The Vision of the Toronto District School Board’s Special Education Plan is that students identified with exceptionalities be welcomed, included, and supported within well-resourced neighbourhood schools. We are committed to ensuring that students with special education needs will be provided with the most supportive and inclusive environment possible for learning. This Vision includes a commitment on the part of the TDSB to make, where possible, facilities fully accessible to students, families, staff, and communities. Some students with unique strengths and needs (behaviour, communication, intellectual, and physical) may require more specialized or intensive programs and supports. Our goal is to have these intensive programs and supports available at sites that are equitably distributed throughout the District. Finally, collaboration and problem solving among school personnel, parents/guardians and students are viewed as integral to the development of effective interventions. A further commitment is made to better serve our students by continuing to search out effective practices, as evidenced in research and practice, in partnership with the Special Education Advisory Committee and other departments of the Board.

Electronic reproduction. "Updated July 2019"--Cover.

TDSB Special Education Plan û Introduction -- TDSB Vision and Model for Special Education -- Vision for Special Education -- Moving Towards Greater Inclusion -- Anticipated Benefits for ALL Students -- Model for Special Education -- Accessibility -- TDSB Accessibility Committee and Working Group -- Accessibility for Ontarians with Disabilities Act, 2005 (AODA) -- Accessibility Capital Spending Committee -- TDSB Barrier Free Committee -- Special Education Accessibility Grant -- Assessment -- Individual Assessments û Purpose and Goals -- Standards for the Provision of Individual Assessments -- Sharing Assessment Information -- Types of Assessments -- Educational Assessment -- Diagnostic Assessment -- PPM155 û Diagnostic Assessment in Support of Student Learning -- Occupational Therapy and Physiotherapy Assessments -- Psychological Assessments -- Social Work Assessments -- Speech and Language Assessments -- Consultation -- Consultation with SEAC -- Summary of SEAC Consultation Input -- SEAC Input on Policies and Procedures -- Broader SEAC Consultation -- Parent/Community Input -- Continuum of TDSB Supports, Programs and Services -- Special Education Program Supports and Related Services -- Accessing Special Education Programs and Services -- Identifying and Meeting the Needs of Pupils Who May Be “Exceptional” -- Identification, Placement, and Review Committee (IPRC) -- IPRC Placement Options -- Community-Based Resource Model (CBRM) -- Methods and Resource Support (MART) -- Resource Program -- Home School Program (HSP) -- Secondary School Special Education Support -- Secondary Resource Program (RSE) -- Secondary Learning Strategies (GLE) Courses for Students on an IEP -- Focus On Success (FOS) Program -- Early and On-Going Identification and Intervention -- Implementation -- Special Education Plan û Table of Contents -- Process and Procedures -- Early Planning for Students with Special Needs -- Entry Plan for Students with Special Needs (Chart) -- Early Years Intervention Programs -- Diagnostic Kindergarten -- Kindergarten Intervention Program (KIP) -- Kindergarten Early Language Intervention (KELI) Program -- Exceptionalities û Identification Criteria and Intensive Support Programming -- Ministry of Education Definitions -- Ministry of Education Categories of Exceptionality -- TDSB Congregated.. Intensive Support Programs (ISP) -- Behaviour Exceptionality -- Communication Exceptionalities Autism -- Learning Disability -- Language Impairment -- Speech Impairment -- Deaf and Hard-of-Hearing -- Intellectual Exceptionalities Developmental Disability -- Giftedness -- Mild Intellectual Disability -- Multiple Exceptionalities -- Physical Exceptionalities Blind/Low Vision -- Physical Exceptionality -- Identification, Placement and Review Committee (IPRC) Process û Reg. 181/ -- In-School Support Team (IST) and School Support Team (SST) -- Individual Education Plan (IEP) -- Transition Planning -- Ministry of Education û Special Education Roles and Responsibilities -- Ministry of Education û Provincial and Demonstration Schools -- Partnerships û Coordination of Services with Other Ministries and Agencies -- PPM No 149 -- TDSB Early Intervention Initiatives -- Kindergarten Early Language Intervention (KELI) -- Toronto Partner Autism Services (TPAS) -- Connections: Supporting Seamless Transitions for Students with ASD -- Transitions from Toronto Pre-School Speech and Language Services (TPSL) -- External Partnerships (Chart) -- Professional Learning -- Safety û Management of Risk-of-Injury Behaviours -- Special Education Advisory Committee (SEAC) -- Role of SEAC -- Meeting Dates and Times -- Membership and Member Selection -- Communication with SEAC -- Representatives and Contact Information (Charts) -- Special Education Program Recommendation Committee (SEPRC) -- Special Education Regional Support Services -- Requesting Regional Support Services -- Blind/Low Vision Itinerant Support -- Deaf/Hard of Hearing Itinerant Support -- Low-Incidence Referrals -- Regional Autism Spectrum Disorder (ASD) Team -- TDSB/Surrey Place Centre Partnership (School Support Program) -- Behaviour Regional Services (BRS) Team -- Special Education û Section 23 Programs -- Section 23 Program Resources -- Special Education û Staff Allocation Process -- Background -- Opening a New Intensive Support Program (ISP) in a School -- Moving an Intensive Support Program from one School to Another -- Closing an Intensive Support Program -- Special Education Staff Allocation for 2015-2016 -- Allocation of Special Education Support Staff -- Placement of Staff in Special Education Programs -- Staff Allocation for 2015-2016 (Chart) -- Special Equipment Amount (SEA) -- Special Incidence Portion (SIP) -- Specialized Health Support Services -- PPM No 81 Provision of Health Support Services in School Settings -- Catheterization and Suctioning -- Model of Provision of Specialized Health Support Services (Charts) -- Staff Organization and Responsibilities û Special Education and Section 23 -- Department Administrative Structure -- Roles and Responsibilities -- Executive Superintendent and Coordinating Superintendents -- Principals -- Vice Principals -- Coordinators -- Consultants -- Special Education Itinerant Teachers -- School-Based Special Education Teaching Staff -- Paraprofessional Support Staff -- Staff Organization and Responsibilities û Student Support Services and Care -- Department Administrative Structure -- Roles and Responsibilities -- Executive Superintendent -- Senior Manager of Professional Support Services -- Child and Youth Services Staff -- Occupational Therapy and Physiotherapy Services Staff -- Psychological Services Staff -- Social Work and Attendance Services Staff -- Speech-Language Pathology Services Staff -- Transportation -- Method of Transportation Service -- Requirements and Responsibilities -- Cancellation of Service Due to Inclement Weather -- September Start Up -- Transportation Safety -- Appeal Process -- Transportation Company Contact Information -- Appendices: Appendix A: Guide to Special Education for Parents/Guardians -- Appendix B: Individual Education Plan -- Appendix C: Forms -- (1) Informed Consent for the Release of Confidential Information -- (2) Occupational Therapy & Physiotherapy Service Screening Checklist and Referral Form -- (3) ASD Team Services Referral Form -- (4) Individual Learning Profile û Elementary -- (5) Individual Learning Profile û Secondary -- (6) Behaviour Regional Services Consent Form -- (7) Developmental History Form -- (8) Professional Support Services Referral Form -- Appendix D: TDSB Early and Ongoing Identification Procedure (EOID) -- Appendix E: Glossary of Terms (TDSB) -- Appendix F: Special Education Acronyms -- Appendix G: Resources -- Appendix H: Special Education Related Websites.