment.
Complete the All About Me worksheet with your Resource Consultant (refer to timetable), or ask a Niagara Children’s Centre clinician for the worksheet if you do not have a Resource Consultant. The worksheet guides you in answering some of the following questions:
CHILD-REACHING What does my child enjoy?
How does my child learn best?
PERSON-CIRCLE-QUESTION What things can my child do for themselves?
PERSON-CIRCLE-PLUS What help does my child need?
Join Niagara Children’s Centre Parent - Primary Caregiver Online Support Group on Facebook
This group can be joined by any parent/primary caregiver of a child with a physical, developmental, and/or communicative delay or disability in Niagara Region, Ontario.
Where to Start
3. Maintain records and keep notes:
• Keep your notes and records organized in a binder, filing system, or electronically
• Keep copies of assessments and reports
• Keep notes from meetings or request copies of meeting notes
• Collect and keep business cards or a record of the people you have met or talked to about your child
4. Find help in the community:
• Ask therapists and other professionals involved with your child about strategies that might help with school transitions
• Attend workshops or meetings that provide transition information or support (e.g. Niagara Children’s Centre, Bethesda Services)
• Connect with other families of a child with similar needs at support groups or through parent or caregiver associations (e.g. Niagara Children’s Centre Family Mentoring Program– a program that connects caregivers 1:1)
Before School Starts: Fall and Winter
Information Sharing
Provide consent for sharing of information with the school:
You may be asked to provide consent to share information about your child with the school. Keep track of the consents you have provided and who the information will be shared by and with.
Note: Information between Regulated Health Professionals may not require a written consent.
Questions to ask:
• What information will be shared?
• Who will the information be shared with?
• How will the information help the school?
Before School Starts: Fall and Winter
Before and After School Care
If your child will need before and/or after school care, you must apply through the Niagara Region Child Care Registry One List https://niagara.onehsn.com/. It is strongly suggested that you apply for child care programs as soon as you know which school your child will attend, as spots fill quickly.
Parent and Caregiver Orientation Sessions
1. Write down the supports you feel your child will need to fully participate at school:
• Identify what you will be looking for at the school and what supports your child will need.
My Notes:
Questions to ask yourself:
• How will my child get to school? Is transportation provided in my area?
• What accessibility needs does my child have (e.g. ramp, or accessible washroom)?
• Will my child need any equipment at school (e.g. a wheelchair, walker, communication device)?
Before School Starts: Fall
and Winter
Parent and Caregiver Orientation Sessions
3. Understand the Service System:
• Many ministries and agencies are involved in providing services and supports to the children with identified needs and their families, before school and at school.
Questions to ask:
USER-NURSE Nursing:
• Who provides nursing at school if my child requires it?
• Will my child’s nurses be different from the ones who come to my home?
• What do the nurses do at school?
�� Therapy services
(Occupational Therapy, Speech-Language, Physiotherapy, Applied Behaviour Analysis, Autism Consultants: public and private therapy)
• Who provides these services in school?
• What is the eligibility for the ser vice?
• What does therapy look like in school?
• How does my child get referred?
• Can private providers go into the schools?
• What if my child is in the Entry to School Program as part of the Ontario Autism Program?
My Notes:
Before School Starts: Fall and Winter
School Registration – Kindergarten Open House and Registration Events
How do I know which school to register my child at in my community?
The Niagara Student Transportation Services (NSTS) provides a handy “Which School do I attend?” search function found here: https://portal.nsts.ca/Eligibility where you can enter your home address, select the school board you are interested in, and see what school your home is in the boundaries for.
1. Registration events and open house dates are broadly advertised on the school board websites.
2. Register your child at your local school. Even if you are considering the Children’s Centre School or private school. This is important to allow planning to begin.
3. When you register your child for school let the staff know if a Transition Checklist was prepared by your child’s Resource Consultant and/or clinician. Telling the school staff that your child has been identified will help the school to know they will be involved in planning for your child’s attendance in the fall. This also allows for the school to budget for your child.
4. School Registration events are busy events. You may not have an opportunity to spend a lot of time talking about your child specifically. Save your more specific questions for the Transition Meetings.
Questions to ask:
• What is the start date for kindergarten?
• How many students and adults will be in the classroom?
