Special Education Awards for Exemplary Practice in Integration / Prix d'excellence en intégration des élèves en difficulté


Contents

Table des matières



Introduction
Background
Criteria for Awards
Assistance to Schools and Boards
Introduction
Historique
Caractéristiques des programmes primés
Suggestions aux écoles et aux conseils
Award Recipients
English-Language Schools and Boards
French-Language Schools and Boards
Prix d'excellence
Conseils et écoles de langue anglaise
Conseils et écoles de langue française
Recipients of Honourable Mention Certificates
English-Language Schools and Boards
French-Language Schools and Boards
Certificats de mention honorable
Conseils et écoles de langue anglaise
Conseils et écoles de langue française
Lists of Recipients
Award Recipients
  • English-Language Schools and Boards
  • French-Language Schools and Boards
Recipients of Honourable Mention Certificates
  • English-Language Schools and Boards
  • French-Language Schools and Boards
Listes des lauréats et lauréates
Prix d'excellence
  • Conseils et écoles de langue anglaise
  • Conseils et écoles de langue française
Certificats de mention honorable
  • Conseils et écoles de langue anglaise
  • Conseils et écoles de langue française

Introduction

Background

The Ministry of Education and Training has established an award for exemplary practice in integration. This award recognizes exemplary educational programs or strategies that integrate students with exceptionalities into the regular classrooms and daily life of Ontario schools. This initiative is in keeping with the ministry's policy that integration of students with exceptionalities should be the normal practice in Ontario schools.

Nominations for awards were made by a wide variety of interested individuals and groups, including educators, speech/language pathologists, parents, parent and community associations, correctional and treatment facilities, and day-care centres. Decisions on granting awards were made by the Exemplary Practice in Integration Awards panel established by the Ministry of Education and Training. Decisions were based on the letter of nomination, information provided by the nominated party, and letters of reference. When necessary, additional information on the nominated program was sought. The panel's recommendations were validated by the regional offices of the ministry. Award recipients have been selected at all levels of public education and have been provided with a certificate from the Ministry of Education and Training.

Criteria for Awards

Programs that won an award met a large number of the following criteria:

  • Students are integrated in the regular classroom for most of their program.
  • The regular classroom teacher has the primary educational responsibility for all students in the classroom.
  • Special education support staff work in the regular classroom with students and regular classroom teachers.
  • Parents have the opportunity to be closely involved with their children's educational program.
  • Integrated students are members of the local community.
  • A peer support system is in place.
  • Integrated students are included beyond the individual classroom level.
  • Academic and social progress for all students is a constant focus of the program or strategy.
  • Special education support staff work closely with regular classroom teachers in planning and monitoring individual programs.
  • Accommodations are in place to help all students meet the learning outcomes for the course or program.
  • A co-operative planning process based on individual student needs is in place.
  • A collaborative team that includes parents is in place, and regular meetings of this team are held.
  • Stake holders beyond the school are involved in the integration program or strategy.
  • In-service training and/or other professional support in the area of integration is available to teaching and support staff.
  • Human and financial resources are made available to the integration program at a reasonable level.
  • School staff share a common educational philosophy supportive of integration.
  • School administrators are supportive of the integration program.

Honourable mention certificates were granted to schools and boards in which an outstanding teacher was nominated and to schools and boards that met fewer of the criteria but whose efforts and achievements in integrating exceptional students merited recognition.

Assistance to Schools and Boards

The purpose of this publication is to make information available about the various excellent approaches to integration demonstrated by these schools and school boards across Ontario. The short descriptions of award-winning programs are intended to offer some ideas and guidance to others in their efforts to increase integrated educational opportunities for Ontario students.

Award winners are willing to provide further information on their programs, strategies, and activities, and are willing to assist others by:

  • hosting visitors;
  • participating in in-service meetings beyond their own schools;
  • providing mentorship opportunities;
  • maintaining public and professional awareness of their integration programs.

For further information on any program, please contact the school or school board directly.


Historique

Le ministère de l'Éducation et de la Formation a créé les prix d'excellence en intégration pour souligner les stratégies ou programmes exemplaires visant l'intégration des élèves ayant des besoins particuliers aux classes ordinaires et à la vie des écoles de l'Ontario. Le ministère considère d'ailleurs que cette pratique devrait être courante.

Ce sont des personnes et des groupes de divers secteurs qui ont proposé les candidatures. Il s'agissait, entre autres, d'éducateurs, d'orthophonistes, de parents, d'associations communautaires, de centres correctionnels et de garderies. Tous les paliers d'enseignement étaient visés. Le choix des lauréats et lauréates a été fait par un comité de sélection institué par le ministère de l'Éducation et de la Formation. Ce comité prenait ses décisions en se fondant sur une lettre de mise en candidature, sur des renseignements se rapportant au programme, ainsi que sur des lettres de recommandation. Au besoin, il cherchait à obtenir d'autres renseignements sur le programme en question. Les recommandations du jury étaient validées par les bureaux régionaux du ministère. Les responsables d'un programme dont la candidature a été retenue ont reçu un certificat du ministère de l'Éducation et de la Formation.

Caractéristiques des programmes primés

Les programmes primés présentaient bon nombre des caractéristiques suivantes :

  • Les élèves sont intégrés dans les classes ordinaires pendant la plus grande partie de leur programme.
  • L'enseignante ou l'enseignant affecté à la classe ordinaire est responsable de l'éducation de l'ensemble de ses élèves.
  • Le personnel chargé d'appuyer l'enseignement aux élèves en difficulté travaille dans les classes ordinaires en compagnie des élèves et des enseignantes et enseignants.
  • Les parents peuvent participer étroitement au programme éducatif de leurs enfants.
  • Les élèves intégrés participent à la vie de la communauté locale.
  • Il existe un système où les élèves obtiennent l'appui de leurs camarades.
  • L'intégration des élèves dépasse le cadre de la classe.
  • La stratégie ou le programme se concentre constamment sur le progrès scolaire et social des élèves.
  • Le personnel chargé d'appuyer l'enseignement aux élèves en difficulté collabore avec les enseignantes et enseignants à la planification et au suivi de chaque programme.
  • Tout a été fait pour permettre à l'ensemble des élèves d'atteindre les résultats d'apprentissage du cours ou du programme.
  • Il existe un processus de planification en commun fondé sur les besoins de chaque élève.
  • Une équipe, composée entre autres de parents, se réunit régulièrement.
  • Les personnes et groupes intéressés de l'extérieur de l'école participent à la stratégie ou au programme d'intégration.
  • Le personnel enseignant et d'appoint a accès à une formation en cours d'emploi et à d'autres services de perfectionnement professionnel dans le domaine de l'intégration.
  • Le programme d'intégration reçoit un niveau raisonnable de ressources humaines et financières.
  • Les membres du personnel de l'école partagent une philosophie de l'éducation favorisant l'intégration.
  • Le personnel administratif appuie le programme d'intégration.

Des certificats de mention honorable ont été remis aux écoles et conseils au sein desquels une enseignante ou un enseignant exceptionnel a été mis en candidature, ainsi qu'aux écoles et conseils dont le programme d'intégration ne satisfaisait qu'à un certain nombre de caractéristiques, mais dont les efforts et les réalisations méritaient d'être reconnus.

Suggestions aux écoles et aux conseils

L'objectif de cette publication est de faire connaître les excellentes méthodes d'intégration des élèves ayant des besoins particuliers que ces écoles et conseils ont mis en pratique en Ontario. Les autres écoles et conseils qui souhaitent créer des programmes d'intégration trouveront des idées et des façons de procéder dans les brèves descriptions des programmes primés.

Les gagnants acceptent de donner des renseignements sur leurs programmes et stratégies et doivent :

  • accueillir des visiteuses et visiteurs;
  • participer à des rencontres axées sur la formation en cours d'emploi de personnes ne relevant pas de leur compétence;
  • offrir des occasions de mentorat; et
  • tenir le public et les associations professionnelles au courant de leurs programmes d'intégration.

Pour de plus amples renseignements sur tout programme, veuillez contacter l'école ou le conseil scolaire directement.


For reasons of space the following acronyms have been used:

Regional offices
CORO
EORO
MNORO
NEORO
NWORO
WORO
Central Ontario Regional Office
Eastern Ontario Regional Office
Midnorthern Ontario Regional Office
Northeastern Ontario Regional Office
Northwestern Ontario Regional Office
Western Ontario Regional Office
Technical and administrative terms
ADD
ADHD
EA
ENS
ESL
IEP
IPRC
ISNC
JK
K
MAPS
OAC
OSR
PDD
RCSB
RCSSB
SEAC
SERT
SK
attention-deficit disorder
attention-deficit hyperactivity disorder
educational assistant
supplementary English course
English as a second language
individual education plan
Identification, Placement, and Review Committee
Integrated Services for Northern Children
Junior Kindergarten
Kindergarten
mapping action plans
Ontario Academic Course
Ontario Student Record
pervasive developmental disability
Roman Catholic School Board
Roman Catholic Separate School Board
special education advisory committee
special education resource teacher
Senior Kindergarten

Award Recipients/Prix d'excellence

English-Language Schools and Boards/
Conseils et écoles de langue anglaise

Alexander Reid Public School (JK-8)

128 Mary St
Arnprior ON
K7S 1E6

Mrs. Dagmar Stonehouse, Principal
(613) 623-2171

Renfrew County Board of Education
EORO

Exceptional students are integrated into regular classrooms in this school, including students with developmental and physical disabilities, communication and behaviour disorders, autism, spina bifida, Down's syndrome, Tourette's syndrome, ADD, and cerebral palsy.

Teachers and educational assistants have regular opportunities to attend in-service sessions focusing on exceptional needs. The staff read, share, and discuss relevant articles, research papers, and newspaper items. They have visited many other centres to gain ideas and understanding. They have accompanied students and parents to team meetings at the hospital and have visited the local children's treatment centre.

Ongoing communication has been established with the local day-care centres. Other service providers meeting the needs of the students are actively involved in programming, including community associations, public health nurses, Home Care therapists, doctors, signing consultants, and speech/language pathologists. Positive relationships with parents are perceived as very important.

Exceptional students participate in all school activities, including field trips and presentations. They are supported in all their endeavours by other students. Additional assistance is provided by student teachers, high school co-operative education students, parent volunteers, and community college students.

The school staff provide a model for the integration of adults with exceptionalities by inviting adults with developmental disabilities to take part-time placements in the school setting.

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Archie Stouffer Elementary School (K-8)

PO Box 370
Minden ON
K0M 2K0

Mr. Peter Forgrave, Principal
(705) 286-1921

Haliburton County Board of Education
CORO

This school, which serves a large rural area, has a total integration program. Every student is assigned to a regular class. Eighteen per cent of students have been identified as exceptional, including those who have severe learning disabilities, Down's syndrome, hydrocephalus, or Arnold-Chiari malformation, or who are hearing-impaired.

In the fall, the regular classroom teacher and the resource teacher complete an IEP together. This is signed by the parent. Modifications to the regular program are implemented by the classroom teacher, supported by the resource teacher and personnel from health agencies, provincial schools, family counselling services, etc. Resource teachers also work in the classroom with individuals and small groups, and complete diagnostic testing.

There are regular team meetings, involving the special education resource teachers, the guidance teacher, an administrator, and the classroom teacher, to discuss issues relating to particular students. The outcome of these meetings is a specific plan of action and the scheduling of follow-up meetings, if necessary.

There is a fairly extensive peer helper program, in which the guidance teacher provides training for students who have passed the application interview. In the case of a hearing-impaired student, there is also peer support by classmates who have learned sign language. Support technology, such as computers, spell checkers, and augmentative devices, is also available.

Children who have unsettled family situations may receive individual or group counselling from the guidance teacher or a community agency that works in the school. This service can then extend outside the school to the entire family, if desired.

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Ardtrea/Cumberland Beach Public School (JK-8)

RR 3
Orillia ON
L3V 6H3

Ms. S. Elizabeth Thomas, Principal
(705) 327-1321

Simcoe County Board of Education
CORO

This is a twinned school serving approximately 370 students, of whom 20 have been identified as exceptional, including students with Down's syndrome.

Some exceptional students are registered in special education classes and are integrated into regular classes when it is deemed appropriate by their teachers. Others are fully integrated in regular classrooms, with program support provided.

Professionals from community agencies work as partners with regular and special education teachers, educational assistants, administrators, and parents to develop programs, adapt existing programs, and provide or recommend equipment to facilitate the students' participation in all aspects of school life.

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Assikinack Public School (K-8)

226 Little Av
Barrie ON
L4N 6L3

Mr. Gary Letcher, Principal
(705) 726-4256

Simcoe County Board of Education
CORO

Most exceptional students are integrated into regular classes for most of the day. Each exceptional student is on the class list of a regular classroom teacher. Responsibility for each student's program is held by a team of regular classroom teachers, educational assistants, and special education teachers. Additional support is provided by learning buddies, reading buddies, "peace keepers", and students in other informal peer support programs. Exceptional students participate in choirs, house leagues, electives, clubs, field trips, outdoor education, social events, and other out-of-class activities. A special-needs committee meets to discuss individual students' programs and involves parents in these discussions. Parents also participate in determining their children's needs, and in establishing, reviewing, and modifying strategies for success. A variety of approaches is used. In some cases, the modifications to the regular program are extensive and including setting up a parallel program.

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Balmoral Senior Public School (6-8)

233 Balmoral Drive
Brampton ON
L6T 1V5

Mr. Dave K. Thomas, Principal
(905) 793-6070

Peel Board of Education
CORO

A multidisciplinary approach strengthens the integrated programming for all identified exceptional students in this school, including students who are gifted and others who have Tourette's syndrome. Parental involvement is encouraged, and parents are invited into classrooms for observation and collaboration. The IEPs are developed in consultation with parents, students, and teaching staff. Additional support is provided by teaching assistants.

There is a full partnership between special education and regular classroom teachers in the planning, implementation, evaluation, and assessment of programs. Many programs are in place, differing in their delivery according to student needs. The special education teacher and the regular teacher work in the classroom together. The special education teacher also provides direct instruction, individually or in small groups.

The school staff are set up in grade-level teams who meet at least once in a six-day cycle. All teachers in the team have input regarding programming and all aspects of school life for their students. Staff work with the Guidance Department in supporting a peer tutor system. Teacher-student mentoring, student-at-risk monitoring, and teacher-teacher mentoring create an interconnected learning environment.

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Birchbank Public School (JK-5)

52 Birchbank Rd
Bramalea ON
L6T 1L7

Mrs. Donna Kinch, Principal
(905) 793-7984

Peel Board of Education
CORO

This elementary school has mainstreamed exceptional students, including those with developmental disabilities, muscular dystrophy, quadriplegia, spina bifida, and hydrocephalus.

Parents are contacted through notes and phone calls on an ongoing basis. The IEPs are developed by the regular classroom teacher and an itinerant teacher who visits approximately once each month and provides appropriate resources. Relevant professional staff from Home Care provide physiotherapy, occupational therapy, and advice. Additional support is provided by teaching assistants.

Programs have been modified so that the exceptional students are working on activities similar to those of their peers, but at their own rate or achievement level. A variety of special equipment and assistive devices is available in the classrooms, including a computer. Because the exceptional students join their peers on all class outings, advance planning is essential to ensure appropriate accommodation.

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Bishop Reding Secondary School (sec.)

1600 Main St E
Milton ON
L9T 4B6

Mr. Onnig Pilibossian, Principal
(905) 875-0124

Halton RCSSB
CORO

To capitalize on the strengths of the Community Living Centre and the resource program, this staff integrated the two programs and moved them into a common setting.

In the Reading Tutor Program, senior students who are being taught the theory of reading and writing work with students with developmental disabilities to help them improve their social skills, their academic skills, and their skills in using augmentative devices in communication.

Exceptional students are included in regular classroom activities. Background information on the exceptional student is provided to the regular classroom teacher and also to the students in the regular class. This encourages a sense of involvement and commitment. A special education assistant helps transfer the practical, social, and academic support to the classroom. Once this is accomplished, the services of the EA are no longer needed on a regular basis.

Some curriculum areas include a disabilities awareness aspect in their units of study; for example, such an aspect is part of the Grade 12 religion curriculum; and involves guest speakers, presentations, simulations, and audio-visual presentations. As part of the community service component of the OAC religion course, students often volunteer to befriend and work with a student with special needs. The parenting course also has a unit of study devoted to students with special needs. Co-operative education students are often placed with the Special Education Department to assist students socially within the school and in extracurricular activities such as swim and cross-country teams, and dances.

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Bruce County Board of Education

PO Box 190
351 1st Av N
Chesley ON
N0G 1L0

Mr. Bevan McNeil, Supervisor of Student Services
(519) 396-3655

WORO

The TRAIL program – To Realize Advanced Independent Learning – is designed to serve the needs of identified gifted students in Grades 4 to 8, primarily within the regular classroom setting. Enrichment projects, curriculum modification, curriculum compacting, and acceleration are employed, depending on the individual student.

In addition, each identified student receives some segregated enrichment based on the following model:

  • individual and/or small group sessions within the home school for forty minutes every two weeks
  • area day sessions based on similar grade levels from a local group of schools – three times per school year in Grades 5 and 6, four times per school year in Grades 7 and 8
  • two-day residential sessions based on county-wide grade level groupings – two per school year in Grades 5 and 6, one per school year in Grades 4, 7, and 8

The total time in segregated enrichment is forty-five hours per school year. All other work is accomplished through the regular classroom setting.

Two county-based specialized teachers are employed to support the program. They liaise with, and act as a resource for, local school resource teachers and regular classroom teachers.

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C. H. Norton Public School (K-8)

2120 Cleaver Av
Burlington ON
L7L 1R2

Mr. Ron Beckett, Principal
(905) 332-3897

Halton Board of Education
CORO

Programming at this school is focused on the concept of multiple intelligences. The staff asks not "How smart are you?" but "How are you smart?" With this approach, the school has integrated exceptional students with ADHD, learning disabilities, Down's syndrome, Prader-Willi syndrome, spina bifida, or Tourette's syndrome.

The special education resource team is a child advocacy network that focuses on developing the positive attributes of children, particularly of children who have difficulties in learning. Support is always available, but independence with collaboration through a network of similar-aged peers is the goal.

The resource team meets weekly to plan the goals for the week. Every six school days, this team meets with instructional assistants to review these plans, as well as concerns, issues, and successes, and to provide ongoing training to help the instructional assistants continue to expand their repertoire of instructional skills. On the last Monday of each month, the school resource team meets to discuss the resolution of difficult situations, review student progress, and plan new strategies to help students succeed.

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Cardinal Newman Catholic Secondary School (sec.)

33 Cromwell Crescent
Hamilton ON
L8G 2E9

Mr. John Valvasori, Principal
(905) 560-3333

Hamilton-Wentworth RCSSB
CORO

This school of 1,460 students integrates approximately 25 students with special needs into regular classes. Only one or two exceptional students are placed in each regular class, often at the advanced or general level. The exceptional students are served, on two campuses, by four special education resource teachers and 8.5 educational assistants. Through the school attendance policy and in-school resource team there is a focus on early intervention.

