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Special Education

Introduction

The development of each student’s abilities and potential is a shared responsibility. It is the role of the Special Education Department staff to work with parents, students, teachers, school personnel, and community agencies to provide options for success of all students. This shared and collaborative model provides services which are delivered primarily within the regular classroom by the course teachers and supported by the Special Education Resource staff. Together, goals are set, and a plan of action is created to assist students in reaching these goals.  

Some students may have an Individual Education Plan (IEP) for which accommodations, instructional strategies, and assessment methods are specific to the strengths and needs of that individual student. The Special Education Resource staff works with the students to assist them in better understanding their exceptionality and identify accommodations necessary for course success.  

The student becomes responsible for working with individual classroom teachers for precise accommodations and responsibilities in each class. This process enhances student self-awareness and self-advocacy skills and empowers them to have voice in seeking assistance and strategies necessary for success.  

The Special Education Department offers a variety of services and programs to assist students in their secondary school experience and making the transition to post-secondary life. 

The Brant Haldimand Norfolk Catholic District School Board strives to meet the educational needs of all learners at the secondary level.  The Special Education Department is committed to meeting the needs of all students to ensure they reach their full potential. 

The Special Education Department offers three specific alternative programs for identified students to support academic, vocational, spiritual and personal growth. These programs are designed to prepare students for independent or supported living and employment settings. 

The three alternative programs

  • Personal Active Learning Program (PAL) 
  • Community Living Program 
  • Job Skills Program

The Benefits of these programs 

  • Smaller class size with support personnel 
  • Instruction and practice of appropriate social skills 
  • Functional literacy and numeracy instruction 
  • Consistent, regular routines 
  • Integration opportunities within the school and/or community 
  • Individualized programming based on students’ strengths and needs 
  • Highly structured environment that promotes independence and confidence  
  • Consistent classroom behavioural expectations 
  • Opportunity to practice skills learned through experiential learning  

Personal Active Learning Program (PAL) 

This program is designed for students in a non-credit program with intensive supports to enhance student learning.   

Alternative courses in this program are aimed at developing functional academics, self-help skills, functional communication, daily living skills, motor skills, and choice making. Students are taught using a multi-sensory approach which includes ABA strategies and opportunities for experiential learning. Classes will be offered at Assumption College School and at Holy Trinity Catholic High School. 

Criteria for placement in the PAL Program:  

  • Non-independent
  • Identification of one or more of the following: Developmental Disability, Autism Spectrum Disorder and/or multiple complex needs in one or more of the following: Communication, mobility, academics, medical, social and self-care skills 

Features of the PAL Program: 

  • A class size of eight (8) students
  • Extensive support of educational assistants
  • A self-contained environment with planned and supported integration opportunities within the school 
  • If required, access to system support staff including Speech-Language Pathologists, Social Workers, Orientation and Mobility, Itinerant Teacher of the Deaf and Hard of Hearing and ABA Leads    
  • A close liaison with partnering agencies regarding student programming and coordination of community services 

Community Living Program 

This program is designed for students in a non-credit program whose ultimate post-secondary goal is to seek supported living and supported employment in the community. Classes will be offered at Assumption College School and at Holy Trinity Catholic High School. 

Criteria for placement in the Community Living Program: 

  • Partially independent – needs some supervision
  • Identification of one or more of the following:  Developmental Disability, Autism Spectrum Disorder and/or Multiple
  • Moderate needs in one or more of the following: receptive and expressive language, mobility, social, academics and medical
  • Liaison with partnering agencies regarding programming and coordination of community services where appropriate

Features of the Community Living Program: 

  • A maximum of twelve (12) students  
  • Support of educational assistant(s)
  • If required, access to system support staff including Speech-Language Pathologists, Social Workers, Orientation and Mobility, Itinerant Teacher of the Deaf and Hard of Hearing and ABA leads 
  • An environment with planned and supported integration opportunities within the school  

Job Skills Program 

This class is designed for students in a non-credit program whose ultimate post-secondary goal is to continue education and/or seek independent living and employment. The program offers students an opportunity to obtain credit courses or courses combined with on-the-job training. Classes will be offered at Assumption College School, St. John’s College, and Holy Trinity Catholic High School.      

Criteria for placement in the Job Skills Program: 

  • Independent other than physical needs, (e.g. personal care) due to a medical condition
  • Identification of one or more of the following:   Mild Intellectual Disability, Autism Spectrum Disorder and/or Multiple 
  • Minor needs in receptive and expressive language, mobility, social, academics and medical 

Features of the Job Skills Program:  

  • A maximum of sixteen (16) students
  • Support of an educational assistant
  • Liaison with partnering agencies regarding programming and coordination of community services where applicable
  • An environment that will allow for planned integration opportunities in locally developed and other credit courses.