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Accessing Special Education Support in High School
Accessing Special Education Support in High School
The elementary to secondary models of Special Education are similar in that they both reflect inclusivity and integration. What may differ is the method of accessing support.
Our teachers are dedicated to creating the best possible learning environment for your child. Special Education teachers work in collaboration with classroom teachers to meet the diverse learning needs of their students. In order to reflect an inclusive approach to teaching and learning, the YCDSB belief is that students work collaboratively with their classroom and special education teacher. The special education teacher will withdraw the student on a per needs basis, with the goal of minimal withdrawal and maximize classroom participation.
The special education teacher will also teach the student how they should advocate for core resource support(s).
These supports can include support in:
regular class
resource/withdrawal
special class, part time
special class, full time
Self-Advocacy: Helping Students to Acquire a Valuable Skill
Self-Advocacy: Helping Students to Acquire a Valuable Skill
The ability to self-advocate is important for students to learn in order to be successful at all stages of their lives.
To be effective advocates for their own interests, students need an understanding of their legal rights and responsibilities. They also need self-knowledge – an understanding of their strengths, needs, and personal goals. Self-evaluation and reflection are important components of self-knowledge.
When a student requires assistance they can:
communicate to their classroom teacher
reach out to their Special Education teacher by 1) email, 2) Core Room visit, or 3) having their classroom teacher or parent/guardian advocate on their behalf.
Guidance Counsellors work with the Special Education Teacher to help create an achievable pathway plan.
Advocate for Children's Needs
Advocate for Children's Needs
You are your child's strongest advocate! All parents have the right to advocate for their child.
Students may accompany their parents to meetings to help them express their concerns. When advocating for your child we encourage a sequence of communication.
First, communicate with your child's classroom teacher. Ask questions and actively listen.
Second, communicate concerns with your child's Special Education teacher.
Role of the Parent
Role of the Parent
Parents are an integral part of the process throughout the stages of delivery of Special Education Programs and Services.
Parents are invited to meet with the Special Education teacher to discuss the Individual Education Plan that will be individually formulated for their child. This plan identifies program goals and objectives.
Parents are invited to participate in Identification and Placement meetings, and in the Review of Placement meeting which is held at least once a year. Parental input is necessary at each stage to improve student learning.
Parent's Guide to Special Education
Parent's Guide to Special Education
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