• Is transportation available?
• Is child care available before/after school ? Can my child access that child care?
Things you will need to register your child for school:
1. Your child’s birth certificate
2. Your child’s proof of immunization
3. Proof of address
4. Your child’s baptismal record (if you are registering for a Catholic School)
Before School Starts: Fall and Winter
Observation Visits
Things to Know
Observation visits by school boards may happen at:
1. your child’s child care location,
2. an EarlyON Centre (only for Niagara Children’s Centre clients not in child care),
3. or at the Entr y to School program**
Your child’s Resource Consultant will book the date for the observation visit directly with the school board and inform you. Parents only attend observation visits with their children that take place at EarlyOn Centres.
**The school board arranges observations directly with Entry to School staff if your child is in the Entry to School program.
Observation visits are approximately 1 hour.
IMPORTANT:
These observation visits are extremely important as it gives school board personnel the opportunity to meet your child in a familiar early years environment, and talk to child care staff about strategies and supports that are currently in place.
My Notes:
Before School Starts: Spring
and Summer
Entry to School Program for Children with ASD
Eligibility:
To be eligible for the Entry to School (ETS) program a child must:
• have a diagnosis of Autism Spectrum Disorder (ASD),
• be starting school for the first time,
• have been registered with AccessOAP and,
• have received a letter of invitation from AccessOAP.
The Entry to School (ETS) Program is part of the early years service pathway in the needs-based Ontario Autism Program (OAP). This program is offered in partnership between Niagara Children’s Centre and Bethesda with Bethesda being responsible for ETS program intake in Niagara Region.
The ETS program is offered primarily from March to August in the year your child is eligible to start Junior Kindergarten, however, letters of offer can be deferred up to entry into grade 1.
The ETS program is a 6-month intensive, group-based, interdisciplinary program that focuses on building skills that prepare children to successfully transition into schools. At the end of the 6-month program, children are eligible for up to 3 in-school visits at the request of their school, over the next few months.
For more information about this program, please speak to one of your child’s service providers. If your child is accepted into this program, your preschool Resource Consultant will still continue to support you in the transition process.
Before School Starts: Spring and Summer
Transition to School Meetings
If applicable, you may need to attend meetings to prepare for the transition to school. Depending on the complexity of your child’s needs, one or more meetings may be held with your current service providers and the school to plan the transition to school. You are welcome to bring someone with you to the transition meeting. A second person can help you by asking additional questions, making notes, or reminding you of issues you want to discuss.
The Transition to school meeting provides the opportunity to ask more specific questions regarding your child. It may not be possible for all of your questions and concerns to be addressed, but you will be given timeframes for when you can expect to know the answers or for additional meetings that may be required.
How to prepare for the meeting:
• Understand the purpose of the meeting
• Take someone with you to help take notes or ask questions on your behalf
• Be prepared to share information about your child
• What makes them happy?
• How can they be comforted?
• Are there any safety or health concerns and identify who needs to know. (e.g. does the bus driver need to know that your child has seizures)?
• Make a list of questions to take with you
Questions to ask your Resource Consultant or agency before the meeting:
• Who will be attending the meeting?
• What is each person’s role?
• What will be discussed at the meeting?
• What information should I bring to the meeting?
Before School Starts: Spring and Summer
Transition to School Meetings
Services and Supports Questions:
• What supports will be in place to help my child with special needs at school?
• What is the classroom size?
• How many children and adults will be in the class?
What about:
• Equipment: Who orders it? When will it be in place?
• Mobility: How will my child get around at school, if they have a wheelchair or stroller?
• Toileting: What supports will my child receive?
• Emergency Procedures: What’s in place?
• Transportation Accommodations: School staff are responsible for writing an Individual Student Transportation Plan (ISTP). Niagara Student Transportation Services (NSTS) requires a parent-signed copy of the ISTP prior to transportation accommodations being put in place. Schools should have this letter to you in June or the beginning of September.
Decision Questions:
Regarding a modified school day and/or Educational Assistant (EA) support:
• How are decisions made?
• Who makes them?
• What if I am not in agreement with a decision? What are my options?
Problem Solving and Communication:
• Who do I talk to if I am concerned my child is struggling?
• How will the school communicate with me?
