Types of Special Education Services

 

PSYCHOLOGICAL SERVICES

When a student is experiencing difficulty in school despite ongoing educational interventions, a referral to Psychological Services can be very helpful to better understand the social, emotional and learning needs of the child/youth and make recommendations for optimal learning, school success, and improved mental health.

Staff in Psychological Services include Psychologists and Psychological Associates, who are regulated health professionals and registered by the College of Psychologists in Ontario, as well as, Psychoeducational Clinicians who have a minimum of a Master's Degree and are working under supervision and towards College registration.  All staff have specialized training school psychology.

School Psychology staff work with students, families and staff to provide the following services: 

  • Individual psychological assessment and diagnosis of intellectual disabilities, learning disabilities, mental health and behaviour disorders
  • Consultation for programming planning, school interventions, and community referrals
  • Professional workshops on a variety of learning, special education and mental health topics
  • Mental health promotion and training

Our school psychology staff are assigned to work in both elementary and secondary schools.  Referrals to psychological services are made by the school principal.  For more information please see:

Psychological Services Brochure

BEHAVIOUR SERVICES

Students with behavioural needs have a range of support available to them. As always, support provided within the classroom setting is the first option considered. On those occasions when a student requires more intensive intervention, the Principal can request the services of the Instructional Leadership Consultant (ILC) for Special Education for their region.  The ILC, or one of their Behaviour Support Assistant(s) (BSA), is available to observe the student, attend case conferences, and to assist in the development of appropriate program interventions/ strategies for the student. These interventions may be outlined in an Individual Education Plan (IEP) or as a Safety Plan which is reflected in the IEP.

Behaviour Support Assistants (BSA) - by school assignment - offices at CECs 

  • work directly with school staff to develop and maintain strategies to improve student behaviour
  • respond to emergency situations where safety is the major issue and support staff in addressing this concern and with the development of student individual safety plans and worker safety plans
  • provide functional behaviour assessments and other data collection systems to identify and analyze behaviour for change
  • provide training for staff in Crisis Prevention Institute’s nonviolent crisis intervention program
  • provide workshops, in-services, and institutes on various topics related to student behaviour 

MULTI-FOCUSED TEAM (M.F.T.)

These teams are composed of professionals from diverse disciplines, including psychology, attendance and counselling, speech and language, behaviour and special education, to provide seamless support for students with special needs.  Our objectives within Special Education Services are clear:

  • We provide services to schools to help them support students with special needs
  • We provide services to schools to raise their capacity to support students with special needs. 

These teams are composed of professionals from various community partners and stakeholders, including children's mental health, health and community policing.  Our objectives are to support our students with complex special education and mental health needs to access community-based supports through well-developed referral pathways and service planning.

SPEECH AND LANGUAGE SERVICES

Speech-Language Services is a team of professionals who provide a range of services to students with speech-language delays or disorders. Services include assessment and intervention, and liaison with related community agencies. The main focus is on reducing the impact that speech or language difficulties can have on academic achievement.

Speech-Language Services consists of a team of professionals including Speech-Language Pathologists, who are regulated health professionals, and Communicative Disorders Assistants.

A broad range of services is provided in the schools including whole class and small group programs to develop language and literacy skills:

  • in-service workshops on a variety of topics for KPR staff and parents
  • home programs for mild speech and language delays
  • training on the use of visual communication supports in the classroom
  • computer/equipment training for autism spectrum disorder, nonverbal, and developmentally-delayed students
  • assessment, consultation, and programming
  • liaison with community agencies

Service is primarily available in Kindergarten through Grade 3 for students with:

  • early literacy delays
  • speaking difficulties
  • listening/understanding difficulties
  • reading difficulties
  • writing difficulties
  • social/pragmatic communication difficulties 

Services are available in Kindergarten through Grade 12 for students:

  • with autism spectrum disorders,
  • with mild speech delays
  • who cannot speak (nonverbal)
  • who have communication needs and are being serviced by the multidisciplinary teams that provide targeted behaviour and mental health intervention for select students 

For more information, please see:

Speech and Language Assessment Brochure

School Board Speech-Language Pathologist assess speech articulation and refer those students with moderate or severe difficulties to the School Based Rehabilitation program provided by the local Children's Treatment Centre.