Students who are exhibiting socially inappropriate behaviour are assisted through co-operation among various school departments, and through an extension of the school called the Eastgate Partnership Centre. Here students continue their academic progress through the accumulation of credits while they work on individualized programs to help them learn to manage their behaviour appropriately.

Parents are key partners, and are involved in MAPS processes, meetings on goals and objectives, and IEP meetings each semester in which academic and social goals are determined. Other important partners are the Industrial Education Council, the Association for Community Living and other community associations, Recreation Integration Hamilton, physiotherapists and occupational therapists, physicians, the March of Dimes, Mohawk College, and the parent council.

When students reach the age of sixteen, work experience begins with the assistance of a job coach. Time spent in work experience is increased yearly until school leaving. The goal is to prepare these students to take adult education after secondary school, to work as volunteers, or to work for wages.

The school staff are currently piloting three new programs:

  • a screening procedure for gifted/talented students
  • an adult education/leisure program for exceptional students who have graduated from the school
  • a program to increase peer involvement and support in the classroom and in the school community

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Cardinal Newman High School (sec.)

2675 Kingston Rd
Scarborough ON
M1M 1M2

Mr. Tim Lee, Principal
(416) 393-5519

Metropolitan Separate School Board
CORO

Identified exceptional students with developmental disabilities are integrated into regular classrooms for the majority of their classes, though they may be withdrawn for individual assistance in the resource room. Exceptional students are also involved in the school newspaper, play, talent night, and band.

Highlights of the program include the following:

  • involvement in co-operative education programs
  • ongoing meetings in which the classroom teacher and special education teacher collaborate in diagnosing needs, designing programs, and evaluating success
  • parental involvement in all phases of educational planning
  • regular review and modification of each student's IEP
  • involvement of educational assistants who attend to the students' physical needs and assist with academic support, and are included in the planning process
  • provision of peer counsellors and tutors who act as role models and friends

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Carleton Board of Education

133 Greenbank Rd
Nepean ON
K2H 6L3

Ms. Tina Olmstead, Teacher of the Hearing-Impaired
(613) 721-1820

EORO

A program of integration support services for hearing-impaired students is conducted by itinerant teachers of the hearing-impaired who visit the schools and work individually with students with hearing losses ranging from mild to profound.

The program consists of:

  • student support in subject materials, language development, speech development, vocabulary building, and social skills development;
  • suggestions and innovations for classroom teachers;
  • parent education and assistance;
  • support of technology as applied to the classroom situation.

Early each school year, the itinerant teachers prepare and conduct a one-day workshop for classroom teachers to introduce them to the special needs of hearing-impaired students, and to provide innovative solutions for effective communication to ensure that these students have equal opportunities to learn the subject material. Throughout the year, the itinerant teachers of the hearing-impaired assist classroom teachers in integrating the students as fully as possible, while ensuring that the student receives and understands the material being taught.

The itinerant teachers have prepared a presentation entitled "All Aboard! the Carleton Board Express . . . a trip to success in the Mainstream", which describes the journey a student takes from embarking in the school system through to graduation.

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Cathcart Boulevard School (JK-8)

1219 Cathcart Blvd
Sarnia ON
N7S 2H7

Mr. Jim Boyes, Principal
(519) 542-5651

Lambton County Board of Education
WORO

This large elementary school, with a French-immersion stream, has integrated about forty exceptional students who have been identified as having disabilities and/or are gifted. Integration involves every aspect of school life, including drama, choir, chess club, sports, band, French improvisation, and crafts.

Members of the school team share the responsibility for planning, implementing, and evaluating each student's program. Regular team meetings include school and school board personnel, Home Care workers, and parents. The regular classroom teacher has primary educational responsibility for the exceptional students.

A large team of volunteers reports daily to a central location for schedules, name tags, and student plans. Volunteers are carefully matched with students to make the most effective use of their individual skills and talents. The resource team provides the volunteers with in-service training regarding the needs of specific children, and appropriate strategies to use.

The resource team also provides formal and informal in-service training for parents, such as Reading with the Troubled Reader, and to teachers, such as workshops on learning disabilities, depression, ADHD, and conflict resolution.

Enrichment activities are available in the regular classroom program for students who have been identified as gifted. Each teacher involved has the opportunity to work with this group of students, in a program co-ordinated by the resource team.

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Chapel Hill Catholic School (JK-6)

34 Forest Valley Drive
Orleans ON
K1C 6G9

Ms. G. Kenny-Castonguay, Principal
(613) 837-3773

Carleton RCSB
EORO

Students with special needs spend all or most of their day in regular classrooms with age-appropriate peers. The co-operative planning process begins in September, when meetings are held to establish goals. These meetings involve the principal, resource teacher, classroom teacher, parents, and, where necessary, consultants, speech pathologists, occupational therapists, support staff, and others. The IEP specifies program modifications and teaching strategies. These modifications may affect the content and the organization of the material presented. Teaching strategies include a multisensory teaching approach and an evaluation process that may include the use of portfolios, tape-recorded answers, and samples of daily work. The IEP serves as a supplementary report card and is updated every term.

Contact with parents is ongoing through regular home-school communication via telephone calls, communication book entries, and regularly scheduled meetings.

There is an extensive in-service training program for teachers, which has included ministry courses, and there are programs focusing on conflict resolution, assessment strategies, co-operative learning, discipline, and leadership training.

Other valuable assistance includes the support of volunteers from the community, trained by the resource teacher; the use of computers; and a peer support group of students who volunteer to act as playmates or to monitor a particular student's activities to ensure constant supervision at recess and at lunch. Within the classroom, a buddy system is in place. Beyond the classroom, sports activities and choir membership also include students with special needs.

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Chief Dan George Public School (JK-8)

185 Generation Blvd
Scarborough ON
M1G 2S4

Mr. Larry Barton, Principal
(416) 396-6150

Scarborough Board of Education
CORO

All exceptional students, including those who have learning and physical disabilities, are fully integrated into regular classrooms. Their needs are addressed through a "co-teaching, partnership" model. The special education teachers and educational assistants work in the regular classroom along with the classroom teachers, and students are withdrawn only for individual counselling or for Reading Recovery instruction. Co-teaching partners meet a minimum of once per week to plan the curriculum and monitor progress. Division meetings are scheduled on a monthly basis.

Additional support is provided by educational assistants; parent, grandparent, and community volunteers; and university and high school co-operative education students. Peer coaching is used effectively with students in all classrooms. Each class in the school is partnered with another class at a different age level, and the pairs meet regularly for various activities.

Students within these classes are buddied. The exceptional students participate in all activities, such as gymnastics, trips (including overnight excursions), sports, clubs, choirs, drama, and special days.

Each student's program includes both a social and an academic focus. Any concerns are dealt with by both regular education staff and support staff, and there is a multidisciplinary team which meets monthly and whose members can be called in for advice and consultation. This team includes professionals from community agencies and associations. When an exceptional student is integrated into a classroom, the receiving class is prepared, if necessary, before the student arrives. This may be through an informal talk, a presentation on a particular disability, or any other recommended intervention.

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Collegiate Avenue Public School (K-8)

49 Collegiate Av
Stoney Creek ON
L8G 3L5

Mr. Peter Greenberg, Principal
(905) 662-2990

Wentworth County Board of Education
CORO

This school of approximately 330 students integrates exceptional students through the collaboration of the learning centre, resource program, and regular classroom teachers.

Exceptional students remain within their regular class while receiving direct specialized instruction in academic areas. Support is provided by resource staff, educational assistants, and parent volunteers. Educational assistants help small groups and individuals both in the classroom during rotary subjects and in the learning centre, and review concepts, devise study strategies, create reinforcement learning materials, and track student progress. Each educational assistant also works co-operatively with the special education team and the classroom teacher to plan and deliver the students' individualized programs. Some withdrawal instruction is provided if necessary. A replacement language arts program is provided in the learning centre for students with reading skills at least two years below grade level; it usually occupies 15 to 20 per cent of the school day.

Both staff members and parents have been included in the review, development, and implementation stages of the integration procedure in an effort to develop a sense of involvement, responsibility, and accountability for decisions. Teachers from each division and the principal meet every month to discuss programs, individual student progress, and learning needs.

As a result of the annual IPRC review, an IEP is developed which is updated regularly with comments and with new short-term goals. Parents are an important part of the review process. The school has set up a series of school-based parenting courses for families of exceptionally challenging children.

A detailed Early Identification Program has been developed which includes initial student contacts and follow-up initiation and observations by teachers, and monitoring of at-risk students by the principal.

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Collingwood Collegiate Institute (sec.)

6 Cameron St
Collingwood ON
L9Y 2J2

Mr. Paul A. Macallum, Principal
(705) 445-3161

Simcoe County Board of Education
CORO

This school integrates approximately eighty exceptional students, including those with physical or intellectual disabilities and/or behaviour disorders.

The transition to secondary school begins with June visits from special education staff to the elementary feeder schools to meet students and teachers, and to attend end-of-year IPRC reviews with parents. Lists of student strengths and weaknesses are compiled so that no time is lost in providing appropriate programs and contacts, e.g., subject teachers of at-risk students. Through this reverse approach, students receive support early in the year, without having to request it. Special education staff also provide an anecdotal review of former years' program plans and a plan for a current IEP, including suggestions and/or modifications. Visits to the secondary school are arranged and students are given lockers prior to school beginning, so that the normal chaos of the first week is alleviated to some extent.

Exceptional students are integrated into regular classes, and educational assistants are assigned to classes as necessary. In courses with health and safety aspects, such as food services and physical education, support personnel are used extensively. In academic courses, educational assistants are also assigned for purposes of behaviour modification and personal and social development.

Exceptional students who are gifted have in-school time allotted specifically to gifted programming, determined through regular conferences with students, parents, and teachers.

Some students with profound disabilities are scheduled into full-credit personal life management courses delivered through Special Services, with a pupil-teacher ratio of eight or fewer to one. The focus of these courses is behaviour modification and life skills.

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Colonel By Secondary School (sec.)

2381 Ogilvie Rd
Gloucester ON
K1J 7N4

Mrs. Desirée Hincke, Special Education Department Head
(613) 745-9411

Carleton Board of Education
EORO

A plan was developed in conjunction with the principal, heads' council, parents of special education students, and students themselves.

First, changes were made to course scheduling and the physical surroundings. Innovations included a computer lab, the Special Education Students' Association, a Grade 12 credit course in peer helping, a learning enrichment service for gifted and bright students, and the development of a special education teaching assistant's job description.

Currently, special education students choose their regular course options in liaison with their parents, regular teachers, guidance counsellors, and special education teachers. They also choose the amount of support they need, in the form of one or more resource periods, or a monitoring program. Parents and students are encouraged to visit the school in June or late August. IEP goals are shared with students' subject teachers, both formally, through progress sheets that go out four times a year, and informally, through consultation among teachers. Special accommodations for examinations and test-taking are available to all special education students, as determined by their needs, e.g., extended time; use of a tape recorder, scribe, or computer; special room arrangements. All special education students are taught self-advocacy skills. Many take a co-operative education course, which greatly assists them in their transition from school to work or post-secondary education.

The plan has been extended for two more years, and the next step is expected to be more formalized career planning, involving the student, the parents, the school, and the community work force.

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Coronation Public School (JK-SK)

96 Golden Av W
Timmins ON
P4N 3K5

Mr. D. Buchanan, Principal
(705) 264-0998

Timmins Board of Education
NEORO

This is an early childhood school with an enrolment of approximately 300 students attending half-day programs. The school is on one floor with accessible washrooms and gym. The activities in the gym are varied and modified for the skills of each student.

The school admits students directly from homes, nursery schools, day-care centres, and neighbourhood babysitting arrangements. Exceptional students are fully integrated into regular classrooms. The staff observe, record, and identify the difficulties students have with readiness tasks. A modified approach is provided for students who have speech, language, and/or physical disabilities.

Some of these students presented severe medical problems at birth and have been involved with the Cochrane-Temiskaming Resource Centre's infant stimulation program. The school works closely with this agency in meeting prior to school entry to discuss needs, support, and modifications. Consultation or treatment may be continued in the school setting, where the school staff observe agency staff members at work and can incorporate various lessons or techniques into the school program. There is a time arranged for agency and school personnel to discuss mutual concerns and whether the activities in place are still appropriate.

The special education resource teacher works with small groups or individual students who are having difficulties with specific skills, such as fine motor skills, or perceiving and reacting to the world of shapes. A school monitor helps with toileting routines and a change area is maintained. Discussions are held with the students at the beginning of the year about communication difficulties, acceptable behaviour, and physical disabilities.

Parents are encouraged to visit the classes to observe the program and talk to teachers. They often volunteer time to help with school projects and classroom tasks.

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Corpus Christi Catholic Elementary School (JK-6)

157 Fourth Av
Ottawa ON
K1S 2L5

Mr. John W. Shaughnessy, Principal
(613) 232-9743

Ottawa RCSSB
EORO

This school integrates all exceptional pupils in regular classes and provides the required assistance.

For example, one pupil is deaf, has Down's syndrome, and has to be fed through a J-tube because of a digestive anomaly. A collaborative approach has been successful in meeting her needs in the regular classroom. A nurse visits the school daily to administer the feedings. A full-time interpreter/teaching assistant assists with American Sign Language communication and personal care. Additional support comes from parents, administrators, a behavioural consultant, a nutritionist, an occupational therapist, and an itinerant teacher of the deaf. The parents participate in all team meetings, which occur on a regular basis.

The responsibility for the academic program is shared between classroom teachers and the teacher of the deaf. These professionals meet regularly to plan and evaluate progress. Students receive a daily sign-language lesson, in addition to the incidental exposure to sign language they receive by observing their exceptional peer and her interpreter/teaching assistant.

A Circle of Friends is beginning; students from this group assist the exceptional student at recess and bus time, to promote independence from the many adults involved. Several classes in the school have received special information sessions to familiarize them with deafness, Down's syndrome, and the specialized feeding technique.

The academic program includes weekly social language sessions and the use of basic-level computer programs.

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Danforth Collegiate & Technical Institute (sec.)

800 Greenwood Av
Toronto ON
M4J 4B7

Mr. Robert J. Gooding, Principal
(416) 393-0620

Toronto Board of Education
CORO

Exceptional students have been integrated into mainstream classes, including students who are gifted or deaf, those who require a section 27 placement (i.e., students in care, treatment, or correctional facilities), and those who have physical disabilities, behaviour disorders, learning disabilities, PDD, or intellectual disabilities.

In addition to supplying academic support, the school also responds to students in need of breakfast programs, financial assistance, and support from social workers, youth workers, and psychologists. With declining resources, the school staff has developed partnerships with several community agencies to maintain as many students as possible in a mainstream setting. These collaborative pilot programs include:

  • a tutoring program to address weak literacy skills, with Frontier College;
  • a program to develop more appropriate social skills for exceptional students, with Integra Foundation;
  • a program to assist students in dealing with substance abuse issues, with the Donwood Institute.

Exceptional students are placed in destreamed Grade 9 classes and special education supports are provided within the classroom. Special education and classroom teachers have received training in team-teaching techniques. A special education teacher is present, along with the subject teacher, in every English and mathematics class. The subject teacher is assisted by an educational assistant in approximately 30 per cent of the other classes that make up the destreamed timetable. Special education teachers monitor students' progress through ongoing communication with regular teachers. Parents are involved in educational planning and decision making whenever possible.

In cases where special needs are not adequately addressed in a particular class, the student may be:

  • withdrawn to the resource room for individualized assistance;
  • withdrawn to a small instructional group;
  • assisted in substituting a more appropriate course.

The special education resource room, staffed by a special education teacher and two educational assistants, also assists students who are experiencing behavioural difficulties in their subject class. The staff assist with conflict mediation and present strategies for successful reintegration into class.

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Don Bosco Secondary School (sec.)

2 St Andrews Blvd
Weston ON
M9R 1V8

Ms. Mary Ruth Bauer, Principal
(416) 393-5525

Metropolitan Separate School Board
CORO

Exceptional students are involved in all aspects of school life, including physical education, music, drama, outdoor education, co-operative education, and community involvement. A collaborative/inclusion model has been adopted, with the regular and resource teachers working together, and the exceptional students remaining in the regular classroom as much as possible.

Exceptional students receive their instruction in a regular class and are withdrawn for individual remedial assistance in a resource room when necessary. The resource teachers assist the subject teacher to ensure that appropriate modifications are in place. Each resource teacher has a caseload of students who have been identified as exceptional, and monitors their progress through continual communication with their subject teachers and communications with the students.

Strategies that have helped facilitate this educational approach include the following:

  • meetings with subject teachers
  • a school-based support team
  • peer tutoring
  • pre-work experience in school

A climate of open communication has been developed with parents.

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Doncrest Public School (JK-8)

124 Blackmore Av
Richmond Hill ON
L4B 2B1

Mrs. Sylvia Barnard, Principal
(905) 882-4480

York Region Board of Education
CORO

The social adjustment class program in this school, in which 75 per cent of the students speak English as a second language, is structured on the reverse integration model, whereby the students spend as much time as possible in the regular classroom with their peers. Either the teacher of the class or the child/youth worker is available in the social adjustment classroom, while the other is monitoring what is happening in the regular classrooms where the exceptional students are integrated. Time spent in the social adjustment class by identified students is focused on areas of need, such as weak skill areas, or on strategies to encourage more appropriate behavioural responses.

One of the criteria for admission to the class is the student's willingness to be integrated. The teacher works collaboratively on program planning and evaluation with the regular classroom teachers.

The social adjustment classroom is also used by regular students as a quiet place to work, and when they are having difficulty with unstructured time in the regular classroom.

The social adjustment teacher and the child/youth worker often participate during in-school meetings when the behaviour of students is the topic for discussion. This provides an opportunity for informal in-service training.

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Dufferin-Peel RCSSB

40 Matheson Blvd W
Mississauga ON
L5R 1C5

Ms. Jean Staley, Teacher of the Hearing-Impaired
(905) 890-1221

CORO

Since 1983, this school board has developed full integration programs for students from the time of diagnosis until secondary school completion. The teachers of the deaf have tried to meet the needs of each individual student so each can live and learn in the home community.

To address the criticism that deaf and hard-of-hearing students do not get to meet other students like themselves, regular get-togethers are held two or three times a year, one division at a time. Preschoolers and families may go to a park or farm; Primary and Junior students will meet for arts, crafts, sports, and meal preparation; secondary students come together to try assistive devices and note-taking, to obtain information about postsecondary opportunities, to engage in discussions with older hearing-impaired individuals, and to discuss strategy building and self-esteem. Every June, a picnic supper is held for all families. Parents of babies see how older children are progressing. Classroom teachers are invited to a one-day workshop before school starts in September. Individual in-service training continues throughout the year.