Follow up:
• What will happen after the meeting?
• Who will be responsible for the follow up activity?
• What do I need to do before the start of school?
Before School Starts: Spring and Summer
Summer Preparation
Give Extra Attention To Your Child:
• Be positive and upbeat about the new class or school. Parents’ moods and attitudes can greatly affect children
• Talk to your child about the new school or class and provide as much detail as they want
• Answer questions and respond to your child honestly. Talk about the things your child finds exciting as well as things that may worry your child
• Involve your child in the plans
Provide School Supplies:
Depending on your child’s needs and abilities:
• Pack your child’s backpack with the supplies they will need and have your child practice opening the backpack and getting items out
• Pack a lunch in the child’s lunch bag and have a picnic to practice using reusable water bottles and containers. Encourage your child to ask for help if they have difficulty opening containers
Practice Going to School:
Depending on your child’s needs and abilities:
• Use books and stories to explain the start of school and what will happen at school
• Use pretend play, toys, or puppets to practice using the school bus, or being in the classroom
• Visit the school and playground as many times as possible before the start of school
• If your child will be walking to school, practice walking the route to school and identifying landmarks
• If your child will be using a bus, some school bus companies provide a First Ride Program to allow families to practice getting on and off the bus. Check with your child’s school to see if they are participating and what date it will take place
My Notes:
Before School Starts: Spring and Summer
Questions About Your Child's Transition Plan
Questions about specific aspects of your child’s transition plan or with how things are going once your child is in school are best dealt with as soon as they arise. Knowing who to contact and what the school processes are in terms of issue resolution is important. This ensures that your school journey starts on the “right path” and you learn to be positive and effective advocates for your child.
Questions After Your Initial Transition Meeting
Questions about your child’s placement, school support plan, or any other school-related issues are best addressed to the principal. Parents may request and/or the principal may suggest an additional meeting. If you would like to bring additional people with you, please ask first.
Prepare for the meeting by writing your questions down and reflecting on what your goals for your child are. Rather than asking for something specific, be prepared to be open to suggestions or alternative strategies that the principal may offer. Understanding school rules and school processes is also important and this is where school staff can help.
If your question is about other services and supports not directly related to the school (e.g. therapy, child care), these are best addressed through the agency or organization that is responsible for the service.
Questions Once Your Child Starts School
Once your child is attending school, it is important for parents to understand the roles of school staff and who they should be directing their questions to.
Questions related to your child’s academic programming or day-to-day operations within the classroom should be directed to your child’s teacher. If you have any questions related to your child's care or wellbeing, let your classroom staff know.
If the questions are related to staffing, transportation, your child’s schedule for attending school, or anything that is more general and not classroom-specific, these should be discussed with the principal.
Once School Starts School Start
Suggestions for establishing a routine:
CIRCLE-CHECK Decide on bedtime and start your child going to bed at that time before the first day of school
CIRCLE-CHECK Create a morning routine that allows plenty of time for dressing and eating breakfast
CIRCLE-CHECK Decide on an outfit for school with your child and lay it out in the evening
CIRCLE-CHECK Consider packing lunch or backpack items the evening before
Work with the teacher
• Share information about your child and their needs
• Ask the teacher what you can do to help your child settle into school
• Work together to identify problems and possible solutions
Be realistic:
Set realistic expectations about the transition. Generally, teachers expect new children to feel comfortable in their classes in about 6 weeks. Some children need less time; others might need more.
Starting school may be stressful for you and your child. Take it one day at a time and celebrate every success: like riding to school on the bus, coming home the first day, and starting a new routine.
Individual Education Plans (IEP’s) and Identification and Placement Review Committees (IPRC’s)
Find out about these processes from the school board websites or attend information sessions. Many children in kindergarten do not require an IEP even if they have an identified need.
School Start
School-Based Rehabilitation Services (SBRS)
School-Based Rehabilitation Services (SBRS) are provided through Niagara Children’s Centre. SBRS Occupational Therapy, Physiotherapy, and Speech-Language Therapy are available to children attending publicly funded schools who have identified areas of need that may impact safe physical access to school and/or participation in school routines and curriculum.