School Based Rehabilitation Services 
(Occupational Therapy, Physiotherapy & Speech Language Services)

ATTENDANCE AND COUNSELLING SERVICES

In Attendance and Counselling, our purpose is to promote student achievement through regular school attendance and mental health counselling support of Kawartha Pine Ridge District School Board students who are at risk or in crisis during their school years.

Attendance and Counselling Services is a professional group of School Board Counsellors experienced in working with children and families. Their purpose is to promote student achievement through regular school attendance and counselling support of students who are at risk or in crisis during their school year. They provide a broad range of services in the schools including the following:

School Board Counsellors

  • the assessment and treatment of school refusal behaviour, the identification of attendance barriers, developing return-to-school and transition-to-work plans, and developing temporary alternatives to school programs (e.g., SAL)
  • counselling services for grief and loss, separation and divorce, self-harm behaviour, and substance abuse
  • intervention plans to address suicide risk, crisis, trauma, and critical school incidents
  • participation on multi-disciplinary teams that provide direct and integrated behaviour and mental health intervention for some of our neediest students.

KPR also recognizes that some students may not benefit from the formal classroom setting. Since the goal of the Kawartha Pine Ridge District School Board is to help all students meet with success, we are pleased to offer the Supervised Alternative Learning (SAL) program.  SAL provides a supervised educational alternative for students aged 14 to 17. SAL allows students to experience a range of educational choices. These may include working at a full-time job, working part-time while doing schoolwork part-time, or doing schoolwork in an alternative setting.

What is the purpose of SAL?

The SAL program: 

  • provides life experiences to help students gain knowledge and skills for problem-solving and decision-making
  • increases opportunities for personal growth, self-esteem, independence and self-discipline
  • makes students more aware of the realities and opportunities in the world of work
  • helps students, parents and guardians determine whether returning to regular school is in the student’s best interests.

Reasons to consider SAL

Some reasons for considering SAL for a student include: 

  • inability to cope with the traditional, structured schooling
  • significant absence from school for various reasons, including health problems
  • inability to benefit from regular school attendance.

While participating in the SAL program, the student continues to receive educational services, such as guidance and counselling. These services are outlined in the alternative program designed for each student. The Board also encourages students to maintain connections with their home school and participate in extra-curricular activities that interest them. We hope most students will be able to return to the regular school environment, and complete their Ontario Secondary School Diploma.

Parents’/guardians’ responsibilities

As the parent or guardian of a SAL student, you are expected to: 

  • work with the school and school board counsellor to help determine an alternative program that is appropriate for your teen
  • inform the SAL committee if your teen does not follow the alternative program contract
  • let the school know of any change in your address or phone number
  • write a letter to the committee, on behalf of your teen, if you feel the alternative program needs to change. 

Learning and Life Skills (LLS)

The Learning and Life Skills (LLS) program is a specialized program available to students 9 -21 years of age who meet the criteria for a developmental disability.  The specific focus of the LLS program is life skills and includes literacy, numeracy and social skills, providing students with the opportunity to reach their full potential.  Programs are taught in a variety of interactive and experiential ways that are individualized for each student. Each student in the LLS program has an Individual Education Plan (IEP) which outlines the strengths and needs as determined through observations and assessments.

Students who meet the criteria for the LLS program are placed through the Identification, Placement and Review Committee (IPRC).  These small, specialized classes exist in both elementary and secondary schools throughout the Kawartha Pine Ridge District School Board (KPRDSB).  Opportunities to participate in mainstream activities is an important aspect of the LLS program. We are proud of the partnerships that exist with students, parents, educators and community agencies who help to create and support a nurturing environment that prepares students for an active and fulfilling life in their community.       