The preschool program consists of three service-delivery models:

  • home visiting – weekly service in the home
  • integrated preschool – a daily head-start program held in day-care centres: in-service training is provided for day-care staff; the school board provides transportation, materials, FM systems, acoustic treatment in the therapy room, and an educational assistant; close co-operation is maintained with clinical audiologists
  • parent support

The elementary years (Junior Kindergarten to Grade 8) program uses the classroom curriculum to develop auditory skills, speech, speech reading, and language development, with the assistance of the teacher of the deaf both in the classroom and in a withdrawal situation. FM systems are provided and serviced. To lessen background noise in the classroom, movable carpets are provided for most students; these carpets, which cover most of the classroom floor, can easily be removed for cleaning and can be transferred to another classroom when the student moves to the next class.

In the secondary years, support systems (note-takers, scribes, computerized note-takers, tutors, alternative correspondence programs, interpreters, decoders, etc.) must be put in place rapidly as needed. The school board offers an Introduction to Sign Communication course for a Grade 10 credit. Withdrawal support and consultation with parents, teachers, and audiologists continue.

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Duke of Connaught School (JK-8)

70 Woodfield Rd
Toronto ON
M4L 2W6

Ms. Carolyn Harrop, Principal
(416) 393-9455

Toronto Board of Education
CORO

This school has an integrated project class of twenty-one Grade 7 students, of whom three have developmental disabilities and two have learning disabilities. The exceptional students are integrated full-time in the regular classroom. This integration project has been in place for the past six years. The program is integrated in every aspect of school life.

Classroom programming ideas that support integration include:

  • group projects, in which exceptional students provide illustrations;
  • brainstorming, in which there is an expectation that all students will contribute to the discussion, and all ideas are accepted;
  • co-operative "jigsaw" activities, in which each student becomes an expert in one piece of the puzzle and no one is left out;
  • reading partnerships, which give one student the richness of the story and language, while the other rehearses reading aloud;
  • thinking skills, in which the teacher reinforces the concept that there is more than one way to express oneself;
  • a variety of hands-on materials and resources, such as manipulatives, building structures, timelines, and graphics.

Special education staff are consultants to the program. The regular classroom teacher has full responsibility for all aspects of the program, including developing IEPs for all identified students.

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Dundas Public School (JK-5)

935 Dundas St E
Toronto ON
M4M 1R4

Mr. Kemp Rickett, Principal
(416) 393-9565

Toronto Board of Education
CORO

This inner-city, multicultural school fully integrates all its exceptional students, including those with PDD. All classes are arranged in family groupings to allow flexibility in dealing with students with different academic and emotional needs. A child may spend up to three years with one teacher. Additional support is provided by educational assistants.

All psychosocial assessments are made using the curriculum, rather than standardized tests, and a meaningful IEP is developed through the assessment and IPRC process. The program plan outlines ways in which the curriculum can be modified by all those involved, including parents, teachers, and professionals from community agencies.

The parent is an integral part of the school team process, including the development and delivery of a program plan. An area has been set aside in the school for parents who choose to eat lunch with their children. They are also invited to work as volunteers in the school.

A variety of preventive strategies are used to ensure the success of the integration experience, such as peer support and art therapy, depending on the needs of the child. These strategies are supported by the following programs:

  • a student support program, which provides ongoing and intensive support to exceptional students with social/emotional needs. It is staffed by one teacher and an educational assistant
  • a community outreach program, which co-ordinates and promotes non-instructional programs in conjunction with other community agencies, e.g., nutritional and after-school activity programs
  • a project facilitator, who supports the family groupings and the full integration of all exceptional students

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Dunnville Central School (JK-6)

121 Alder St W
Dunnville ON
N1A 1R2

Mr. Ron Speer, Principal
(905) 774-6033

Haldimand Board of Education
CORO

This school population includes exceptional students who have physical disabilities, learning disabilities, and developmental disabilities. All students are educated within the regular class and have access to a special class if needed.

In the spring, special and general educators meet to discuss the needs of students for the following September. Units are planned which address the needs of all learners. Teachers meet regularly to co-plan lessons throughout the year. Special educators and general educators deliver class lessons as a team. Students may be withdrawn on a small-group or individual basis if required. General and special educators conference daily about student needs.

Assessment is completed jointly and reporting to parents through report cards and conferences is done as a team.

The school involves the local Children's Aid Society, community health support, and its parental advisory group to assist in developing accommodations for all students. Linkages are also in place with a local senior citizens' home so that all students, exceptional included, reach out to senior community members.

The school administration has organized regular release time so that teams of teachers may pursue in-service needs, such as exploring appropriate assessment tools (profiles and portfolios).

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Dunwich-Dutton Public School (JK-6)

PO Box 40
Dutton ON
N0L 1J0

Mr. Roger Robbins, Principal
(519) 762-2419

Elgin County Board of Education
WORO

This rural school has successfully integrated students who have spina bifida, cerebral palsy, Down's syndrome, hearing impairments, and developmental and learning disabilities. Frequent parent-teacher communication plays an important part in planning to accommodate exceptional pupils.

The classroom teachers take responsibility for the educational program for their students, assisted by the learning resource teachers in planning and implementing appropriate modifications to the environment and program to ensure academic and social progress for each student.

When a student with a profound hearing loss who communicates by signing entered the school, teachers learned sign language and taught it to the other students in the classroom, who were again placed in the same classroom as this student the following year. The Robarts School continues to be closely involved with this student's program. Additional support has come from an educational assistant, the resource teacher, and a computer.

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E. L. Crossley Secondary School (sec.)

350 Highway 20
Fonthill ON
L0S 1E0

Mr. W. F. Paul Fell, Principal
(905) 892-2635

Niagara South Board of Education
CORO

Students who are deaf or hard of hearing are integrated into regular classes, where they get academic, social, and practical support to maintain their freedom in the hearing world. Parents help to develop the IEP and remain in close contact with teachers through regularly scheduled conferences, parents' nights, IPRC meetings, and informal conversations.

Students take five years to complete their Ontario Secondary School Diploma, as they receive daily individualized support for one academic period, for a semester. Note-takers take notes of material presented orally in the regular classroom and send these notes to the resource-room teachers, so that students have access to this material as soon as possible. Any problems that arise in the use of these notes are dealt with immediately. In this way, students can keep up with their academic work.

Exceptional students participate in sports teams, drama productions, and art competitions. They attend dances, study with groups preparing to enter provincial mathematics contests, and succeed in co-operative education placements. These have led to successful part-time jobs.

The resource room has been modified to eliminate extraneous sounds, which increase fatigue in oral students, who have severe to profound hearing losses but are trying to talk. Support in this optimal listening environment focuses on the language development and remediation required because of the delays in language development that typify these students.

The resource room is also where exceptional students take friends during non-academic times, and where they may interact within their own peer groups. Although there is no formal peer-tutoring arrangement, regular monitoring of peer interaction is done through an integration survey that classroom teachers supply regularly. The note-taker observes and informs the teaching staff of successes and needs. Summaries of these observations are sent to parents, along with anecdotal reports on resource room progress, both of which supplement the regular school reporting.

The exceptional students have use of the following:

  • a computer in the resource room, with several word-processing programs and typing tutors
  • VCRs with closed-caption decoders
  • a telephone with volume control and a TDD
  • photocopies of all orally delivered announcements
  • adaptor cords for audio-visual equipment, so they can plug in directly through their personal hearing aids
  • centrally located FM equipment distributed from the resource room

The school staff have taken relevant in-service training, and new teachers attend workshops at the E. C. Drury School to sensitize them to the special needs of the integrated students.

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Eastdale Public School (JK-5)

65 Aileen Drive
Woodstock ON
N4S 4A2

Mr. Robert Lester, Principal
(519) 537-2652

Oxford County Board of Education
WORO

This school houses the Primary-Junior Bridges Program, the focus of which is to integrate students with behavioural needs into a regular classroom environment. Bridges Program staff initially accompany the students into the regular classrooms full time, and then decrease their time in the classrooms as the students become able to cope without their direct assistance.

The philosophy of the program is that all interactions are opportunities for the students to improve their social behaviour; therefore, integration into regular classrooms is critical to the success of the program. The role of the Bridges Program staff is to provide the support, encouragement, and consequences that allow successful integration to take place.

Parents meet with Bridges Program staff each month to share their thoughts, feelings, and ideas about discipline and child rearing. A positive relationship between parents and staff is developed through daily written communication, regular phone calls, and visits by parents to the school.

The Bridges Program staff co-ordinate frequent case conferences on each of the exceptional students. All team members, e.g., the Children's Aid Society, school staff, and support staff, work together to create a co-ordinated approach to managing each child's needs.

As part of the integration process, all members of the school staff receive training in non-violent crisis intervention.

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East Oxford Central School (JK-8)

RR 4
Woodstock ON
N4S 7V8

Mr. David Hay, Principal
(519) 539-4828

Oxford County Board of Education
WORO

This rural, elementary school integrates students who are blind or have low vision. The teacher of the blind provides braille instruction and adapts the classroom teachers' programs.

The teacher of the blind and the classroom teachers are responsible for developing and achieving the goals outlined in each student's IEP. Daily planning allows the exceptional students to achieve the same learning outcomes expected of their peers. The classroom teachers provide materials to be brailled or adapted well in advance of each lesson. They are verbally explicit when giving directions and descriptions of chalkboard work. Concrete manipulatives are incorporated within the classroom. The educational assistant works directly with the students, providing assistance as required. The physical education program has been adapted to include private swimming lessons for exceptional students.

The teacher of the blind provides in-service training to all school staff and students. This teacher also ensures that exceptional students have access to a computer, brailler, printer, and enlarger.

Outside the classroom, the students are involved in co-curricular and recess activities. Other students assist only when necessary. The school environment has been adapted so that halls are free of obstructions such as equipment, boots, and garbage pails.

There is daily communication between educational staff and parents through a two-way communication book. Homework assignments, information, and inquiries are conveyed primarily through this medium.

Through the Canadian National Institute for the Blind, the students receive thirty hours of orientation and mobility training each year. A local service club has provided funding for them to attend a camp in June. This enables them to meet and interact with other students who are blind, from all around the province.

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Elmridge Catholic School (JK-6)

1923 Elmridge Drive
Gloucester ON
K1J 8G7

Mrs. Mary Armstrong, Principal
(613) 741-0100

Carleton RCSB
EORO

This school has successfully integrated exceptional students with spina bifida, blindness, developmental disabilities, learning disabilities, giftedness, and extreme behaviour disorders which have required treatment in residential centres.

Students are viewed as belonging to the school community rather than to an individual class. They help each other through working buddies and a peer mediation system. Students are placed in age-appropriate classes and teachers modify the regular curriculum or seek assistance to have an alternate curriculum established. Students are in their classrooms for the majority of their program, but are withdrawn to a small group setting if necessary. Placement students from community colleges offer additional support.

Each month there is a student awards assembly at which awards for citizenship, improvement, and achievement in specific English and French academic areas are given. Exceptional students are encouraged by additional rewards.

Parents of exceptional students talk with staff regularly and receive a copy of the IEP, which is written by the classroom teacher in collaboration with the resource teacher. These IEPs are completed for many students, not just those who are identified as exceptional. All staff have received in-service sessions on writing IEPs, accommodating special needs, and dealing with behavioural concerns. Individuals have received support in working with students who are blind, or have ADHD, Tourette's syndrome, or language delays.

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Ernest Cumberland Elementary School (JK-8)

160 Eighth Av
Alliston ON
L9R 1A5

Ms. Ruth Montgomery, Principal
(705) 435-0676

Simcoe County Board of Education
CORO

Through the home school model, which keeps students in their local community school, this school integrates exceptional students in every category. Since all students are in regular classrooms, there is much collaborative planning among the regular classroom teachers, speech/language personnel, school resource staff, and school board support staff.

The integration team includes the entire school community – administrators, educational assistants, regular class and specialist teachers, secretarial and custodial staff, secondary school staff, co-operative education students, adult students, parents, students, school board support personnel, and outside co-facilitators from hospitals, treatment centres, the police department, the Children's Aid Society, Home Care, and other agencies. These team members contribute to case conferences, interviews, and programming.

Parents of exceptional students are involved in decisions about alternative programs, and are consulted about inclusion in special courses or support groups. They have input in planning, delivery, and evaluation of programs. The Interested Parent Group has funded a parent resource library of books, videos, tapes, and magazines on topics such as ADD.

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Essex County RCSSB

360 Fairview Av W
Essex ON
N8M 1Y5

Mr. Richard Dittman, Superintendent of Education
(519) 776-6431, Ext. 397

WORO

This school board endeavours to provide flexible and comprehensive special education services which promote the inclusion of identified exceptional pupils in neighbourhood schools. Co-operative planning between school staff and parents about placement and program structure ensures that the pupil is served in the most enabling environment. Wherever possible, parental choices for placement are accommodated. The board provides a continuum of services, consisting of various programs and placements which undergo ongoing assessment and evaluation. Self-contained centralized programs for pupils with severe behaviour disorders are available as a short-term program.

Most exceptional pupils are integrated in regular classrooms for 60 per cent or more of each day. Pupils may be withdrawn for small group and/or individual instruction, which is usually related to the regular classroom curriculum or activities. In many cases, the resource teacher works in the regular classroom.

In-service training is provided to staff in order to implement and maintain optimal learning environments and strategies. There is regular co-operation with local community services, and participation in relevant support initiatives focusing on early identification and intervention.

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Father Michael McGivney Catholic High School (sec.)

5300 Fourteenth Av
Markham ON
L3S 3K8

Ms. Andrea Steele, Head – Special Education Department
(905) 472-4961

York Region RCSSB
CORO

Exceptional students with developmental disabilities are integrated into regular classrooms with the support of the Functional Life Skills (FLS) program. This withdrawal program operates for forty minutes daily, and lessons focus on friendship, sexuality, and personal concerns. Other integrated exceptional students have learning disabilities, visual impairments, and behaviour disorders.

Parents are involved through the use of a daily communication book, numerous phone calls, and, in some cases, daily contact. They are an integral part of the team and have input in developing the IEP.

Classroom teachers and the FLS teachers refer to the IEP in adapting the curriculum of the classroom teacher, and in marking the work produced by exceptional students. In some classes, additional support is provided by the FLS teacher and/or an educational assistant. The educational assistants write daily anecdotal notes which provide the basis for planning and monitoring individual programs. Exceptional students are expected to produce assignments parallel to those of other students, but tailored to their abilities; these are graded by the subject teachers. Older students in tutorial classes work as mentors and experts in areas of technology. The strengths of the tutorial students are tapped and their self-esteem is reinforced as they guide younger students.

Learning-strategies classes are offered to assist Grade 9 and 10 exceptional students with core subjects. There is frequent dialogue and planning between regular classroom teachers and the special education teachers providing the learning strategies program. Students preparing for tests are taught study skills with lessons that use core subjects. Students writing an English assignment are taught writing and word-processing skills.

Available for case conferences and in-service training for the school are behaviour resource workers, speech pathologists, psychologists, the FLS consultant, and a physiotherapist.

Exceptional students attend school dances and basketball games, participate in the school band, liturgies, and Grade 9 retreats, and join classmates on all field trips. Job entry programs and personal life co-operative education provide the necessary link between integration within a school environment and integration within the community.

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Francis Libermann Catholic High School (sec.)

4640 Finch Av E
Scarborough ON
M1S 4G2

Mr. Louis Rendulich, Program Leader of Special Education
(416) 393-5524

Metropolitan Separate School Board
CORO

There are approximately 950 students in this school, of whom over 100 have been identified as exceptional in the areas of behaviour, learning and development disabilities, physical and multiple disabilities, or giftedness.

The special education department provides support for the classroom teachers and the exceptional students. Some students are monitored, meaning resource teachers see them daily, weekly, or biweekly as needed. A form showing appropriate stages for each monitored student is given to all subject teachers. Other students are withdrawn for extra help. Most of these students receive one period of special educational assistance each day and are integrated for the rest of the time.

Modified programs for exceptional students include:

  • parallel teaching;
  • taped novels and assignments;
  • subject work assistance;
  • scribing;
  • photocopied notes;
  • extended time for tests and exams.

The members of the special education department, including support staff, work closely with parents, staff, board personnel, and outside agencies in planning and implementing programs that promote integration into the entire life of the school. The special education department provides in-service training for the staff in the needs of exceptional students. Peer tutors provide additional support in both special education and regular classrooms.

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General Mercer Public School (JK-6)

30 Turnberry Av
Toronto ON
M6N 1P8

Ms. Deborah Porter, Principal
(416) 393-1414

Toronto Board of Education
CORO

A Grade 1 pilot project class was composed of twelve "regular" students and three with developmental disabilities. School board consultants helped with planning appropriate programs, such as speech and behaviour management. During the first year of the program, an independent observer visited the class every two weeks, observing the interaction of the students. At the end of the year, a written report was prepared on the program. Various consultants monitored each child's progress through observation and testing. Parents approved the IEP and were contacted to discuss students' progress on a regular basis. They were encouraged to phone the teacher with concerns and were invited to visit and take part in the classroom program at various times throughout the year.

Curriculum modifications were made to include students of various abilities, allowing them to experience success and to develop the skills outlined in their IEPs. With modifications to the curriculum, the exceptional students were able to work with peers in reading groups, math groups, and discussions. At times, students learned other forms of communication such as signing and using pictures.

Exceptional students were included in music classes and concerts, house league teams, and play day, class trips, and recess. The only time they were not with their peers was once a week when they were bused to another school for swimming lessons.

The students remained together for three years, progressing from Grade 1 to Grade 3. During that time, new students were added as others moved. At the end of the three years, the regular students went on to a Grade 4 class with another teacher and the three exceptional students were placed in a special education class. A new Grade 1 grouping was formed which is now in its third year.

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George L. Armstrong School (JK-8)

460 Concession St
Hamilton ON
L9A 1C3

Mr. Kenneth Bain, Principal
(905) 385-5337

Hamilton Board of Education
CORO

This school has a full integration program for all exceptional students. Its learning centre provides support for all students, who move freely in and out of the centre as their timetables dictate. When all students have access to resource assistance, any stigma previously attached to a specialized program is eradicated.

Learning centre staff follow a personalized daily timetable to enable them to participate both in regular classrooms and in the learning centre. At least one member of this staff is always assigned to the centre. The staff anticipate and respond to students' changing needs through collaborative problem solving, creative use of community resources, and ongoing staff development. Resource teachers are expected to:

  • diagnose and assess learning problems;
  • be advocates for students and teachers;
  • provide demonstration lessons;
  • test before and after teaching, to track base levels;
  • provide drill, review, and consolidation;
  • co-operatively plan, implement, review, monitor, differentiate, and evaluate pupil programs;
  • facilitate diagnostic, formative, and summative evaluations;
  • design and implement parallel and replacement programs;
  • consult with classroom teachers, parents, school system, agency, and community personnel;
  • provide formal and informal in-service training for parents, staff, and volunteers.

The critical components of the learning centre and the details of its programming are clearly laid out, including:

  • daily monitoring and evaluation of student work;
  • assessment strategies;
  • direct teaching to individuals and small groups;
  • a wide variety of ways to practise skills;
  • examples of good student work;
  • student work contracts;
  • opportunities to practise new behaviours, skills, and concepts;
  • augmentative communication systems, including signing.