Children transitioning from Niagara Children’s Centre preschool services who meet eligibility criteria will be transferred to SBRS by their preschool clinician(s) for support. Your child’s preschool clinician(s) will talk to you about this transfer, if it is appropriate. Please note, SBRS Speech-Language Pathologist services address speech-only concerns (speech sound production, fluency/stuttering, resonance, and quality of voice) while language and social communication based needs are supported by school board staff.
How services look may vary depending on needs and type of therapy service. Therapy services may provide universal classroom based strategies, collaborative consultation, classroom observations and assessment, small group instruction, or more individualized targeted therapy with home program suggestions for consistent practice.
Please note that there may be a wait period between preschool services and initiation of SBRS services, as well as a wait should SBRS services be initiated by your school.
My Notes:
School Start
Continuing to Access Niagara Children’s Centre Services
Niagara Children’s Centre ...
offers many services for children, youth, and their families who are school-aged. While only children attending publically funded schools are eligible for School-Based Rehabilitation Services (SBRS), all children in Niagara with physical, developmental or communicative disabilities may be eligible for:
• Social Work services for Youth and Parents/ Guardians
• Family Education and Support, including Family-to-Family Support
• Coordinated Service Planning
• School-Age Active Rehabilitation Services
• School-Age Equipment Needs Program
• Recreation Therapy & Aquatics
• Augmentative and Alternative Communication Clinic
• Physiatry Clinic
• Neurodevelopmental Pediatric Clinic
• Special Ser vices at Home Program Administration
• Clinics for children with physical disabilities:
• Gait Analysis
• Splinting and Casting
• Home and Vehicle Modifications
• Seating and Mobility Clinic
See our Website for more information
Not sure what Centre services your child is eligible for?
Connect with our SmartStart Hub Intake Coordinators (available until your child is 19 or 21) to discuss your child and families strengths and needs and be referred to both Niagara Children’s Centre services and/or other services in Niagara. Visit our website or call 905-688-1890 ext. 110.
Workshops, Activities & Events Calendar
Niagara Children’s Centre offers a full catalogue of FREE events for children, youth, and their families to receive information, education, support as well as opportunities to connect with others with shared experiences.
Families of school-age children find our Funding & Community Resources workshops especially helpful as well as our Paperwork Party. These groups help families ensure they feel knowledgeable about the supports available to them.
We also offer opportunities for children and youth to engage in inclusive, accessible recreation activities and skill development programs in group settings.
Scan the QR code to see what is currently
Transition to School Timetable School Start
The following activities start to take place prior to your child starting school.
Boxes with a dash border indicate activities that you are responsible for completing:
Month Activity
November / December
Preschool agency staff will request your consent to share information with school boards and other agencies as required
January / December Parent and Caregiver Orientation Sessions
PurposeWho is ResponsibleNotes
Allows us to share information and talk to each other
Transition checklists may be completed for your child based on their needs*.
Lists of children with these checklists will be sent to the school boards.
Reviews what will be happening over the next year in order to assist with decision making related to school entry
Identifies child’s abilities and the level of supports needed for transition to school, which in turn helps the school begin overall planning
Resource Consultant, Niagara Children’s Centre clinician, or other agency staff
You are responsible for registering for one orientation session and attending Dates released Nov 1
Resource Consultant, Niagara Children’s Centre clinician, or other agency staff in collaboration with parents/caregivers
Orientation Session
Date and time:
*Your child’s Resource Consultant, clinician or other agency staff will discuss the need for this checklist with you.
School Start
Transition to School Timetable cont'd
Month Activity
January
School personnel and Resource Consultant meet to review transition checklist
PurposeWho is ResponsibleNotes
Identifies child’s abilities and the level of supports needed
Resource Consultant, Niagara Children’s Centre clinician, or other agency staff and school boards
* Parents do not attend this meeting
January / February Start watching for kindergarten open house dates in January
School Registration
Niagara Catholic District School Board: see the niagaracatholic.ca website for details
Your child needs to be registered for school before any of the other activities will happen
You are responsible for registering your child at your local school.
If you are interested in having your child attend Niagara Children’s School, please still register with your local school and then speak to your child’s Centre clinicians.