Our vibrant Learning and Life Skills programs are located in all three regions within the KPRDSB.   Students usually enter a Learning and Life Skills class in the junior or intermediate division and transition into a secondary school class after Grade 8.

 

Clarington Region

Elementary                                                     Secondary

Courtice North Public School                         Clarington Central Secondary School

John M James Public School

Lydia Trull Public School

 

Northumberland Region

Elementary                                                     Secondary

Terry Fox Public School                                 Cobourg Collegiate Institute

Kent Public School                                        Port Hope High School

Brighton Public School                                  Campbellford District High School

                                                                  Norwood District High School

                                                                  East Northumberland Secondary School

 

Peterborough Region

Elementary                                                     Secondary

Highland Heights Public School                     Adam Scott Vocational Collegiate

James Strath Public School                           Crestwood Collegiate

Queen Elizabeth Public School                      Kenner Vocational Collegiate

Roger Neilsen Public School

 

Deaf and Hard of Hearing

Our Deaf and Hard of Hearing Itinerant teachers provide assessment, consultation, liaison and direct instruction services for deaf and hard of hearing students throughout the region.

Our teachers:

·         Provide resource and/or withdrawal assistance to those students identified as deaf and hard of hearing.

·         Participate in school level team meetings as directed by the Principal

·         Support the collaborative development and implementation of program and strategies to support students with hearing                loss in consultation with Special Education Resource teachers, classroom teachers and Administration.

·         Work with Special Education Resource teachers and classroom teachers to assess student’s needs and to coordinate the              purchase, maintenance and repair of FM amplification systems and other personalized equipment through SEA funding.

·         Liaise with medical practitioners and outside agencies to support appropriate auditory management of students with                    hearing loss.

·         Provide in-service opportunities for Special Education Resource teachers, classroom teachers and other school staff to                  support student’s needs.

·         Carry out other duties as assigned by the Superintendent of Special Education and/or the Principal of Special Education.

·         Provide assessment specific to students with hearing loss.

Applied Behavioural Analysis (ABA)

At KPR, the ABA team is dedicated to providing function-based intervention that is consistent with applied behaviour analysis principles. Members of the ABA team, work in collaboration with the families, schools and students we serve, to create programming that addresses academic and social needs, and effectively decrease challenging behaviour. The ABA team ensures that intervention and programming is data driven, and depending on the needs, collects independent data to inform behavioural assessments.

The ABA team will:

·         Identify function-based treatment that is consistent with ABA principles of reinforcement

·         Address ongoing skill building programming for academic and social deficits

·         Collect data, make data-based decisions, create and implement programs.

·         Collaborate with multi-disciplinary teams to provide evidence-based programming for students.

·         Provide training to staff to collect data and implement behavioural programming

Blind and Low Vision

All eye conditions and visual acuities must be verified by an Ophthalmologist or Optometrist for service to be considered. The type of service is based on several factors including visual acuities, diagnosis, professional assessments and an Expanded Core Curriculum (ECC) Needs Assessment.  The ECC is used to define concepts and skills that often require specialized instruction for students who are blind or visually impaired.  These skills compensate for a student’s decreased opportunities to learn incidentally by observing others.

Our Vision Itinerant teachers may provide resource and/or withdrawal assistance to those students identified as Blind or Visually Impaired

Our Blind and Low Vision Itinerant teachers provide:

·         Provide direct instruction of the Expanded Core Curriculum (ECC) to students identified as Blind or Visually Impaired and              for whom it has been determined through assessments

·         Participate in school level team meetings as directed by the Principal

·         Support the collaborative development and implementation of program and strategies to support students with vision loss            in consultation with Special Education Resource teachers, classroom teachers, support staff and Administration

·         Develop and report on the Individual Education Plan (IEP) vision goals for a student receiving direct instruction based on              the Expanded Core Curriculum

·         Explain educational implications/impacts of the visual impairment and provide in-services to staff