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Glengarry District High School (sec.)

PO Box 190
Alexandria ON
K0C 1A0

Mr. E. Turpin, Principal
(613) 525-1066

Stormont, Dundas and Glengarry Public School Board
EORO

This small school of approximately 430 students is integrating about 75 exceptional students in regular classrooms through a co-operative approach. This includes students who are gifted and those who have intellectual, developmental, learning, and physical disabilities, or behaviour disorders.

Regular classroom teachers share responsibility for the development of the IEPs with resource services staff. Special education support staff work in Grade 9 classes and core Grade 10 classes. Mini-units, alternate testing, and examination arrangements and resource services for senior students are available. Additional support is provided by peer tutors.

Parents and relevant agencies, such as the Children's Aid Society and Probation Services, are involved through visits, telephone calls, and case conferences, as needed.

In-service training is valued and over the years almost all staff have become qualified in special education.

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Glenview Public School (JK-5)

143 Townsend Av
Burlington ON
L7T 1Z1

Ms. Virginia Bryer, Principal
(905) 634-6789

Halton Board of Education
CORO

Glenview has no additional teacher support beyond the regular allocation of 1.5 special education resource teachers for a school of 410 students. The special needs children are integrated into regular classes at the Grades 1 to 3 level.

All children are involved in activities that mix regular classes with French immersion classes, primary classes with older buddies in junior classes, or same-grade classes for theme-related activities. As a result, all children work with a variety of teachers throughout the school. This often requires additional planning from the special education teachers and instructional assistants, who provide information, support materials, and assistance.

Teams including special education teachers, instructional assistants, and regular classroom teachers meet frequently to discuss the program plans for the regular class, upcoming events, timetable changes, and how to accommodate the special needs students so they can be part of regular classroom activities.

The IEP documents these plans and is developed collaboratively by the special education and regular classroom teachers, parents, school board resource staff, instructional assistants, computer specialists, and personnel from community resources, such as Chedoke McMaster Hospital. The plans are reviewed regularly and parents assist in establishing realistic social and academic goals, for home and for school. Sharing of resources such as computer overlays, Blissboards, toileting equipment, etc., is an important component. In-service training sessions on the use of any new equipment or materials are ongoing for school personnel and parents.

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Good Shepherd Catholic School (JK-6)

101 Bearbrook Rd
Gloucester ON
K1B 3H5

Ms. Sherry Swales, Principal
(613) 824-4531

Carleton RCSB
EORO

Since 1987, this school has provided a school board program for students who use wheelchairs and have been identified as having physical disabilities and/or intellectual disabilities, and/or are sensory-deprived and/or medically fragile. Until 1992 this class, called the Dependently Handicapped (DH) Unit, was segregated and the students joined their peers in regular classrooms only when subjects such as music and art were being taught.

Then the DH Unit staff formed an inclusion team, and surveyed the full school staff to determine the barriers to inclusion. Parents were asked to recommend ways in which the school community could become more inclusive. The inclusion team also assisted in developing a school-based philosophy of inclusion. Parent Program Night provided an opportunity to further educate and inform the community about the school commitment to bring all children together.

Grade and division meetings began to include the staff from the DH Unit. Physical changes were made to accommodate the exceptional pupils in the regular classroom setting.

Now the students in the DH Unit are fully integrated. Their individual goals, encompassing mobility, communication, and daily living skills, are set up to be accomplished within the regular classroom program, in consultation with a transdisciplinary team. The students leave their regular classrooms only for physiotherapy, tube feeding, therapeutic swimming class, etc. At these times, they may go to the area that was once their segregated classroom; it is now used by all staff for art, drama, cooking, and other activities.

Parents continue to be closely involved in setting and monitoring goals via home-school communication books, phone calls, and school visits.

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Good Shepherd Catholic School (JK-8)

19112 Concession 2
RR 1
Newmarket ON
L3Y 4V8

Mr. Jim McDermott, Principal
(905) 895-0303

York Region RCSSB
CORO

This school offers supported integrated placements to exceptional pupils, as demonstrated by the program provided to an eight-year-old student with autism.

This student has been placed in a Grade 2 classroom with a full-time educational assistant to support participation in classroom activities. A peer support system is in place at recess and lunchtime.

School board professional personnel, including the speech/language pathologist, behaviour management and special education consultant, and psychologist, have assisted the special education and classroom teachers in setting goals for the student. Additional support has been provided by support personnel from Kerry's Place (a community services group), who work in the home with the student and his family. A communication book is frequently used between the classroom and special education teacher and parents.

The special education program plan includes the following elements:

  • specific goal statements, e.g., to develop listening and speaking skills
  • specific objective statements, linked to the goals with the introductory phrase "so that" – e.g., "so that X uses oral social language with peers and adults in the school community, participates in conversation . . ."
  • term objectives that include strategies, materials, and responsibilities, e.g., practise telephone conversations, label the environment
  • general preventative strategies, e.g., clarification of behavioural expectations before beginning a task; and individual preventative strategies, e.g., posting a daily schedule of routines
  • general environmental motivating strategies, e.g., reinforcement activities; and individual motivating strategies, e.g., praise for co-operative behaviour
  • general environmental discipline structures, e.g., three-step system (label, warn, consequences); and individual discipline structures, e.g., time out

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Haliburton County Board of Education

PO Box 507
Haliburton ON
K0M 1S0

Mr. H. Dale Robinson, Superintendent of Education
(705) 457-1980

CORO

Almost all exceptional students in this school board are fully integrated. The exception is a small group of students identified as having behavioural disorders. These students are placed in a temporary segregated program and are integrated as soon as possible.

The involvement of parents in their children's educational program is a high priority. Parents take part in team meetings which are held in the school prior to the IPRC meeting. They have access to all information gathered by the school, and have input at this stage, before any decision is made. Integration is consistently offered as a first-choice option on placement.

All special education resource teachers work in regular classrooms on a daily basis to assist regular classroom teachers with program modifications, appropriate strategies, writing IEPs, and the management and instruction of the students.

There is a secondary school credit course in peer tutoring in which trained senior students help out in Grade 9 and Grade 10 classrooms. There is a similar elementary school program called Peer Helping, managed by guidance teachers.

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Hamilton Board of Education

PO Box 2558
Hamilton ON
L8N 3L1

Ms. Diane Husack, Senior Speech/Language Pathologist
(905) 527-5092

CORO

The Augmentative/Alternative Communication (AAC) team was created to meet the specialized communication needs of students from Junior Kindergarten to Ontario Academic Courses. AAC programs include body language, facial expression, natural gestures, pantomime, sign language, tangible systems, graph systems, written language, technological devices and synthesized speech, and vocal output. With individualized programming, AAC programs offer the potential for successful integrated experiences in both learning and socialization.

The team offers a range of services:

  • facilitating integration of communication-impaired students
  • providing a continuity of services/programming for students from JK to graduation
  • assisting with differentiation and modification of curriculum focus to meet specialized communication needs
  • assisting with communication goal planning, including developing IEPs in collaboration with the classroom teacher and parents
  • providing consultation for identification of, and planning for, optimum classroom communication environments
  • attending system-based and school-based program planning meetings
  • designing and constructing customized materials for programming in the school, home, and community
  • maintaining a resource lending library
  • offering in-service training and other professional development opportunities for school personnel, administration, families, and community
  • providing individualized assessment and programming recommendations
  • providing liaison with community agencies and organizations

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Hamilton-Wentworth RCSSB

690 Barton St E
Hamilton ON
L8L 3A6

Ms. Betty Browne, Co-ordinator of Programs, Special Education
(905) 525-2930

CORO

With the motto "Each Child Belongs", this school board has been integrating exceptional pupils into regular classrooms for the past twenty-five years. There is a commitment to providing the necessary human and fiscal support. All school staff share in the responsibility of integrating each student.

All exceptional pupils attend regular age-appropriate classrooms where academic goals and objectives, as well as social and emotional supports, are designed around the needs of each individual. Exceptional pupils share with their fellow pupils the responsibility to demonstrate acceptable behaviour and to strive for total growth and development. All the students with developmental disabilities who left the board's secondary schools in June 1994 had work and/or recreational programs arranged as part of their transition to the adult world.

Parents are partners in the education of their children. A parent support group, Parents of Children with Special Needs, has been operating effectively for fifteen years. This is a proactive advisory/support group.

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Highview Public School (K-7)

240 McClellan Way
Aurora ON
L4G 6N9

Ms. Judy Kane, Principal
(905) 727-6642

York Region Board of Education
CORO

This school integrates exceptional students who have physical disabilities, and who are hard of hearing. There are integrated classes for students with language and learning disabilities and behaviour disorders.

Additional assistance and in-service training are provided by teaching assistants, the speech and language consultant, the occupational therapist, the consultant for the hearing-impaired, the special education consultant, and the special education administrator.

Parents are an integral part of the team that plans and evaluates programs.

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Hillcrest Middle School (6-8)

460 Melvin Av
Hamilton ON
L8H 2L7

Mr. Doug Trimble, Principal
(905) 549-3076

Hamilton Board of Education
CORO

This school integrates students who have learning disabilities, behaviour disorders, and developmental disabilities. Planning for all students is based on William Glasser's stages in the development of an effective school: the elimination of fear, the focus on quality, and self-evaluation.

The staff has restructured the scheduled day to enable classroom teachers to spend more time with their students. Teachers have created instructional units in which there is a maximum of fifteen students in each language arts or mathematics class, giving staff more time to spend with exceptional students in the regular classroom.

All advisory groups in the school's adviser program have exceptional students in them. The staff advisers serve as case managers for all students in their adviser group, including exceptional students. They are responsible for writing the IEPs for all exceptional students in their adviser group, and for conferencing with parents on all academic, social, and emotional issues related to their advisees.

Parents participate in developing and implementing strategies that will allow them to be more effective in their role as partners in their children's learning. Parent involvement is regularly requested and supported.

Special education staff meet twice each week with regular classroom teachers in grade teams and plan co-operatively to meet the needs of all students. Experienced staff with certification in special education serve as mentors for peers with less experience in dealing with exceptional students in the regular classroom.

Exceptional students are actively involved in the life of the school community, including:

  • student support groups dealing with alcohol/drug abuse, peer counselling/mediation, death, separation, and divorce;
  • school athletic teams;
  • student council;
  • clubs and activities.

A cross-disciplinary violence prevention unit has been developed. Student progress in all domains of learning is tracked regularly and comprehensively. Students are informed about their progress and are invited to work with their teachers and with peers in setting learning goals.

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Humphrey School (JK-8)

RR 2
Parry Sound ON
P2A 2W8

Mr. Don Cowan, Principal
(705) 732-4801

West Parry Sound Board of Education
NEORO

Approximately 4 per cent of the 325 students of this rural elementary school are identified as exceptional.

Exceptional students are integrated in regular classroom programs with opportunities for in-class and withdrawal assistance provided as needed. There are two special education support programs to complement the regular classroom programs:

  • a half-hour small-group withdrawal program for daily language arts and/or mathematics remedial/enrichment opportunities
  • up to a quarter-day withdrawal support

Both of these support programs have curricula and instruction that complement what is happening in the regular classroom. The continuity between programs is maintained through daily contact between the resource teachers and the classroom teachers.

The special education resource teachers work closely with parents and community agencies such as Home Care, the Child and Family Centre, ISNC, and the Children's Aid Society. The extensive use of community volunteers, the library/resource teacher, and community professionals provides additional support.

The steering group for planning integration consists of the two special education resource teachers and the principal. The team begins annual planning for integration in June so that supports are in place for students from the first day of school in September. A three-level system is used to support the special needs of:

  • students whose progress is being monitored;
  • students who are supported by the Resource Assistance Program;
  • students who are given additional support through the Communications Resource Program.

Ongoing educational resource team meetings are held throughout the school year. The steering group is augmented by classroom teachers and sometimes parents, and minutes are kept as part of the tracking of student progress.

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Huttonville Public School (JK-8)

Embleton Rd
Huttonville ON
L0J 1B0

Mr. L. Baswick, Principal
(905) 455-8480

Peel Board of Education
CORO

This small school integrates several pupils who have physical and/or developmental disabilities.

The school support teacher works in the classroom with these students in partnership with the teacher, as does the teacher assistant. Parents of the exceptional students are involved to the same extent as other parents in the school. Board personnel are involved with the school on a monitoring and consultation basis.

The exceptional pupils are evaluated in the same manner as all other children and expectations for their success are of a high standard. Personal computers, slant boards, black-lined paper, standers, and wheelchairs contribute to program and mobility. With the help of teacher assistants,

or on their own with their classroom teacher, the exceptional students participate in all aspects of school life, including extracurricular activities such as choir, dances, field trips, clubs, and committees.

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J. E. Benson Public School (JK-8)

1556 Wyandotte St W
Windsor ON
N9B 1H5

Mr. W. French, Principal
(519) 254-3761

Windsor Board of Education
WORO

This inner-city school of approximately 475 students integrates exceptional students into regular classes through the Primary/Junior Family Grouping Program at the Grades 3 to 5 level. (In a "family grouping" program – as in a family – the children are of various ages.) School staff believed that the students would benefit from staying in the same class setting for longer than one year. Before any structural changes were made, the teachers spent a year experimenting with multi-aged situations, using broad-based themes as the vehicle. Visits were organized to schools taking a similar approach in Ontario and British Columbia. Parent meetings were held to explain the program and answer questions and concerns.

Over the extended time a student stays with one teacher, a rapport develops between parents and teacher. This becomes a partnership that assists teachers in dealing with any pupil concerns.

Exceptional pupils are never isolated as a class. The fact that the Family Grouping Program covers three grade levels allows the exceptional pupils to work at the appropriate level in all subject areas.

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K. P. Manson Public School (JK-8)

Graham Rd
Severn Bridge ON
P0E 1N0

Mr. Brian Veitch, Principal
(705) 689-2612

Muskoka Board of Education
NEORO

The support available to exceptional students in this school is demonstrated through the example of a Grade 1 student with PDD.

Immediately after this student's enrolment, the school staff consulted with the parents and school board program services staff. An educational assistant was assigned to the student's regular classroom. Information meetings were held with the parent, the student's previous teachers in a specialized preschool program, consultants, and assistants. An action team investigated the student's needs on an ongoing basis, developed a suitable program, maintained effective communications between task group members as well as with the home, and determined professional development needs for staff. The child's parent has agreed to act as a parent adviser/counsellor for other parents who may enrol students with similar difficulties in the school.

The following program initiatives support the student and ensure that the school atmosphere is inclusive:

  • staff training in pervasive disorders and related programming
  • MAPS
  • Circle of Friends
  • community visits
  • pet therapy
  • a daily journal for the parent, alternate educational assistant, and others
  • videotaping sessions of therapies to ensure that parents are aware of goals and techniques
  • picture symbol communication techniques at home and school to facilitate social interaction
  • peer relational strategies
  • remedial programs for home and caregiver

The school board has developed system-wide initiatives to train staff in the area of non-violent crisis intervention, to ensure that educational assistants have training in special education, to "lend" specially trained staff to other schools when necessary, to train staff to meet a specific challenge rapidly, and to mobilize special "coping" teams.

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Kenner Collegiate and Vocational Institute (sec.)

633 Monaghan Rd
Peterborough ON
K9J 5J2

Mr. D. Davison, Principal
(705) 743-2181

Peterborough County Board of Education
CORO

The comprehensive behaviour program is an elementary program operating within a secondary school site. The students served have been identified as having a behaviour disorder and are twelve to fourteen years of age. Due to extreme behaviours, often including physical aggression, integration is generally not possible in an elementary school because of the potential risk to other students.

The program blends the elementary curriculum with the secondary school environment and offers unique learning situations coupled with an on-site counselling component. Exceptional students in the comprehensive behaviour program are integrated into regular secondary school courses to the extent possible, given their severe behavioural needs. As the students begin to develop adequate coping skills, they are integrated into secondary school courses. Their regular classroom teacher assumes a primary educational role and the program's child and youth worker serves as a resource to the pupil and the teacher.

A highly developed peer support system is in place. Senior students are available as program peer tutors, mentors, and aids to help guide integrated students. Integrated students are directly involved in the social life of the school and opportunities are available to participate in school activities and functions.

A co-operative planning process is well established, and team meetings are held as needed to review and refine integration measures and supports. Parents are involved as partners in the program. They are key members of team conferences. Contact, in person or by phone, is an accepted and often daily practice to ensure that effective progress is experienced by the student and supported by the family. Community agencies and associations, such as the John Howard Society, the local Probation Department, and the Children's Aid Society, have readily assumed a crucial role.

This program supports the Stay-in-School initiative, and gives high-risk students an opportunity that makes a discernible difference for them and their families.

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Kernahan Park Secondary School (sec.)

91 Bunting Rd
St. Catharines ON
L2P 3G8

Mr. Ron Cuthbert, Principal
(905) 684-9461

Lincoln County Board of Education
CORO

Approximately 80 per cent of the Grade 9 students in this vocational school have been identified as "at risk" and exceptional in the areas of communication and/or behaviour. Classroom, guidance, and special education teachers, and a youth worker, meet weekly to develop and implement action plans.

Students are fully integrated into heterogeneous groupings, which spend half of each day studying Self and Society subjects or communications and the other half of the day studying technology and math/science. All students have access to special education resources and a transition committee.

Effective programs include:

  • the transition years overlay – workshops for all Grade 9 students, usually one or two periods long. They may involve small groups or all students. Topics include learning style, abuse, personality profile and conflict style, gender issues, substance use, diet and nutrition;

  • the technical aptitude and skills testing centre (TASK) – adapted vocational assessment tests are used to determine the highest level of vocational potential for all Grade 9 students. A comprehensive summary report is written and presented to the student and parents;

  • the onside mentoring program – a stay-in-school initiative which matches at-risk students with a caring adult from the community for at least two hours a week for one semester. The adult mentors are trained in communication, legal concerns, and personality issues;

  • OASIS (Opportunities for Achievement and Success in School) – in which at-risk elementary students enter high school one year earlier to develop positive attitudes towards school. These students are easily frustrated, lack interest in school, are underachieving, lack confidence with verbal/social skills, and have poor attendance. They attend a contained classroom for a half-day and are fully integrated into the Mathematics, Science, and Technology program;

  • the Community Development Program/Project Adventure – an adventure-based curriculum which targets developing physical, emotional, and social skills for all Grade 9 students. Through problem-solving, students develop skill in making decisions and setting goals;

  • the special needs class – in which students with developmental and physical disabilities are integrated into regular classes for three of the four periods each day. Even if they do not earn credits, their experiences help them in future life experiences;

  • the Peer-Helping program – in which senior students receive training on various leadership issues and then fulfil various responsibilities involving attendance, assigned projects, record-keeping, etc.

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Lakeside Public School (K-8)

4 Parkes Drive
Ajax ON
L1S 4S6

Mr. Doug Ferguson, Principal
(905) 686-3014

Durham Board of Education
CORO

This school provides integration for students who are visually impaired or hearing-impaired, or have Down's syndrome, spina bifida, or cystic fibrosis. Programs for all identified students are individualized; for example, one program includes a life skills component and another offers weight training focusing on the development of specific muscle groups.