Registered
Open house date and time:
District School Board of Niagara: see the dsbn.org website for details
Niagara Children’s Centre School: applications open mid-January and are received up until the Friday before March Break each year
Provides us with information so that we can make decisions about which children will be admitted to the Centre School
Complete the application with your Centre clinician, school team and/or community supports. You are responsible for attending a tour and an observation session.
Tour Date: Observation Date:
School Start
Transition to School Timetable
Month Activity
March
School board staff may observe your child in their child care setting, once your child is registered for school
April / May All About Me Worksheet (optional)
PurposeWho is ResponsibleNotes
Allows school board staff to become familiar with your child and their needs
• Your child’s Resource Consultant for EarlyON and child care settings
• School board staff for children in the Entry to School program
*Parents are required to stay with their children at the EarlyON observation visit Date and time:
A worksheet to write down your child’s strengths and likes to share with the boards at the transition to school meetings
Resource Consultants will facilitate completion of the worksheet with families. If you do not have a Resource Consultant, worksheets can be requested from a Niagara Children’s Centre clinician
All About Me worksheet completed
Niagara Children’s Centre School: Decisions made and communicated to families as well as school boards
To make sure that you and your home school have enough time to prepare if your child is not accepted at the Centre School
Niagara Children’s Centre School Principal sends out responses to all applications. You are responsible for confirming your acceptance if your child has been offered a spot
School Start
Transition to School Timetable cont'd
Month Activity
April - June
Summer
Transition to School Meetings:
Individual child and family school-based meetings for children with more complex needs
PurposeWho is ResponsibleNotes
• Get to know you and your child
• Determine supports your child may require
• Begin to develop an entr y to school plan and schedule for your child
School board staff schedule the meeting with your Resource Consultant at a time that works for you
You are responsible for attending and inviting any family members you wish to have join you
If applicable:
Date and Time:
Attending with you:
*Keep an eye out for any Welcome Events your school may have to prepare your child for September!
*For students requiring transportation accommodations: Parents are required to provide Niagara Student Transportation Services (NSTS) with an Individual Student Transportation Plan (ISTP), written by their child’s school, before accommodated transportation is put in place.
Confirm transportation via Niagara Student Transportation Services (NSTS) if your child will be bussed to school
To ensure all children requiring transportation are scheduled.
Parents are responsible for checking the NSTS website www.nsts.ca for their child’s bus schedule
Pick up time: Drop off time:
School Start Transition to School Timetable cont'd
Month Activity
PurposeWho is ResponsibleNotes
Summer
Continued
Summaries are prepared and sent to families and schools including next steps for any services your child is receiving or additional referrals needed
To share your child’s profile at the time of transition that will support your child’s participation in school
Resource Consultant, Niagara Children’s Centre clinician, or other agency staff
Child care transition meetings for before/after school care (if applicable)
To provide the receiving child care centre with information on your child’s needs and determine if any additional supports are required
Your Resource Consultant will meet with the new child care staff if your child is transitioning to a new after school child care centre in September
*Children are not guaranteed a spot in before/after school care when they transition to school. Parents are responsible for applying for child care through the One List https://niagara.onehsn.com/
If your child is attending Niagara Children’s Centre School:
A visit will be arranged with the clinicians who support the School
To help us get to know your child before school starts
Niagara Children’s Centre clinicians will contact you to schedule appointments. You are responsible for attending Visit date and time:
School Start Transition to School Timetable
Month Activity
SeptemberDecember School Starts
PurposeWho is ResponsibleNotes
You are responsible for getting your child ready for school, communicating with school staff, and attending any parent orientation sessions
Appointment:
Date and Time:
Follow up meetings as required
To share information or strategies to help your child be successful in the school environment
School staff may make requests to Resource Consultants and Niagara Children’s Centre clinicians for consultation during the transition period
My Notes:
Helpful Resources
Helpful Websites
District School Board of Niagara www.dsbn.org
Niagara Catholic District School Board www.niagaracatholic.ca
Niagara Children’s Centre/ School Authority www.niagarachildrenscentre.com
One List—Niagara Region Child Care Registry https://niagara.onehsn.com/
Autism Ontario www.autismontario.com
Contact Niagara https://www.contactniagara.org/
Local workshops
Niagara Children’s Centre offers a variety of workshops related to topics around Transition to School. Visit the Events Calendar on our website to register for our upcoming workshops. To see what workshops other local agencies are offering, please visit their websites or call them directly.