·         Work with Special Education Resource teachers and classroom teachers to assess student’s needs and to coordinate the              purchase, maintenance and repair of equipment and other personalized equipment through SEA funding

·         Liaise with medical practitioners and outside agencies to support appropriate visual accommodations for students who are            blind or have a visual impairment

Care and/or Treatment, Custody and Correctional (CTCC) 

Kawartha Pine Ridge District School Board has entered into educational agreements with government approved CTCC facilities to provide education programs for those students who cannot attend local schools because of their need for care, treatment and/or rehabilitation. CTCC education programs are based on a collaborative model between the school board and the agency/facility. The school board provides the education programming and the agency/facility provides the care, treatment, and/or rehabilitation outcomes. Joint planning and multi-disciplinary teams are used to ensure consistent and continuous support for students in these programs.

Currently, KPR has CTCC class partnerships with the following programs and agencies:

 Program / Agency Names 

 Associated Schools

 Dalhousie Youth Support Services

 Kenner CVI

 Falconhurst Group Home

 Port Hope HS

 Frontenac Youth Services

 Clarington Central S.S

 Hand In Hand Children’s Services

 PACE

 Hand In Hand Children’s Services

 Queen Elizabeth PS

 Kinark Child and Family Services

 Queen Mary PS

 Kinark Child and Family Services - STRIVE

 TASS

 Mon Ami Children’s Services

 Prince of Wales PS

 Mon Ami Children’s Services

 Otonabee Valley PS

 Mon Ami Children’s Services

 Crestwood S.S.

 Murray McKinnon Foundation – (Oakwood House)

 Kenner CVI

 Park Place for Youth

 Kenner CVI

 Peterborough Regional Health Centre

 Kenner CVI

 

Dedicated Space Within Schools for ABA Services

The dedicated space initiative enables external Applied Behaviour Analyst (ABA) practitioners to provide ABA services (Intensive Behaviour Intervention -IBI/ABA programming) within school sites for students with Autism Spectrum Disorder (ASD) where possible. 

The benefits for students receiving services within the school settings include:

  • Generalization of targeted skills from the dedicated space to the school setting;
  • Sharing of students’ programming and supportive strategies through greater communication between school staff the ABA practitioner;
  • Transition to school and classroom is gradual, intentional and supported;
  • Transportation to and from the external ABA practitioner from school is eliminated.

The approval process to have an external ABA practitioner provide ABA services within a dedicated space, considers the following: 

  • Availability of appropriate space within a student’s home-school
  • Student’s ABA program is overseen by an external Board Certified Behaviour Analyst (BCBA)
  • Targeted skills can be generalized within the school setting

The External practitioner will be required to work directly with a Kawartha Pine Ridge District School Board (KPRDSB) ABA Coordinator to work through the approval process.  To request that your child be considered to receive services through a dedicated space, call

Kawartha Pine Ridge District School Board - Special Education Department

705-742-9773 / 1-877-741-4577 Ext. 2174

External Agency Collaboration

Regulated Health Services and Social Work Services:

If a program or service being offered by an external agency is delivered by, or supervised by, a regulated health professional or social worker, the Application for Consideration of an External Agency Collaboration -Supplemental Student Services by Regulated Professionals/Paraprofessionals should be completed.

 

Non-Regulated Programs and Services:

If a program or service being offered by an external agency or professional is not delivered by, or supervised by, a regulated professional, the Application for Consideration of an External Agency Collaboration- Supplemental Student Services by Non-Regulated Professionals/Paraprofessionals should be completed.

 

Third Party Service Provider - Personal Support Workers:

If a third party provider wishes to a) fund in-classroom student support using a Kawartha Pine Ridge District School Board employee, or b) provide a personal support worker for in-classroom student support via an employee external to the Board, the Application for Consideration of a Third Party Collaboration-Personal Support Worker should be completed.

 

PPM 149

Is posted on the Ministry of Education website at http://edu.gov.on.ca/extra/eng/ppm/149.html