Support for these students is offered by the regular classroom teachers, academic resource teachers, educational assistants, parents, and community resource people. The classroom teacher is responsible for program modifications. Resource teachers give assistance in the regular classroom. Parental input is part of the collaborative team planning that occurs regularly.

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Lambton Park Community School (JK-6)

50 Bernice Crescent
Toronto ON
M6N 1W9

Ms. Cheryl Smith, Principal
(416) 394-3070

City of York Board of Education
CORO

The school's approach to integration is exemplified by the support provided to one student in the Junior Kindergarten/child-care program, an integrated full-day facility.

This student was severely delayed when he arrived in Canada from a Romanian orphanage. He had suffered deprivation and trauma, resulting in serious delays in communication, socialization, motor, and daily living skills.

As soon as the student was enrolled in the school, meetings were held with the parents, the speech pathologist, and the psychologist. Regular programming meetings were begun to set goals and monitor gains. The directors of the child-care facility worked with the school team to provide a consistent approach throughout the day.

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Lanark County Board of Education

15 Victoria St
Perth ON
K7H 2H7

Ms. Jean Knowles, Itinerant Teacher of the Hearing-Impaired
(613) 267-4210

Lanark County Board of Education
EORO

About forty students who are deaf or hard of hearing are fully integrated into regular classrooms in their home schools, where they participate in all aspects of school life, including sports, clubs, and activities. Their hearing losses extend from mild to profound. Students with unilateral and bilateral losses are included.

Regular classroom teachers work closely with support staff and parents to develop program modifications, when necessary. These modifications are developed through collaboration with regular class support staff and parents. Formal annual reviews are held, with communication links made informally and frequently throughout the school year. Parents, special services staff, school staff members, administrators, and representatives of other connected agencies are included as required.

The students who are deaf or hard of hearing develop natural peer groups in the schools, and are given the opportunity to mix with other hearing-impaired students in the school board at special events hosted by the teachers of the hearing-impaired.

Students are monitored frequently and consistently to ensure that any difficulties are dealt with promptly and adequately. Most individualized support is delivered in class – e.g., training in speech and language, auditory training, and development of coping skills.

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Lord Nelson Public School (JK-8)

1990 Royal Crescent
London ON
N5V 1N8

Ms. Valerie Neilson, School Librarian
(519) 455-6120

London Board of Education
WORO

In a school population of about 650 students, there are 26 mainstreamed, identified exceptional students. Over 100 students receive mathematics and language support from educational assistants, and 70 students receive occupational therapy/speech and language assistance.

Programs that support mainstreaming in this school include the following:

  • a new delivery model for the resource program, which involves all staff
  • weekly team meetings to discuss students' progress and begin the IPRC process
  • an Early Intervention Program in Junior Kindergarten through Grade 1, in which selected students receive daily assistance from trained Grade 8 mentors
  • resource packages for all Junior Kindergarten through Grade 1 parents, with ideas to encourage language development and problem-solving abilities in their children
  • an Early Identification Program for students in Grades 1 to 3
  • an independent reading program, allowing students in Grades 6 and 7 to work at their own level
  • an OSR survey of students completed by classroom teachers each September
  • the flexible assignment of educational assistants based on students' needs
  • training of educational assistants in occupational therapy (fine motor) programs
  • a behaviour support plan, developed, when necessary, with students, teachers, parents, and resource teachers/counsellors; a home support plan is also available if parents request it
  • a Peacemakers program, in which older students help to resolve conflicts on the playground
  • a CREW (Caring, Responsibility, Excellence Through Hard Work) program, in which all staff are responsible for reinforcing appropriate behaviour in students
  • a leadership training camp for senior students
  • a student advisory council with representatives from each class from Grades 4 through 8
  • use of the Marie Carbo Reading Program and Reading Recovery
  • parent and high school student volunteers who assist teachers
  • child and youth worker students from Fanshawe community college who are involved with social skills and conflict management programs

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M. B. McEachren School (JK-8)

Colonel Talbot Rd
PO Box 70
Lambeth ON
N0L 1S0

Mr. Scott Hughes, Principal
(519) 652-3121

London Board of Education
WORO

Consistent with a site-based approach to the integration of exceptional students, the school staff work together to create a common educational philosophy supportive of integration. The role of resource teacher has become more flexible. The responsibilities of two resource personnel are now shared among four teachers, with each of those four also sharing responsibilities as a regular classroom teacher.

The resource teacher provides in-class support for exceptional and non-exceptional students. When the resource teachers work closely with regular classroom teachers, they are able to plan and monitor individual programs for any child who needs additional support. This is provided immediately, without having to go through the lengthy IPRC process.

Students' individual needs are addressed through a team approach. The parents are an integral part of this planning process. A compensatory reading program and a student publishing company are well supported by volunteers. Peer support systems, such as reading buddies, are in place.

Students identified as gifted are in the regular classroom for 90 per cent of their time and withdrawn for 10 per cent into a peer grouping.

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McBride Avenue Public School (K-6)

974 McBride Av
Mississauga ON
L5C 1L6

Mr. Neil Gillies, Principal
(905) 270-6414

Peel Board of Education
CORO

To maintain all exceptional students in this home school, several changes were made, including the following:

  • revising the time of the school day
  • timetabling the junior level classes to provide language instruction without using a rotary system
  • offering Reading Recovery to Grade 1 students
  • providing in-school support for primary level students through a combination of withdrawal and/or in-class support
  • providing in-school support for junior level students by a team of teachers
  • offering a learning centre program for junior level students, called the Writer's Workshop and held every morning; this reduces class size in the regular classroom and thereby benefits all students, regardless of where they choose to work
  • giving social skills workshops for junior level students who need modelling in attitude, behaviours, and coping strategies
  • organizing a peer-coaching program with co-operative education students from a neighbouring secondary school
  • recognizing one student per week whose behaviour has been outstanding
  • offering an enrichment program through the efforts of the itinerant enhanced learning teacher, the teacher librarian, and the classroom teachers

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McDougall School (JK-8)

RR 1
Parry Sound ON
P2A 2W7

Mr. Terry Timmons
(705) 746-5904

West Parry Sound Board of Education
NEORO

Since 1992, exceptional students have been integrated into regular classes in this school of approximately 300 students. The staff serves over 25 identified students, including one who is blind. Parents are involved as full partners in decisions regarding placement and programming. Special education resource teachers work in the regular classrooms with students and regular classroom teachers, withdraw students to a resource setting for short periods of time, and work closely with parents and community agencies involved in the integration programs.

The school process for integrating exceptional students involves the following strategies:

  • build a team – establish communication channels and common philosophy
  • learn boundaries – rules and regulations, outside influences; establish documentation procedures
  • extend the team – educate in an ever-widening circle
  • know the student – research, observe, test, communicate, and consult
  • keep flexible, keep a consensus among team members, keep a balanced view of the student as part of the family, class, school, community
  • grow – keep developing the academic program

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McHugh Public School (JK-5)

31 Craig St
Brampton ON
L6Y 1J2

Mrs. Dianne Burrow, Vice-Principal
(905) 451-2515

Peel Board of Education
CORO

An instruction resources team was developed at this school to promote integration, staff development, and teacher involvement regarding special education.

The team and the teachers meet once each month. The group aim is to provide the necessary support to create a successful learning environment so the students, with their teachers' guidance, reach the learning outcomes promoted as classroom academic and behavioural goals. Additional support is provided by the exceptional students' peers.

The IEP is the starting-point for the team's work. Team members design goals and strategies focusing on academic and social progress. All team members, e.g., speech/language pathologist, social worker, and school resource teacher, offer support to the teacher and student in their areas of expertise. The classroom teacher schedules specific staff involvement in the classroom over the next few weeks for resource visitation, consultation, observation, and/or demonstrations. The team holds progress review meetings to review goals and strategies and to make modifications where necessary.

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Madonna Catholic Secondary School (sec.)

20 Dubray Av
Downsview ON
M3K 1V5

Mrs. M. Bilyk, Principal
(416) 393-5506

Metropolitan Separate School Board
CORO

This school has fully integrated exceptional students into the academic and social components of secondary school life. The identified students enrolled at the school range in ability from developmentally delayed to gifted. Parents are involved in developing goals for the students.

While in class, identified students are exposed to the regular curriculum units; however, the seat work, assignments, tests, quizzes, and exams are modified to suit the pupils' ability levels. These adjustments may be in the form of fewer questions, examples for each section, recall-recognition-style questions, open-book testing, clue sheets, and oral testing. Further, the evaluation scheme is altered to allow for differentiated materials such as scrapbooks, collages, presentations, and diagrams.

Special education teachers meet students on a withdrawal basis with the frequency being determined by their needs. During these sessions, the student receives individual instruction in difficult concepts, assignment completion, assessments, and organizational skill development. Students also receive course selection assistance, guidance in peer interaction and appropriate social behaviour, encouragement, and moral support. Special education teachers confer regularly with subject teachers to discuss student needs, and program development and modification.

Additional support is provided by educational assistants and peer helpers. Students in the peer helping/human relations course, a senior Social Science course developed under the Guidance 1984 Guideline, work with exceptional peers as teachers' aides.

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Maple Grove Public School (K-8)

242 Grove St E
Barrie ON
L4M 2P2

Ms. Anita Townsend, Vice-Principal
(705) 728-5201

Simcoe County RCSSB
CORO

The home school model is used to integrate exceptional students into regular classrooms in this school of approximately 400 students. The model provides for:

  • total integration of all exceptional students;
  • ongoing support from a specially trained teacher for the regular students in the class who may require support from time to time;
  • positive role models for exceptional students.

The special education teachers team-teach full-time with a regular class teacher. There is one such team situation in each of the Primary, Junior, and Intermediate divisions. In each of the team-teaching classes are regular students and most of the identified exceptional students in that division. All students in these classes consider both teachers "their" teacher. The teachers are a resource and support for students and also for each other.

For other students who require some resource support, there is an extensive volunteer program. The volunteers are supported by the special education teachers in teaching and reinforcing needed strategies with a variety of students.

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Marc Garneau Collegiate Institute (sec.)

135 Overlea Blvd
Toronto ON
M3C 1B3

Ms. Lynne Koffman, Head of Special Education
(416) 396-2410

East York Board of Education
CORO

Students may receive direct service in class, through partial withdrawal, or through full-period withdrawal in which students drop one credit to take a resource program. In most cases the resource teacher works in the regular classroom setting and helps students get organized for class, review material before a test, or complete an assignment, or else observes their behaviour and participation in the classroom. The resource teachers pass along to the classroom teacher pertinent background information, learning strategies, testing methods, informal assessment, and curriculum modifications. Resource teachers meet regularly as a team to test out new ideas, identify and solve problems, and support each other's efforts.

Students are helping to write their own objectives. Parents are encouraged to keep in regular contact with the resource teacher. The newsletter, The Bridge, provides an additional dimension of communication with the students and parents. Appropriate professionals outside the school have a role in the decisions affecting the exceptional students. They are frequently consulted about the academic, behavioural, and social needs of the students.

There are many benefits of this approach, including the following:

  • students don't miss valuable classroom instruction through withdrawal
  • non-IPRC'd students benefit from the present of the resource teachers
  • the resource teachers are more familiar with the course curriculum and provide relevant remediation
  • the resource teachers ensure that the stated objectives of the IEP are being carried out and make adaptations to the IEP as necessary

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Metcalfe Public School (JK-8)

PO Box 190
2701 Albert St
Metcalfe ON
K0A 2P0

Mr. R. Hugh Turner, Principal
(613) 821-2261

Carleton Board of Education
EORO

In this rural school all high-needs students are integrated into regular classrooms, but academic expectations are modified and supports are provided both in the regular classrooms and with small-group withdrawals. All students are home-roomed with a regular class. At the Grades 7 and 8 levels, all the special education students have desks in regular classrooms and are in regular classes for more than 50 per cent of their programs.

Special education staff, both teachers and teaching assistants, offer over-the-shoulder assistance to any student in need.

Interviews with parents of special needs students are conducted by all staff involved with those students. There are regular team meetings for discussion of the program and behavioural concerns. In addition, there are thirty-three trained peer tutors who assist students four noon-hours each week.

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Mother Teresa School (JK-8)

PO Box 1330
Highway 9 South
Walkerton ON
N0G 2V0

Ms. Patricia Guay, Principal
(519) 881-1852

Bruce-Grey County RCSSB
WORO

This school has moved carefully and deliberately to a program of full integration of all students. The major focus of this work has been on program planning, development, and implementation for high-risk students in the regular classroom, as well as professional development activities that promote the understanding and adoption of successful inclusion practices, at both the school and classroom levels.

Extensive in-service training has been provided in process writing and publishing. A school publishing centre has been set up in the resource centre. Students work collegially in supporting each other throughout the various stages of the writing process, and work in pairs on the computers.

School and board personnel provide support for the regular classroom teacher, assistance in developing IEPs, and regular team weekly meetings. At these meetings, the student learning profile is reviewed in a manner that highlights progress and strengths that will be helpful in developing programs tailored to fit the themes and activities planned by the teacher. This allows students with special needs to participate fully in the regular classroom.

Teachers have been given full afternoons of divisional planning time through scheduling guest speakers, visiting drama groups, and supervision by the principal, the librarian, and the French teachers. An interdisciplinary team of school board personnel is working with the school staff to increase the knowledge and skill base of the resource team, including the principal and teachers, so that skill transfer can take place at the classroom level.

Integration is a team effort that requires ongoing professional development linked directly to job function, and hands-on experiential training linked directly to program application in the classroom.

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Nationview Public School (JK-8)

PO Box 140
South Mountain ON
K0E 1W0

Mr. Jack Barkley, Vice-Principal
(613) 989-2600

Stormont, Dundas, and Glengarry Public School Board
EORO

The integration program offered to exceptional students at this school is demonstrated by the support offered to one student with Rett syndrome who is fully integrated with her peers except for core French, at which time a speech therapy program is provided. The transition from home to school was facilitated by personnel from community agencies. Physical modifications have been made to the classroom to accommodate the integrated placement. The student participates in all aspects of school life, including concerts, play days, and class trips.

A full-time teacher assistant helps the student follow a modified Grade 2 program. The resource teacher consults when needed regarding curriculum adaptations for classroom use.

The student uses a Dynavox and picture symbols for communication. She is involved in a weekly reading buddy program with her own class and a Grade 6 class. A Circle of Friends program introduced her to other members of the school community.

Parents are seen as integration team members who support the efforts of the school. Daily communication and weekly team meetings ensure optimal functioning of the network. Parents were involved in developing the IEP, along with the special education consultant, classroom and resource teacher, administrator, and teacher assistant. Additional team members, e.g., speech therapist, physiotherapist, and occupational therapist, communication specialists, home support workers, developmental services workers, a SEAC advocate, and school superintendents, may be involved in monthly meetings, and the entire team meets at least twice each year.

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Northern Collegiate Institute & Vocational School (sec.)

940 Michigan Av
Sarnia ON
N7S 2B1

Mr. Bryan Trothen, Head – English Department
(519) 542-5545

Lambton County Board of Education
WORO

The peer-tutoring class is designed to facilitate the entry of all identified exceptional Grade 9 students into secondary school. Students enter the program voluntarily after full consultation with their Grade 8 teachers, their resource teachers, and their parents.

The primary setting is an English classroom, under the supervision of an experienced teacher. Each exceptional Grade 9 student is paired with a peer tutor, in most cases a Grade 12 advanced-level student. At the start of each school day, the Grade 9 students receive a full period of unbroken one-to-one attention and instruction. As a consequence of such concentrated support, these students experience a high degree of success, their sense of competence increases, and they establish a strong base for further academic achievement.

Eventually, the tutors take on additional responsibility for direct instruction, and each Grade 9 student's English program becomes highly individualized according to the student's interests and abilities. The tutors also oversee their students' progress in other classes, act as liaison with the subject teachers, and help the students stay organized for tests and assignments in all courses.

The tutors become mentors to these students, encouraging them to study and learn and also to participate in the extracurricular life of the school.

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Northern Heights Public School (JK-8)

210 Grand Blvd
Sault Ste. Marie ON
P6B 4S8

Dr. P. Nicolson, Principal
(705) 945-7128

Sault Ste. Marie Board of Education
MNORO

This school provides an integrated setting for exceptional students with language difficulties.

Students selected for the pilot program in Grade 1 were chosen from those attending the Kindergarten language class, and those identified as in need of additional assistance through early identification procedures. The program has now expanded into the rest of the Primary Division and Grades 4 and 5 of the Junior Division.

The classroom teacher, learning resource teacher, and educational assistant plan and teach co-operatively, working with the students in a large group setting, in small groups, or individually. Biweekly meetings are used to track students, adjust groups and timetables, and plan joint units. Outside resources, such as the Association for Community Living, are very supportive of the program.

Exceptional students participate in all aspects of school life, winning marble tournaments, playing on floor hockey teams, and speaking at Remembrance Day assemblies.

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Notre Dame College School (sec.)

64 Smith St
Welland ON
L3C 4H4

Ms. Clara Palma, Vice-Principal
(905) 735-7110

Welland County RCSSB
CORO

Several exceptional students are fully integrated into regular classes. Their needs are addressed by the regular classroom teacher with programming assistance from the general resource teacher and special education staff of the school board. Additional support is provided by community agencies and associations, such as the Association for Community Living.

An extensive peer-helping program is in place in this school. Senior students accompany exceptional students around the school and to class if and when necessary. When exceptional students reach age sixteen they are given the opportunity to work in the community, through the co-operation of local businesses and with the assistance of peer helpers if necessary.

Exceptional students participate in many aspects of school life, including weight-lifting and other sports.

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Oakwood Public School (JK-8)

2520 Cabana Rd W
Windsor ON
N9G 1E5

Ms. Beverly J. Kelk, Principal
(519) 969-3290

Windsor Board of Education
WORO

In this small school, there is an amalgamation of regular and special education to provide a range of services for all students. The school staff collaborate on a regular basis to plan and implement programs for exceptional students, including students who are gifted, deaf or hard of hearing, or visually impaired, or who have learning, intellectual, or developmental disabilities, behaviour disorders, or ADHD.

Support is available through the following:

  • modified classroom programs
  • individualized spelling and mathematics programs
  • advanced-enrichment math Think Tank program
  • conflict management programs
  • Values, Importance, Peers program (VIP)
  • individualized direct instruction
  • multi-age groupings/co-operative themes
  • drama/creative arts/role-playing

Additional support is provided by parent volunteers, retired teachers, peer tutors, student and teacher mentors, secondary school co-operative education students, community college students, and the local police department.

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Ottawa Board of Education

330 Gilmour St
Ottawa ON
K2P 0P9

Ms. Dorothy McKay, Co-ordinator of Special Education
(613) 239-2211

EORO

Student who have hearing losses ranging from mild to profound and who are being taught to communicate orally are fully integrated into regular classrooms in this school board.