Who to ask for more information or support
• Preschool or other agency staff
• School Principals (clinicians, Social Workers, Resource Consultants)
• Peer support from other knowledgeable parents and
• School Board Special Education staff caregivers
Glossary of Terms used in Special Education
This is a glossary of terms and acronyms commonly used in special education in Ontario. For the definitions of special education terms used by your local school board please visit their website. Definitions are often provided in school board Parent Guides or you can ask the teacher or principal at your child’s school. If you are unsure about a term or acronym ask the person using the word. This can prevent misunderstandings and ensure you understand the topic under discussion.
Accommodations: strategies, supports and/or services required in order for the student to access the curriculum and demonstrate learning. Accommodations do not alter the provincial learning expectations for the grade level. There are three types of accommodations:
• Instructional Accommodations: changes to the teaching method, e.g. Braille books or text to speech computer software;
• Environmental Accommodation: changes to the classroom/school environment, e.g. seating arrangements, or lighting;
• Assessment Accommodation: changes required to show what the student has learned, e.g. allowing a student to answer test questions verbally or providing speech to text computer software
Alternative Expectations: Program that the student needs, but is not part of the Ontario curriculum. Expectations should represent a specific program designed and delivered to the student to support skill development in areas such as:
• Orientation and mobility for students who are blind;
• Personal care for students who require assistance with daily activities;
• Social skill programs for students with behaviour delays
Assessments: The process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course and/or the learning expectations identified in the student's IEP. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. Evaluation of student learning is based on “assessment of learning” that provides evidence of student achievement at strategic times throughout the grade/course/program, often at the end of a period of learning.
Glossary of Terms used in Special Education
Education Amendment Act: formally known as Bill 82. Under the act, all school boards must provide or purchase special education programs and services to meet the needs of all students with special educational needs.
Case Conference: a meeting to discuss your child’s needs. It may be held to plan for your child’s transition to school or to address changes in your child’s needs. The following individuals may attend: community agency staff, professionals involved with your child, teachers, support staff and school administration. Parents may choose to bring someone with them to take notes or speak on their behalf. The goal of the meeting is usually to problem solve or make plans to support your child.
Curriculum: The province of Ontario has outlined the program, or curriculum, that must be followed to educate children at each grade level. The curriculum describes the learning expectations (skills and knowledge) that students are expected to acquire in each grade. The curriculum is divided into different subject areas (e.g., Language, Mathematics, Social Studies) for both elementary and high school students.
Demonstration Schools: Schools operated by the Ministry of Education that provide special residential education programs for students with learning disabilities.
Developmental Disability/Developmentally Challenged: Children who are described to have a developmental disability have been assessed as being significantly below their age peers intellectually. Many of these students have learning needs that require highly specialized support and assistance. Children may have medical or health needs, may have difficulty communicating and extreme difficulty learning.
Glossary of Terms used in Special Education
Education Act: The Education Act is the provincial law that governs education in Ontario. All school boards must operate according to this law. The Act includes:
• Legislation: These are the overall laws, passed as Bills by government, regarding education.
• Regulations: These are made by the Minister of Education to expand on the Education Act and give more details about how the Act is to be applied.
• Memoranda: These are instructions issued to schools and boards. They are sub-divided into Policy-Program, Business and Safety. They are issued by the Deputy Ministers of Education and are valid until revoked.
• Standards: These are required minimum expectations from the Ministry of Education. For example, The Standards for Individual Education Plans (2002).
• Monographs: These are issued to provide strong suggestions or clarification on contentious issues. They are not binding, but are viewed to be important.
• Resource Guides: These documents are developed to provide school boards with additional information and examples of effective practices on particular topics. For example, Planning Entry to School (2006).
Educational Assistant (EA) – Educational Aide, Teaching Assistant, Pupil Aide: staff hired by school boards to work with students under the supervision of the classroom teacher. EA’s are assigned to schools and classrooms and not individual students. The number of EA’s assigned by school is based on overall school and classroom needs. Determination of how much time and the nature of the involvement of educational assistants with individual students is the responsibility of the principal.
Exceptional Student: Per the Education Act, a student who has been formally identified by an Identification and Placement Review Committee (IPRC). An exceptional student has significant needs in the areas of behaviour, communication, intellectual, physical or multiple disability and meets the provincial and school board criteria for identification. A student who has been identified as exceptional must be provided with the supports and services required to meet the exceptional needs. In addition, an Individual Education Plan must be developed for the student within 30 days of identification at an IPRC.
Identification and Placement Review Committee (IPRC): The IPRC is a committee made up of three persons appointed by the school board (at least one of the committee must be the principal or superintendent). This committee identifies a student’s exceptional learning needs and recommends the special education placement for the student. The IPRC also documents
Glossary of Terms used in Special Education
students’ strengths and needs, which is sometimes called the profile statement. The IPRC may also recommend support services and equipment. The IPRC process is outlined in a Ministry of Education regulation (Regulation 181/98) and includes an appeal mechanism for parents who are not satisfied with the decision regarding Identification or Placement.
Individual Education Plan (IEP): the plan that outlines the programs and services to be provided to students, and is developed by the school, in consultation with the parents. It must include specific educational expectations based on the curriculum, an outline of the special education program and services that will be received, and a statement about the methods by which the student’s progress is assessed. The IEP must be completed within 30 days after a student the IPRC.
An IEP may be developed for students who have not been Identified through the IPRC to document accommodations, modifications or alternate programs that the student may require. Parents must receive a copy of the IEP and the IEP is to be reviewed each term or semester.
Learning Disability: describes students who exhibit learning and academic difficulties that are greater than would be expected from assessed intellectual ability. A psychologist usually diagnoses a learning disability. The learning disability may include difficulties with the use of spoken language, understanding non-verbal cues, reading/ writing and/or mathematics.
Learning Expectations: These are the skills and knowledge that each student must demonstrate for each subject and grade. The Ontario Curriculum describes the learning expectations for all students.
Modifications: These are changes made to the grade level expectations for a subject or course to meet the needs of the student. For core subjects, such as Math and Language,
Glossary of Terms used in Special Education
the expectations may be from another grade level (higher or lower). For content subjects, such as Social Studies or History, the modifications may include significant changes to the number and/or complexity of the learning expectations.
Ontario Health atHome: Services provided within schools for students with health needs, by the Ministry of Health and Long Term Care. The types of services provided include dietician services, nursing care, and personal support workers. Referrals from the school Principal are required to access the program, and the process requires parent consent.
Ontario School Record (OSR.): This is the student file that contains all documents related to your child’s education. The contents of the OSR and access to the information are authorized by the Education Act. Report cards. IEPs and assessment reports are kept in the OSR. Your child’s teacher(s), the principal, and others working with your child have access to the OSR. Parents can ask to see the contents of the OSR by contacting the Principal.
Parent Guide: Every school board is required to develop a guide for parents that outlines the special education services provided as well as the procedures for IPRC, deciding the student’s placement or appealing these decisions. Many school board Parent Guides also contain answer to frequently asked questions and information on community resources.
Psychological Services (Psychologist and Psychometrist): Psychological Services staff administer and interpret psychological and educational tests; assist with behaviour management; provide counselling, and consult with school staff.
School Based Rehabilitation Services: Services provided within schools for students with rehabilitation needs (physiotherapy, occupational therapy, and speech therapy). This service is funded through the Ministry of Children, Community and Social Services and is provided by the Niagara Children’s Centre. Referrals are either made by Centre
preschool and school aged therapists or local school boards. In either case, the process requires parent consent.
School Team: These teams are composed of teachers and support staff for the school and meet to discuss individual students who may be having difficulty in the classroom. The purpose of the team is to review the student’s progress and intervention strategies that have been used by the classroom teacher, and develop a plan for the student. The student plan may include new strategies for the classroom teacher to use or a referral for additional assessments. These teams have various terms in different boards and the classroom teacher or Principal can let you know the proper term (e.g., Program Development Team, In-School Team, School Based Support Team).
Special Education Advisory Committee (SEAC):
Every board is required to have a SEAC composed of local association representatives, such as Easter Seals Ontario, as well as trustees. The committee, which usually meets on a monthly basis, is to advise the school board on special education issues. Meetings are open to members of the public.