Approximately sixty exceptional students are able to achieve their potential because of the support of the itinerant teachers of the hearing-impaired, who see them on a withdrawal basis once to five times each week, as determined by the IPRC process.

The itinerant teachers focus on:

  • support for the student, including assessment, determination of goals for speech, language, and auditory skills, and provision of regular resource withdrawal. During this time, students are given subject support, and speech, auditory, and language skills. The students' hearing aids and FM systems are adjusted or repaired if necessary. The itinerant teachers are also advocates for the students, in the classroom and in the school, and teach the students how to be advocates for themselves;

  • support for the classroom teacher and other school staff, through in-service workshops on the specific needs of each student, how to deal with those needs in the classroom or school environment, and the use of hearing aids and FM equipment. Itinerant teachers also work with class teachers on using specific teaching strategies in the classroom, such as seating arrangements and visual aids;

  • co-ordination of communication between home, school, and other services the student may require, either within the school board or from outside agencies. Parents are encouraged to attend resource withdrawal sessions in the early years in order to be able to reinforce new skills at home. A communication book is established for weekly contacts. The teachers of the hearing-impaired work closely with a parent support group. They also maintain a close link with appropriate medical personnel.

The students participate in community life, working at part-time jobs, participating in school bands and competitive athletics, representing peers on the student council, etc. Many have continued their education at colleges and universities.

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Our Lady of Mount Carmel Secondary School (sec.)

3700 Trelawny Circle
Mississauga ON
L5N 5J7

Mr. Joseph Geiser, Principal
(905) 824-1025

Dufferin-Peel RCSSB
CORO

There are several programs in the school that support exceptional students, including those with autism, emotional and behavioural difficulties, physical disabilities, visual and hearing impairment, Tourette's syndrome, and developmental disabilities. These programs include the following:

  • Programs for students with learning differences – The Academic Resource Department teaches English-language studies courses for students who need intensive instruction to develop strategies for time management, organization, study skills, reading and writing, listening and note-taking, and problem-solving. Resource teachers monitor the students' progress in all their other courses, and work with teachers to provide modifications to regular programs.

  • Modified co-operative education – A resource teacher modifies assignments as required, preteaches or reviews concepts taught in the regular co-operative education class, and monitors the students in their workplace.

  • Enhanced programs – The pace, depth, and breadth of curriculum, style of teaching, and opportunities for individualized extension are modified for gifted learners.

  • The Alternative Program (TAP) – Students who have difficulty in a traditional classroom setting, for a variety of reasons, may complete courses independently through correspondence, and do the work at school with the support of a TAP teacher and child-and-youth worker. Counselling is available. The goal is to return to full-time participation in regular courses.

  • Planning for Independence Program (PIP) – Students with developmental disabilities learn life skills and functional academics with the PIP staff. Students with schizophrenia and significant language and emotional difficulties are also helped by this program. All students participate daily in regular courses with the support of a PIP staff or peer helper, and are involved in all aspects of school, e.g., assemblies and extracurricular events. The PIP students are taught job-related skills.

  • Modified examinations – These are available to any student requiring modifications such as extra time, oral responses, computer-written responses, monitoring by resource teachers to assist in attention to task, verbalization of answers prior to completing written responses, and/or a quiet environment.

  • Support through outside agencies – Sharing of pertinent information and collaborative planning facilitate integration in both the school and the larger community.

  • Professional development – E.g., school staff hold meetings and seminars on learning and behaviour exceptionalities.

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Our Lady of Victory Senior School (6-8)

300 Central Av
Fort Erie ON
L2A 3T3

Mr. Clyde Carruthers, Principal
(905) 871-6518

Welland County RCSSB
CORO

Exceptional students who are deaf or hard of hearing are integrated full-time into a regular Grade 6 class in this school. These students previously attended provincial schools for the deaf. Their parents have been closely involved in the development strategies and goals for the educational programs.

Student Services area team members (a speech/language pathologist, a consultant, an assessment and resource teacher) have worked closely with the classroom teacher, principal, and teaching assistant. Additional support is provided by the speech/language pathologist from Home Care.

Programs are specially adapted so the exceptional students remain in the classroom for regular instruction. Other programs have been purchased by the school board to meet the individual needs of the students. The French program includes games and activities for language development in English. The exceptional students participate in extracurricular sports, assemblies, field trips, church services, and other school activities.

The teaching assistant facilitates communication through sign language. Sign classes offered by the teaching assistant are available at lunchtime for interested students. Some peers have become proficient in using sign language and have helped to play a vital role in bridging the communication gap between the exceptional students and others in the school.

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Peterborough Victoria Northumberland and Clarington RCSSB

580 Cameron St
Peterborough ON
K9J 3Z5

Ms. Deb Heslinga, Co-ordinator of Student Services
(705) 748-4861

CORO

Starting in 1988, this school board has provided a program of integration for exceptional students, with a maximum time of withdrawal of no more than approximately 25 per cent of the day. The board-wide initiative began with a pilot project involving

three schools, then expanded to half the schools in the board one year later. All schools have been involved in the integration program since 1990.

Resources are provided based on the individual needs of each exceptional student. Resource teachers and educational assistants support the delivery of programs in both integrated and small-group withdrawal settings. All special education programs are delivered either in class or through short periods of resource withdrawal. Techniques developed to assist in the integration of exceptional pupils into regular classrooms include the Circle of Friends. Additional assistance is provided by Student Services staff, who assess student needs and progress, recommend appropriate programs, and assist in modifications to meet individual needs. In-service training is provided regularly for principals and special education resource teachers. SEAC is actively involved in the initiative.

Regular students assist their exceptional peers by modelling appropriate behaviour, motivating effort, and supporting communication by learning sign language. Parents are partners in the integration process and are involved in creating the IEP and sharing strategies for success. They are also very active in SEAC, on subcommittees, and in assisting in writing parent-friendly materials.

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Pineview Catholic School (JK-6)

1500 Beaverpond Drive
Gloucester ON
K1B 3R9

Ms. Julie Tuepah, Principal
(613) 744-3591

Carleton RCSB
EORO

This school has a population of 380 students. It houses two system-wide classes, one for students with behavioural exceptionalities and one for students with developmental disabilities.

In each six-day cycle there is a communication period in which the classroom teachers, resource teachers, ESL teachers, and support and consultative staff meet to discuss the "adaptive plan" or IEP, which is developed collaboratively with the parent at the beginning of the year, or when the need arises. This plan is attached to each student's report card, and is discussed with parents three times during the year. If a student is formally identified as exceptional, the review is part of the second term interview. A student does not need to be formally identified for modifications for success to occur within the regular classroom program.

The resource team meets every Day Three to discuss students, programs, problem-solving strategies, new techniques, etc. Members of the team work within the classroom with students and the classroom teacher to support modifications to the program, but are not responsible for implementing the modifications – this is the classroom teacher's responsibility.

Resource staff provide relevant in-service training at staff meetings. In addition, the school has established a student peer mediation program, good-behaviour assemblies, parent information programs using newsletters and program evenings involving their children, the Snuggle Reading home program, math homework bags, and a buddy system. A code of behaviour was developed by staff, parents, and students, and is reviewed and refined yearly.

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Plattsville & District Public School (JK-8)

112 Mill St E
Plattsville ON
N0J 1S0

Mr. Douglas Lester, Principal
(519) 684-7436

Oxford County Board of Education
WORO

This school integrates exceptional students who are blind, or who have developmental disabilities, autism, Down's syndrome, or Möbius syndrome.

The resource program teacher has provided leadership in educating and encouraging teachers, parents, and support staff. A program development team, made up of the principal, resource program teachers, classroom teachers, education assistants, and special subject teachers, meets regularly to redevelop and review IEPs for each identified student.

The program focus is on modified academics and specialized social skills. Partnerships with other service agencies have been built to ensure a team approach and the best use of resources.

Exceptional students are well accepted in the playground and school. Support staff are rotated at times to avoid overdependency. Expectations for playground behaviour are consistent for all students, and staff and students are encouraged to avoid patronizing or condescending behaviours.

Effective programs include:

  • involvement in the Special Friendship Olympics for older students who have developmental disabilities;
  • use of computers to enhance the academic program;
  • home-made resources and concrete materials;
  • Bridge Reading;
  • special attention, e.g., painting a protective helmet, celebrating success.

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Pope John Paul II School (JK-8)

211 Ashford Drive
Barrie ON
L4N 6A3

Ms. Rosemary Gannon, Principal
(705) 722-0212

Simcoe County RCSSB
CORO

Exceptional students are integrated into regular classrooms with support from special education resource staff (special needs resource teacher and regular education resource teachers) who work as a special education team. Outside agencies and personnel also support this team, including Home Care, speech and language services, children's hospitals, community agencies, provincial schools, children's treatment centres, school board personnel, and a specialized teacher of the blind.

Special education resource teachers are also involved in the establishment of small-group and whole class self-esteem, violence prevention, and conflict resolution programs. The school staff has collaborated with the Children's Aid Society and the local District Health Unit in establishing these programs.

Parents have input in the development of the IEP and attend case conferences which are held every six weeks, along with members of the special education team and other professionals as needed. Parent information sessions have been held on relevant topics.

Circles of Friends provide assistance in recess and lunch activities, assemblies, school mass, and class trips. Classroom teachers also set up in-class peer support systems. A Grades 7 and 8 elective program has been established. This contains a special needs student assistant component, in which older students work with exceptional students for forty-five minutes a day. Additional support is provided by parent volunteers, high school and college students, and educational assistants.

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Queen Elizabeth Public School (JK-6)

100 Coumbe St
Renfrew ON
K7V 2R6

Mr. Ron Barrington, Principal
(613) 432-4845

Renfrew County Board of Education
EORO

The integration of students with developmental disabilities is supported by the presence of either the special education teacher or the teacher assistants. In each classroom, at least one regular student acts as a peer buddy. The regular classroom program is modified in terms of process, evaluation, or product through the joint planning of the special education teacher or teacher assistant and the regular class teacher.

Additional support is provided by outside agencies, such as Home Care. Ongoing consultation maintains consistency of goals. Parents participate in the planning process through interviews, case conferences, and the IPRC process.

Exceptional students participate in school special events such as the house league and excursions.

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Queen Elizabeth II School (JK-8)

60 Aberdeen Av
Sarnia ON
N7S 2N8

Mr. G. A. White, Principal
(519) 344-0801

Lambton County Board of Education
WORO

This large elementary school integrates exceptional students who have learning or developmental disabilities, ADHD, and/or behaviour disorders into age-appropriate classroom settings. Resource teachers act as advocates for exceptional students in all aspects of school life.

Through weekly support team meetings the resource team meets regularly with classroom teachers, and often incorporates community resources such as a children's centre, a psychiatric research institute, the provincial school, and Big Brothers/Sisters in planning and sharing information sessions. They work within the classroom setting with the classroom teacher in a team-teaching approach. They observe the exceptional child in the classroom, plan a program, arrange parent-teacher interviews, and keep comprehensive records. Most important, the resource teachers modify the regular classroom program and oversee the implementation of the modified program. The resource team has been involved in "sharing sessions" with other resource teachers in the school board.

The resource teachers have found the following very helpful:

  • a morphographic spelling program
  • the administration of a reading style inventory
  • the Carbo recorded book method

The exceptional students are included in school organizations, e.g., the students' council, the playground assistance leadership program (PALs), and sports leagues. Counselling occurs on an "as needs" basis to fill gaps in background experience and to support appropriate behaviour in academic and social situations.

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Queensdale Elementary School (JK-5)

67 Queensdale Av E
Hamilton ON
L9A 1K4

Mrs. Barbara-Lee Jepson, Principal
(905) 387-5744

Hamilton Board of Education
CORO

This school has an extensive staff development program, in which the following topics have been addressed:

  • hard of hearing: programs, students' needs, equipment, history
  • inclusion and integration policy
  • orientation checklist for exceptional students
  • staff roles and responsibilities
  • positive behavioural intervention strategies
  • retention
  • ADHD and ADD

Parents are invited to observe and participate in their child's learning on a regular basis, through classroom visits and observation, a parent volunteer program, the use of daily communication books, attendance at diagnostic and resource team meetings, and involvement in developing their child's IEP.

Several community service agencies are involved in supporting the exceptional students in the school. These include the provincial school, E. C. Drury, as well as Home Care, Chedoke McMaster and St. Joseph's hospitals, and the IODE.

Students who are candidates for inclusion are integrated for non-academic subjects initially, and for more academic subjects later, when their needs have been assessed. Prior to this inclusion, there is an intake meeting in which all teachers involved fulfil the requirements of an orientation process. Additional support is provided for each integrated student by the teacher, educational assistant, co-operative education student, or parent volunteer, as deemed necessary or available by the team members. The roles and responsibilities of team members are explicit with regard to orientation, program differentiation, planning unit learning, determining student learning outcomes, evaluation, assessment, tracking, and report cards. A detailed orientation checklist ensures that all aspects of the exceptional student's development are considered, e.g., willingness to ask for assistance or clarification.

The timetable is constructed in a way that allows staff to meet regularly for planning and for the assessment and evaluation of the integrated students. Grade teams meet regularly in a team-planning area that was created to promote the planning process. Regular and special education staff have planning time together to plan programs.

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Renfrew County RCSSB

499 Pembroke St W
Pembroke ON
K8A 5P1

Mr. Lorne Keon, Superintendent of Education
(613) 735-1031

EORO

This school board includes urban centres as well as rural and remote communities. It has integrated exceptional pupils into regular classrooms in its schools by collaborating with community groups to solve problems and support the integration policy of the board. SEAC is effective in ensuring that an integrated education is provided for all students in the system.

Professional staff from local associations such as the Association for Community Living attend regular staff meetings at many schools to help ensure that extra resources to assist regular classroom teachers are identified and provided as necessary. IPRC meetings and case conferences include parents, support workers, and other individuals involved in the lives of exceptional students.

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Resurrection Catholic Secondary School (sec.)

455 University Av W
Kitchener ON
N2N 3B9

Mr. Michael Schmitt, Principal
(519) 741-1990

Waterloo Region RCSSB
CORO

This school was built in 1990, in a way that ensured all students access to all classrooms and facilities. Ramps have been added to ensure access to portable classrooms. The Special Education Department serves approximately 250 students, including students with multiple exceptionalities. All exceptional students are assigned their own lockers, are attached to home rooms, and participate in school liturgies, celebrations, assemblies, and cafeteria lunches.

Special education staff spend the majority of their time in the classroom, supporting students and working as a team with the classroom teacher. They work with classroom teachers to develop student education plans. These teachers are assisted by school board staff including special education consultants in behaviour and in vision and hearing impairments, psychometrists, and speech/ language pathologists.

Additional support is provided by peer helper programs and volunteers. Community agencies such as the Rotary Centre and Parks and Recreation Leisure Buddy Support Services work with the school staff to meet students' physical, social, emotional, and educational needs in the school and facilitate a smooth transition to the community or post-secondary education. A supported co-operative education program is offered to provide students with work experience. This program is staffed by a special education teacher and job coach and is supported by community business, industry, and service organizations. Communication with parents occurs regularly through verbal and written reports, interviews, and IPRC meetings.

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Roselawn Public School (4-8)

422 Carrville Rd
Richmond Hill ON
L4C 6E6

Ms. Diane Finlay, Principal
(905) 884-5934

York Region Board of Education
CORO

Exceptional students in this school are integrated through a team-teaching approach at the intermediate level. The program combines twelve identified exceptional students with twenty-two heterogeneously grouped students at the Grade 7/8 level in a regular classroom setting.

Parents work closely with the teaching team to set up goals and monitor progress. Planning is done by the team and includes parents' suggestions of student interests. These suggestions may be used to assist in setting up special programs with the local secondary school and community. Students in this program attend the local secondary school for instrumental music, design and technology, and mathematics, and have the opportunity to examine other programs.

Program modifications are frequently re-evaluated to meet the learning outcomes for the program and to assist students in working towards mastery of the performance criteria. Personality typing and the concept of multiple intelligences are used as part of the programming, and are discussed with parents during interviews.

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Russell D. Barber Public School (JK-5)

255 North Park Drive
Brampton ON
L6S 6A5

Mr. Ian Rasmussen, Principal
(905) 455-7177

Peel Board of Education
CORO

This school integrates exceptional pupils at the Grade 4 and 5 level through a team-teaching approach in a large instructional area. Both teachers work with all students. The teacher with special education qualifications assumes responsibility for written reports and IEPs for the exceptional students. This teacher also modifies the programs for the exceptional students to ensure that their program parallels that of the regular students, so that all can achieve success at an appropriate level.

Parents meet with the teachers at the beginning of the school year to discuss goals for the year. Regular contact is maintained and parents are very supportive of the program.

Every effort is made to avoid singling out the exceptional students. They are fully integrated at all times, including in music, core French, and physical education classes. The regular students in the integrated class are selected and placed in the program for two years as good academic and behavioural role models. As such, they constitute an unobtrusive peer support system.

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St. Andrew's School (JK-8)

PO Box 339
Killaloe ON
K0J 2A0

Ms. Lorraine Finn, Principal
(613) 757-2330

Renfrew County RCSSB
EORO

This school has integrated exceptional students, including those with Down's syndrome, autism, developmental disabilities, and sensory deprivation, into regular classrooms through a multidisciplinary approach. Many resources are drawn from local agencies such as the Association for Community Living, Public Health units, and the Children's Aid Society. Through their access to specialized literature, computer programs, and equipment aids, the exceptional students are able to use existing computers to their best potential. They participate in community summer programs offered by the same associations.

Additional support is provided by educational assistants and board personnel, including psychologists, speech/language pathologists, and sign language instructors. Opportunities for social integration into the school community have been supported by the establishment of a Circle of Friends program, as these circles shift the focus from adult caregivers to peer interaction. The support group meets approximately once a month, in a variety of community locations. For the transition to secondary school, the group considers issues including advance planning in the areas of skill level required; interest in age-appropriate activities, peer relationships, and home-life stability; and physical development. Action plans based on these elements are developed.

Program initiatives include communication through a picture/symbol system set up by the speech/language consultant, reinforced by computer programs and used in contacts with home.

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St. Anne School (JK-8)

1366 Huron St
London ON
N5V 2E2

Ms. Mary Ellen Zabehaylo, Principal
(519) 455-5890

London and Middlesex County RCSSB
WORO

Students who are deaf or hard of hearing are involved in the auditory/verbal program in this school. The integration of these exceptional students in regular classrooms is supported by the regular classroom teachers, the teacher of the deaf, and an educational assistant. These professionals hold weekly conferences to discuss curriculum goals and program modifications. A speech/language pathologist provides weekly tutorial sessions as well as assessments and programming suggestions. An audiologist and School Health Services Program personnel are also involved.

Parents are closely involved in their children's education program, through the usual parent/teacher conferences and IPRC meetings and also through a daily planning sheet they must initial; and through in-service training on the implications of their children's audiological reports, and on the use and care of their children's hearing aids and FM equipment.

As much as possible, support is offered within the regular class. When further explanations or assistance necessitate withdrawal, it is not necessarily with the hearing-impaired students. Any students in the regular class may be part of a withdrawal support group. Exceptional students are fully involved in all aspects of the school community, including sports activities, choir, drama productions, peer mediation programs, and special school celebrations.

The physical environment of the school has been modified to facilitate the integration of students who are deaf or hard of hearing. This accommodation includes a school TTY, carpeting in integrated classrooms, and conference and pass-around microphones, as well as FM equipment. People making presentations in the classroom and the school assembly are expected to use FM microphones. The resource room has been equipped with a computer, FM equipment, and specialized support materials.

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St. Anthony School (JK-6)

391 Booth St
Ottawa ON
K1R 7K5

Mr. Cliff Foley, Principal
(613) 235-0340

Ottawa RCSSB
EORO

This school integrates all exceptional pupils in regular classes, including those who are autistic and those who have developmental disabilities, and provides the necessary assistance, as exemplified by the support provided to one exceptional pupil.

This pupil is profoundly deaf and has Down's syndrome. A signing interpreter has been assigned to the class, and all students have learned enough American Sign Language to use it as a means of communicating with their exceptional peer. The classroom program has been enhanced and a peer support system is in place.

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St. Augustine's School (JK-8)

25 Alma St
Dundas ON
L9H 2C9

Mrs. Mary B. Galarneau, Principal
(905) 628-8525

Hamilton-Wentworth RCSSB
CORO

All exceptional pupils are in regular classrooms and are an integral part of this school. Classroom teachers are responsible for each and every student in their classrooms. They are involved in setting goals, providing instruction and materials, and evaluating the students' progress. In-service training is ongoing and is provided by school board consultants and agencies outside the school board, such as a summer workshop hosted by the Pervasive Developmental Team at Chedoke Hospital.

Parents are active participants in planning and implementing the student's IEP. They are also welcome to observe their child's classroom at any time. Additional support is provided by volunteers and secondary school co-operative education students. Community and school board professionals are part of a planning process to address the needs of the exceptional students.

A Circle of Friends program is in place to foster relationships between peers with and without disabilities. A buddy system and peer helpers also facilitate integration.

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St. Bernadette Catholic Elementary School (JK-8)

270 Governor's Rd
Dundas ON
L9H 5E3

Ms. Katharine Daymond, Principal
(905) 627-3403

Hamilton-Wentworth RCSSB
CORO

The school staff are committed to service without prejudice, and take risks to formulate programs, strategies, and techniques to foster inclusion within the school community. All students are integrated in regular classrooms for the majority of their programs.

Special education support staff, consisting of the special education teacher, language resource teacher, and educational assistants, work in the classroom and resource areas with regular classroom teachers to enhance the programming. Co-operative planning meetings occur regularly to identify strengths and weaknesses and to develop the IEP to accommodate the students' needs. The collaborative team approach involves parents, the school staff, school board personnel, health support professionals, and pediatricians.

Peer support systems are planned and organized. Peer tutors and peer buddies receive in-service training. Many students volunteer for Circle of Friends or the MAPS process. Exceptional students are involved in the life of the school beyond the classroom; for example, on school skating days the children who use wheelchairs are pulled around the arena on large sleds.

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St. Bernard Catholic School (JK-8)

101 Nash Rd N
Hamilton ON
L8H 2P7

Mrs. J. Bajus, Principal
(905) 561-8247

Hamilton-Wentworth RCSSB
CORO

Exceptional students who have Down's syndrome, hearing impairments, developmental disabilities, and/or ADHD are included in regular classrooms for all facets of their school lives. Funds for materials, resources, and equipment have been budgeted to meet the needs of all special needs students. Modified or augmentative programs are provided primarily within the regular classroom setting, with the resource centre used only as an alternate site for accessibility to computers.

A peer support system is evident in recreational activities, help in the lunch room, and buddy programs for a variety of events. To work and play more effectively with exceptional students who communicate through signing, the entire school body (students, and teaching and non-teaching staff) is learning a new sign each week; student council representatives teach their classmates the sign for the week.

Parent contact is maintained through frequent personal or written communication. Team meetings are planned around the availability of parents. IEPs are developed co-operatively with parents, school staff, and resource personnel. The academic and social progress of each child is carefully monitored by the staff at regular in-school team meetings. One component of each staff meeting is special education; at this time new ideas or resources are shared, or alternative methods of resolving newly developed problems are discussed.

New programs being developed include:

  • a New Waves program for students in need of support due to loss through divorce or separation;
  • a school-wide peer mediation program to ensure that all children learn better ways to resolve personal problems and communicate more appropriately.

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St. Brigid School (JK-6)

200 Springfield Rd
Ottawa ON
K1M 1C2

Mr. P. L. Butler, Principal
(613) 746-4888

Ottawa RCSSB
EORO

Communication between parents and educators is the key to the integration program in this elementary school of about 350 students. Teacher, resource, and support staff meetings are ongoing. Exceptional students are fully integrated into regular classrooms through a collaborative approach led by the special education resource staff.

Exceptional students participate in the regular program and are included in many co-curricular activities.

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St. Charles School (3-8)

25 Whyte Av
Thorold ON
L2V 2T4

Ms. Sherry Shuttler, Principal
(905) 227-3522

Welland County RCSSB
CORO

There are a large number of exceptional students in this school, including some who use wheelchairs and some who have developmental disabilities. The school has been retrofitted to make it fully accessible.

All students begin their day in a regular, age-appropriate classroom. The special education class is perceived as a resource room.

All students, including those with physical disabilities, participate in physical education classes. During Education Week, an all-day wheelchair basketball tournament took place. A wheelchair van is used for field trips and a classmate gets to travel in the van with his disabled peer.

The school works closely with community agencies and associations, such as the Association for Community Living.

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St. Clare Catholic School (JK-6)

2133 Gardenway Drive
Cumberland ON
K0A 1S0

Ms. Lynne Charette, Teacher
(613) 834-6334

Carleton RCSB
EORO

The program for all exceptional pupils in the school is exemplified by the support provided to an eleven-year-old pupil with cerebral palsy. The parents are involved in their child's education through the use of MAP sessions. A school-based action plan is then developed for the necessary assistance, and adaptation/modification of the curriculum and classroom routine. This plan is the basis of the IEP. The classroom teacher is responsible for the pupil's educational mandate, collaborating and sharing tasks with the teaching assistant.

Exceptional pupils follow the same curriculum timetable as the other students in the classroom. Active participation is facilitated through cueing and questioning throughout the lessons. Exceptional students sit in a group with other students, so peer modelling and motivation occur naturally. Concepts taught are consolidated through appropriate activities. Examples of the modifications are: student repetition of instruction, keyboarding, use of a personal student schedule for daily communication of homework and other information to parents, modified activity cards for theme centres, and use of media, such as a TV/VCR, tape recorder, and computer.

Everyday recess activities, chores, and responsibilities are shared by all students. Social skills developed during these activities form an important component of the school day.

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St. Elizabeth Ann Seton School (JK-6)

41 Weybridge Drive
Nepean ON
K2J 2Z8

Mr. Gerald Leveque, Principal
(613) 825-3596

Carleton RCSB
EORO

This school includes 725 children. The school staff have integrated a wide variety of exceptional students, including those with learning disabilities, language delays, physical disabilities, fragile X syndrome, and Down's syndrome. The school has a central goal of maintaining strong lines of communication. English classroom teachers meet with resource teachers once every six days. They discuss observed student needs and plan co-operatively. French teachers are included in these meetings twice each term. School administrators take over classrooms to provide time for vital communication between the English and French home room teachers and to allow opportunities for professional development. Parents are invited to participate in the development of their child's IEP and are assigned job responsibilities. Collaborative meetings involving administrators, resource teachers, and French and English teachers are held three times each year. Regular communication leads to understanding and empathy; shared goal-setting leads to a deeper sense of involvement.

The classroom teacher plays a leading role in providing a variety of program delivery methods. Instruction is given to students in large groups or small groups, or on an individual basis, by the classroom teacher, support teacher, and/or resource teacher. If a student requires intensive skill development in a specific area, short-term withdrawal is an option.

To assist teachers, ongoing professional development has been provided in requested areas, including ADD, co-operative learning, peer coaching, behaviour, and inclusion.

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St. Francis of Assisi Catholic School (JK-6)

795 Walters Rd
Orléans ON
K4A 2T2

Mr. Bert O'Connor, Principal
(613) 830-3215

Carleton RCSB
EORO

Special needs students spend all or most of their day in regular classrooms. The guiding principle for integration is the tri-step approach.

  • Step one: In June, classroom and resource teachers summarize the needs of students for September, determine the stage each student is at in the tri-step approach, and collaborate in developing IEPs for special needs students. The classroom teacher plans and delivers the necessary programs, and maintains an extensive tracking system for all students. Modifications may be made to content, process, product, and evaluation. Each classroom teacher is partnered with a colleague to assist in implementing programs in the classroom setting. This team partner spends forty-five minutes four times each week providing this assistance. A study-buddy peer coach/assistance program is also used.

  • Step two: Parents are informed by the classroom teacher of a child's need to begin this step. The team partner assists in modifying the program for specific students who are experiencing difficulty. The resource team provides further assistance where necessary. Daily and/or weekly planning and evaluation sessions including all involved teachers are a crucial part of this step. Teachers, parents, support and student services staff, and consultants from other agencies meet to discuss and modify programs. Bimonthly meetings are held with members of the Student Services collaborative team to discuss alternate interventions and strategies when previous interventions have been unsuccessful. Professional development has been offered on team-building, integration, technology for special needs students, etc. The school staff rely heavily on co-operative education students, retired teachers, parents, and other volunteers.

  • Step three: Parents are informed by the resource teacher that the student's level of basic skills is two to three years below grade level, and that the child should begin step three. The classroom teacher, resource teacher, and educational consultant plan special programs collaboratively. Students may be withdrawn by the resource team, either individually or in small groups, for extensive review and drill. This program is closely monitored to determine the need for alternate strategies or a temporary special placement.

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St. Francis Xavier School (JK-6)

74 Church St
Brockville ON
K6X 3X6

Mr. Donald K. McPhee, Principal
(613) 342-0510

Lanark Leeds and Grenville County RCSSB
EORO

The use of positive classroom discipline, in which students are taught how to set limits and accept responsibility, allows all staff to share responsibility for all students. IEPs are written for all students identified as exceptional and many who are not.

Students with developmental disabilities are fully integrated into classroom and school life with the support of teaching assistants, special education and regular classroom teachers, and co-operative education and community college placement students. The staff work closely with community agencies to provide necessary programs, for occupational therapy and physiotherapy, or mental health, for example. An extensive volunteer program is a source of extra help for teachers and students.

Augmentative technology is used to adapt and enhance programs. Co-operative learning and multilevel instruction and activities are used to meet the needs of students with a wide range of abilities in multi-age classes. All students are involved in the CoRT thinking skills program, based on the work of deBono. Additional assistance is provided by a buddy system and by secondary school students who work in the areas of drama, reading and writing, using computer technology, and visual arts.

Exceptional students participate in school masses and intramural activities. They make presentations at assemblies and speak in public.

A part-time behavioural support worker has developed programs which are run in conjunction with school staff. These include the following: classroom-specific behaviour programs, sports programs, assertiveness training, an In Charge of Me program, an after-school and breakfast club, and Rainbows for All God's Children, which supports children who have suffered loss of someone close.

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St. Gabriel the Archangel Catholic School (JK-8)

91 Fiori Drive
Woodbridge ON
L4L 5S4

Mr. R. Bahlieda, Principal
(905) 856-4155

York Region RCSSB
CORO

The support provided to an exceptional student in Grade 4 is reflective of other programs for other exceptional students at this school.

This student has cerebral palsy and is in a Functional Life Skills program initiated by the school board. There is ongoing consultation, discussion, sharing, and in-service training with staff, and regular dialogue with parents surrounding programming and decision making. The student is involved in a broad range of activities and is receiving Home Care services for physiotherapy and speech and language. There is periodic consultation with outside agencies such as the Hugh MacMillan Centre. Specialized computer software, including Intellitalk, Intellikeys, and Kid Pix, assists the student in developing skills in communication. A full-time educational assistant has been assigned to support the student in the fully mainstreamed class environment.

Program hallmarks include:

  • a collaborative, interdisciplinary team concept of service delivery;
  • ongoing shared decision-making involving staff, parents, and support staff;
  • a focus on a fully mainstreamed environment for the student;
  • innovative use of technology (computers and software);
  • integration of community support services in the school and home settings;
  • a student buddy system in class;
  • personalized, one-to-one support from an educational assistant and special education staff.

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St. Ignatius of Loyola Secondary School (sec.)

1550 Nottinghill Gate
Oakville ON
L6M 1S2

Ms. Kim Slomka, Head, Special Education Department
(905) 847-0595

Halton RCSSB
CORO

This secondary school has an enrolment of 1,300. Students who have developmental disabilities and those who are gifted are among exceptional students integrated into regular classes.

A formal peer-tutoring program enables students from the enrichment component of the school to develop leadership and interpersonal skills while working in Grade 9 destreamed classes. The students work in collaboration with a SERT and classroom teacher to assist in modifying the program for both exceptional students and those requiring temporary remediation or enrichment. The program is expanding to peer counselling. Both staff and students have received in-service training about counselling in career planning and social skills.

Students in the community living class are integrated in a full program of credit-earning classes leading to employment after graduation. The SERT works with subject teachers to discuss and help implement modifications to the programs. The school-to-work transition process includes in-school placement with eventual placement in a co-operative education class and job training in the community. A SERT and educational assistant work in collaboration with the co-operative education teachers and employers at all stages of the integration.

The New Beginnings program provides an opportunity for female students to develop leadership and organizational skills in a male-dominated setting (woodworking) while providing a practical application of mathematics, English, and science skills, employability skills, and social skills towards other students.

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St. James Catholic School (JK-8)

10 Clover Ridge Drive W
Ajax ON
L1S 3E5

Mr. L. W. Corrigan, Principal
(905) 427-3327

Durham Region RCSSB
CORO

A philosophy of positive discipline has played a major role in making the goals of inclusion of exceptional students a reality. This positive discipline initiative comprises five programs or strategies, as follows:

  • A peace-making curriculum helps students develop the skills necessary to deal with one another and resolve their conflicts in a non-violent manner. It also assists teachers in community-building in their classroom.

  • A peer mediation program is being extended to establish a peer mediation room for the students. This program is a further support in the ongoing process of building community and promoting integration.

  • The Adopt a Cop program is helping to make the school a safe place for everyone.

  • A play and wellness room, a derivative of a play therapy room, is designed to assist teachers in developing a proactive response to children suffering from emotional distress, and those who have difficulty socializing and being accepted by their peers.

  • Positive Classroom Discipline/Instruction is a holistic system of management designed by Dr. Fred Jones of California to give teachers practical strategies and skills in the areas of discipline management and instruction. Teachers are encouraged to promote positive attitudes in students, build on their strengths, and encourage co-operation in education.

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St. James the Apostle School (JK-8)

29 John Murray St
Stoney Creek ON
L8J 1C5

Mr. John Shkopiak, Principal
(905) 560-2700

Hamilton-Wentworth RCSSB
CORO

All exceptional students in the school are integrated into regular classes. The school-wide program is exemplified by the integration support available to one student with multiple disabilities in a Grade 7 class.

A team composed of school personnel, parents, community agency staff, and school board support services personnel plans and sets up programs to meet as many of the student's needs as possible. An occupational therapist and a physiotherapist visit the school regularly. The Technology Access Clinic at Chedoke McMaster Hospital has provided a communicative device to assist learning. This team gathers and provides information which assists in developing the IEP for each exceptional student. The parents play a significant role in developing their child's program. They provide additional insights and suggestions for accommodation of their child's needs. After setting the IEP goals, they continue to develop these goals with the child at home.

The educational assistant supports integration in the regular classroom by meeting with the classroom teacher daily to plan and modify the program and to make sure the student has optimum involvement in the day's activities. A special education resource teacher is available for support and instruction, and to oversee program modifications.

Circle of Friends, the Heart to Heart Group, and the mentor conference assist exceptional pupils in all social aspects of the school. The volunteer peer group assists by accompanying the exceptional students to in-school functions, extracurricular activities, and recess breaks.

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St. Joachim School (JK-8)

75 Concerto Court
Ancaster ON
L9G 4V6

Mr. Anthony Tigani, Principal
(905) 648-6642

Hamilton-Wentworth RCSSB
CORO

This large elementary school (over 700 students) integrates all special needs students into regular classrooms. The classroom teachers are supported by an onsite staff including a special education resource teacher, a learning resource teacher, and educational assistants. This resource team can draw on the expertise of instructional services and community stake holders for support and in-service training.

Peers offer support to integrated students. Exceptional students using augmentative communication systems are supported by classmates who are included in the development of these systems. Parents are very involved in planning for their children. All meetings, including IPRC meetings, take place in a "user-friendly" environment. Parents are encouraged to bring along any advocate or individual who would increase their comfort. The IEPs developed as a result of these meetings are viewed as working documents, constantly in a process of revision and evaluation to be sure they meet the needs of the students.

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St. John Bosco Catholic School (JK-6)

75 Holmesdale Rd
Toronto ON
M6E 1Y2

Mr. P. Riddell, Principal
(416) 393-5305

Metropolitan Separate School Board
CORO

All exceptional students use a regular classroom as a home base. While limited withdrawal does occur, the delivery of the program is the responsibility of the regular classroom teacher with the direct support of the special education staff, volunteer teacher aides, and peer tutors. The team approach benefits the learning of the exceptional students, and the professional development of the teachers.

The school-based support teacher (SBST) co-ordinates programming and evaluation for all exceptional students, and consults with the interdisciplinary team.

Parents and university students serve as volunteers, offering from a half-day to two full days each week. They usually work in the classroom, with either individuals or small groups, or they supervise the large group in a teacher-directed activity so that the classroom teacher is free to teach the exceptional students. At other times, the volunteer may instruct a student in a quieter space. Efforts are made to match the needs of the school with the preferences of the volunteers. School staff provide a variety of experiences to help the volunteers set and achieve goals with their students, and offer praise and encouragement to keep the volunteers' interest level high.

Students from Grades 4 to 6 who choose not to participate in the international language program volunteer to work with individuals or small groups of children from Grades 1 to 4 during this scheduled time. These peer tutors are trained by the SBST and are closely monitored by the classroom teacher or the SBST. To further monitor the success of the peer-tutoring program, the tutors bring their students to the SBST for testing of the skills taught before moving on to the next level of the program. This provides the SBST with an opportunity to encourage both the tutors and their charges.

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St. John Bosco School (JK-5)

755 Fielden Av
Port Colborne ON
L3K 4W4

Ms. Angie Talosi, General Resource Teacher
(905) 834-3946

Welland County RCSSB
CORO

This school integrates all exceptional students, as demonstrated by the support provided to one student with special needs.

With the support of the classroom teacher, the general resource teacher, and the teaching assistant, this Grade 3 student with very high emotional and academic needs has been fully integrated into a regular classroom. Additional assistance is provided by an occupational therapist.

The student participates fully in the regular religion, environmental studies, physical education, and music programs. Modified programs in reading, spelling, and mathematics are taught individually in a quiet place. The student then takes her written assignment back to the classroom to complete. If she finishes the work before the period is up, the classroom teacher will provide related activities.

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St. Joseph School (JK-8)

5895 North St
Niagara Falls ON
L2G 1J7

Ms. Ann Marie Young, Principal
(519) 356-6122

Welland County RCSSB
CORO

This inner-city school with about 240 students has two behavioural adjustment classes, and several students identified as exceptional whose needs are met in regular classes. The integration process involves the principal, general resource teacher, special education teachers, child-care workers, and student services personnel working closely with regular classroom teachers to plan, implement, and revise programs. Case conferences involving parents and community agencies allow for additional sharing of information.

In addition to constant monitoring, program modification, and provision of consistent behavioural expectations, teachers use individual and group student conferencing techniques to help students become aware of their own individual learning styles and adaptive programming plans.

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St. Joseph's School (JK-8)

324 John St N
Arnprior ON
K7S 2P6

Mr. Robert A. Daze, Principal
(613) 623-2347

Renfrew County RCSSB
EORO

Exceptional students, including those with limited vision or developmental disabilities, are integrated into regular classrooms for the majority of their programs. Only support programs that cannot be accommodated within the classroom, such as speech correction, physiotherapy, and swimming, take place elsewhere.

Special education personnel work in the regular classrooms. Specific, scheduled sessions for planning, monitoring, and evaluating programs are provided for individuals and small groups of students. The educational team develops and employs a variety of accommodation techniques (including differentiation, paralleling, and modification), as well as physical supports.

Professional development support from the school board and internal sources provides growth experiences, as do class twinning and time sharing, techniques developed by the school.

Parental opinions about program directions for the children are actively sought in case conferences and IPRC meetings.

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St. Joseph's School (JK-8)

PO Box 150, Mill St
Calabogie ON
K0J 1H0

Ms. Suzanne Herrick, Principal
(613) 628-2927

Renfrew County RCSSB
EORO

This small rural school has fully integrated its exceptional students – including those who are gifted, and others who have behaviour disorders, developmental disabilities, and/or communications exceptionalities, some requiring signing – into its multigrade classrooms. All identified students attend French-as-a-second-language classes.

Peers assist in the classroom, the bathroom, the lunchroom, the gym, and the schoolyard. Additional support is provided by educational assistants, who are encouraged to attend all relevant in-service workshops and to work closely with the classroom teachers in planning, monitoring, and implementing programs. Educational assistants and teachers confer daily for a half-hour. They send home communication books for ongoing collaboration with parents. Case conferences with parents are scheduled twice each term, more often if necessary, and include parents, Home Care staff, educational assistants, classroom teachers, resource teachers, and occasionally the student and/or home support staff.

The entire school population, including staff, have their own sign names, and their pictures are posted, labelled with their signs. Sign pictures of objects are posted throughout the school building, and students receive weekly instruction in signing. Key phrases are signed by the educational assistant in the classroom when instruction or reading is taking place in a large group. Children sing and sign "O Canada!" daily, and signing is part of all concert presentations and school assemblies.

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St. Joseph's School (K-8)

235 Georgiana St
Gananoque ON
K7G 1M9

Mrs. Margaret Fancy, Principal
(613) 382-2361

Lanark Leeds and Grenville County RCSSB
EORO

In this school of 400 students, there are over 20 students who have communication, intellectual, and/or behavioural exceptionalities.

These students are supported by a strong partnership of the teacher, teaching assistant, special education teacher, parents, and personnel from community agencies who develop and monitor learning outcomes. The regular classroom teacher and special education resource teacher meet regularly to plan. The special education resource teacher works most frequently in the regular classroom. Volunteers provide additional in-class support.

All programs are modified as needed, e.g., scooter-board basketball. Portfolios of student work are kept and are often used to demonstrate the achievement of learning outcomes. A peer group has been established to assist exceptional students with academic tutoring, lunch and recess activities, and conflict resolution.

Students with behaviour disorders are developing empathy, impulse control, and anger management through the implementation of a violence prevention program, Second Step. Another program, Rainbows for All God's Children, supports students who have suffered loss through death or separation.

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St. Joseph's Secondary School (sec.)

33 Lochiel St E
Alexandria ON
K0C 1A0

Mr. Michael Dunne, Department Head – Special Education
(613) 932-0349

Stormont, Dundas & Glengarry Catholic Schools
EORO

In this school over 900 students, special education teachers, and regular class teachers collaborate on IEPs and other aspects of curriculum modification to facilitate the integration of exceptional students into regular classes.

Parents of exceptional students are involved in initial planning meetings to smooth the transition from elementary to secondary school, and are invited to serve as volunteers in classrooms.

Students with developmental disabilities report to an integrated home room for first period. Then they meet in their own classrooms to take a physical education class or begin their co-operative education placements. Students spend seventy-five minutes once every two days working at one of four work stations in the community. The workplaces and equipment have been provided without cost to the school by the city, a hospital, a department store, and a grocery.

Later in the morning, the exceptional students participate in a hands-on program designed as an introduction to the arts and technology. For this program, students are assigned to a Grade 9 class. Students who need close supervision are assigned an educational assistant to monitor their safety and assist them in performing the tasks required for the course. For those students who require less assistance, a peer helper is assigned to help keep the student on task.

In the afternoon, the students are divided into two groups; one group has life skills training with some assistance from peer helpers, while the other group is in an individualized academic program consisting of language arts alternating with mathematics. Exceptional students who are capable of being integrated into regular academic credit courses are offered the opportunity to audit their courses each semester.

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St. Leonard Catholic School (JK-6)

5344 Long Island Rd
Manotick ON
K4M 1E8

Mr. Ralph Watzenboeck, Principal
(613) 692-3521

Carleton RCSB
EORO

The general approach of this school to the integration of exceptional pupils is exemplified by the support offered to a very high needs student with developmental disabilities who is fully integrated into a regular class. A collaborative team, including an in-school team and a central Student Services team, meets on a regular basis to solve problems. The primary focus of discussion is programming. This includes language development, signing, technology, behaviour management, supervision, the friendship circle, and transportation.

In the regular class setting, modifications are made to content, process, product, and evaluation through collaboration with the special education support team and the regular class teachers. The IEP is developed collaboratively.

The Circle of Friends is a very important component of this inclusion process. The support and participation of the Friends are invaluable. Parents have been particularly involved with the Circle of Friends and have also been available for mapping sessions. Along with their advocate, parents attend regular IPRC reviews.

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St. Margaret's Roman Catholic School (JK-8)

720 Devine St
Sarnia ON
N7T 1X2

Mrs. Leslie Bradley, Program Resource Teacher
(519) 336-6511

Lambton County RCSSB
WORO

The success of the integration program in this school has been largely dependent on providing parents with ample opportunity to be involved in a significant way in their children's education. Communication and contact are achieved both formally and informally. Parents of exceptional pupils are actely involved in goal setting and programming for their children. There are regular parent/ teacher meetings and daily communication books; there is an open-door policy on visits to the school, an extensive parent volunteer program, and an active parent council.

Exceptional students are integrated into the regular classroom for the majority of their program. The resource teacher acts as a case manager and consultant to the regular teacher and the educational assistant. On occasion, small groups of children may be withdrawn for intensive, modified instruction or social skills training.

The school has been actively involved in a tri-ministry project, Helping Children Adjust. Classroom teachers received in-service training that enabled them to implement the program, which provides extensive social skills training to all students from Junior Kindergarten to Grade 3.

The school team includes school, school board, and community association/agency personnel, specializing in behaviour, counselling, and other areas relevant to specific students. Through regular conferencing and an ongoing professional dialogue, the staff implement preventive procedures that are clear-cut and consistently followed.

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St. Marguerite d'Youville (JK-6)

89 Lorry Greenberg Drive
Ottawa ON
K1T 3J6

Mrs. Lucille Pummer, Principal
(613) 737-1141

Ottawa RCSSB
EORO

This school has a student population of about 430 students, of whom 32 have been identified as exceptional and an additional 67 have been identified as requiring a modified program.

The physical structure of the school has been designed to meet the needs of all exceptional students. Specialized spaces such as a large gym, a library/resource centre, a gross motor room (for large-muscle exercise), a technology room, and a computer lab were included in the design.

Collaborative planning includes parents, school staff, community personnel such as a police officer and a parish priest, Home Care and treatment centre staff, and school board consultants such as a behavioural consultant and a psychologist. They meet to plan and implement required programs. Parent volunteers provide additional support.

The integration program is based on a modification of the cascade model, which is flexible enough to meet the changing needs of students. It consists of seven levels, allowing for a variety of entry points for individual students, and various types of interventions.

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St. Marguerite d'Youville School (JK-8)

240 Kozlov St
Barrie ON
L4N 7H6

Ms. Pat Johnston, Vice-Principal
(705) 726-5849

Simcoe County RCSSB
CORO

A wide spectrum of exceptional students are fully integrated in regular classrooms. Modifications are made within this setting with the least possible amount of intrusion in order to enable each student to succeed.

In June, classroom teachers and school resource staff were released to visit their future students. Classroom teachers are team leaders and central figures in the development and implementation of the program for each child. When the teacher expresses a need for support, the team will assist in developing a plan. The team consists of other teachers, special education resource teachers, administrators, parents, educational assistants, and, when necessary, school board support staff and personnel from community agencies. Team meetings are scheduled weekly, with particular agendas which call for the presence of some members but not all. Consultative school board support staff assist in brainstorming sessions at monthly meetings.

Special education resource teachers work within the regular classroom. They assist with the development of IEP plans and with ideas for implementation. They also provide in-service training, co-ordinate outside services, and provide schedules for educational assistants, community college and secondary school co-operative education students, volunteers, and the Circle of Friends. On request, they arrange discussions with other students in the classroom who have questions about the exceptional students.

Parents of exceptional students are invited to make presentations to the students in their children's classrooms and to answer questions. Peer buddies are common in all classes for students with mild to severe exceptionalities. The Circle of Friends Club encourages friendships among same-age peers.

Exceptional students participate in all assemblies and enjoy equal opportunity and choice in joining group and extracurricular activities with their peers.

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St. Mark School (JK-8)

2145 Upper Middle Rd
Burlington ON
L7P 3P4

Mr. John MacInnis, Principal
(905) 336-3911

Halton RCSSB
CORO

All exceptional students are integrated into regular classrooms, including those with developmental and learning disabilities, and those who are gifted.

The classroom and special education teacher plan the IEP co-operatively. If an educational assistant has been assigned, the teacher and educational assistant meet weekly to plan the program and to determine the most appropriate method of intervention.

If a child needs individual help for a short period of time, temporary assistance may be provided outside the classroom. Gifted children up to Grade 4 are served at the school for a quarter-day each week. Gifted students in Grades 5 to 8 go to a central site for one day each week.

Teachers believe that students and staff have been enriched by the constant presence of the special needs students in the classroom. The exceptional students become more independent and accountable, comparable to other children in sharing, caring, and following school expectations.

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St. Mark School (JK-3)

560 Edward St
PO Box 1720
Prescott ON
K0E 1T0

Mr. Robert Doucette, Principal
(613) 925-3581

Lanark Leeds and Grenville County RCSSB
EORO

Exceptional students are fully integrated into the regular classroom programs, and all are involved in every aspect of school life, such as trips, celebrations, and church activities. They also participate in community activities such as Boy Scouts and Girl Guides.

Frequent communication between parents, the school, and the wider community has created a strong school/community partnership. Local community agencies, for example, provide support for meeting the needs of individual students.

Therapists and special education teachers work in the regular classrooms and with non-identified as well as exceptional students. Positive interdependence of all students is promoted in the classrooms. Exceptional students in higher grades act as tutors for exceptional students in Primary classrooms, and a cross-grade peer buddy system is in place for reading and computer activities.

The school uses an innovative "toolbox" approach for providing multisensory learning opportunities for students with learning disabilities, as well as a writing process model that promotes individual success within a multilevel group.

Regular in-service training on special education issues and other relevant topics occurs at staff meetings.

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Sts. Martha and Mary Catholic School (JK-8)

1760 Bough Beeches Blvd
Mississauga ON
L4W 2B9

Mr. Dennis Maika, Principal
(905) 624-9625

Dufferin-Peel RCSSB
CORO

The Junior-Intermediate composite class services eighteen identified exceptional students, as well as several non-identified students with special needs. The profiles of the students include developmental disabilities, specific learning disabilities, and behaviour disorders.

The program uses a reverse integration model, in which regular students come in to join the special education class. Students in the composite class begin and end their day in their integration classes and participate in all aspects of them, e.g., daily classroom routines, academic work, lunch, and trips. They receive support from the composite class teacher as required. Programming is developed through collaboration between the composite class teacher and the integration class teacher, along with relevant special services personnel. Each student's program is differentiated from the integration classroom curriculum so that students can participate in the integration class programs at their own levels of ability.

Evaluation of the students is made on a collaborative basis. Report cards are identical to those of the integration class students, and are accompanied by an anecdotal report. All interviews with parents are held with both the composite class and the integration class teacher present. Both teachers maintain regular contact with parents through formal meetings, notes, and telephone conversations.

In-service training has been provided on the inquiry group model and all staff have been involved in researching different topics, such as Reading Recovery and the relationship between literacy and inquiry.

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St. Martin of Tours School (JK-8)

60 Gray Rd S
Stoney Creek ON
L8G 2X5

Mr. L. J. Giancarlo, Principal
(905) 664-4854

Hamilton-Wentworth RCSSB
CORO

All exceptional students in the school are integrated into regular classes. The school-wide program is exemplified by the integration support available to one student in a Grade 8 class.

There is a fully developed peer support program. Regular students integrate their exceptional peer by providing academic tutoring according to a student-designed schedule, playing together at recess, making music tapes, singing together, and taking turns supervising the student and engaging him in play. Regular students assist in dressing him for winter activities, and in making sure he complies with behavioural norms. Regular students visit their exceptional peer at home and socialize with him.

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St. Mary School (K-8)

Brae St PO Box 789
Almonte ON
K0A 1A0

Mr. Patrick Freeman, Principal
(613) 256-2532

Lanark Leeds and Grenville County RCSSB
EORO

In this school of 300 students, there are non-verbal and multihandicapped children in the Primary division, as well as almost 30 others with communication, intellectual, and behavioural exceptionalities.

A strong partnership of teacher, teaching assistant, special education teacher, consultant, parents, and community agencies develops and monitors learning outcomes. Most special education resource support occurs in the regular classroom.

All exceptional students participate in all class activities, including physical education and skating, as well as opening exercises and other announcements made over the public address system. Peer helpers from senior grades assist with school arrival and departure routines. These peer helpers and classmates have learned sign language and use it when appropriate. A communication book facilitates daily contact with parents. A reading and language cross-grade buddy support program provides social and academic support.

Students with behaviour disorders in Grades 2 to 8 are developing empathy, impulse control, and anger management through a violence prevention program, Second Step. Another program, Rainbows for All God's Children, supports students in Grades 2 to 3 and Grades 5 to 6 who have suffered loss through death or separation.

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St. Mary School (7-8)

40 Central Av
Brockville ON
K6V 4N5

Ms. Darlene Murphy, Principal
(613) 342-4911

Lanark Leeds and Grenville County RCSSB
EORO

A team approach has supported the integration of exceptional students into regular classrooms in this school. There are close to sixty exceptional students in the elementary panel.

Since the school houses both elementary and secondary programs in one building, there are a great many opportunities for creative programming that promotes student independence and interdependence, using the following strategies:

  • The special education teacher and the regular teacher collaborate in writing the IEP and evaluation strategies.
  • Students with multiple disabilities are placed in age-appropriate classrooms, participate in a Friends of Friends group for life skills, and make use of a buddy system.
  • Students with multiple disabilities participate in all school activities outside the classroom, from floor hockey to evening events such as dances, where they are accompanied by teaching assistants.
  • Teachers are piloting a life skills course for credit.
  • Students with learning disabilities are supported in class by curriculum modifications, peer helpers, different teaching styles, and co-operative education and placement students. In addition, they may attend a clinic to learn organization and learning strategies.
  • Teachers incorporate concerns and issues facing students into the total life of the school; for example, anti-violence day workshops.
  • Preventive programs encourage students to plan, solve problems, make good decisions – e.g., social skills programs, the Peaceable School program, self-expression through the arts, and student conferences.
  • Biweekly team meetings are held to review the immediate needs of individual students and discuss means of addressing concerns. (Teachers use the "Strategies That Make It Work" binder to modify student assignments.)
  • Parent volunteers assist with enrichment programs.

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St. Mary's Catholic Secondary School (sec.)

66 Dufferin Park Av
Toronto ON
M6H 1J6

Ms. Rosanne Morris, Head - Special Services Department
(416) 393-5528

Metropolitan Separate School Board
CORO

Exceptional students are supported in the mainstream with appropriate services as needed. Parents of exceptional students are involved in their children's education and future.

A collaborative resource model integrates the services and programs of student services, special services, and the classroom teacher through the work of the Special Services Department in facilitating:

  • collaborative resource services for staff and students in all program areas;
  • an exchange of information with staff members about program modifications and alternative evaluation;
  • the implementation of personal life management, deaf studies, and ENS curriculum;
  • development and support of cross-curricular peer support programs through the religion, student services, and English departments;
  • development and implementation of the youth worker program;
  • co-ordination of support services offered by the education assistants and professional sign language interpreter;
  • development of entry-level skills for co-operative education classes through job observation, job shadowing, and work experience placements;
  • support of the school-based support team and IPRC annual review process.

The curriculum involves community service learning, such as peer helpers, co-operative education, and preparation for the world of work. Strategies for inclusion include:

  • peer tutoring;
  • curriculum adaptation and modification;
  • friendship development inside and outside the school;
  • realistic co-operative education placements;
  • accessing sources of assistance in the student's community.

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St. Mary's High School (sec.)

35 Weber St W
Kitchener ON
N2H 3Z1

Mr. Gary W. Leduc, Principal
(519) 745-6891

Waterloo Region RCSSB
CORO

Exceptional students in this school attend regular classes with an educational assistant, carry a full course load, and participate in a job placement component. Work experience is usually started in Grade 10.

The learning resource centre team consists of the student, parents, educational assistants, special education teacher, and department head, who work together to ensure that a suitable modified program is established. A daily communication book provides a consistent resource for open communication with parents. Parent-teacher interviews, collaborative team meetings, and special education monitoring ensure that academic and social progress is constantly monitored. The progress of students is tracked through anecdotal reports, report cards, and the students' increasing willingness to attend field trips and special activities.

Additional assistance is provided by the peer support program, which enables exceptional students to become more involved in extracurricular activities including sports, school clubs, and after-school events.

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St. Mary's School (JK-8)

Plymouth Rd
Welland ON
L3B 3C7

Mr. Gino Mastracci, Principal
(905) 734-7326

Welland County RCSSB
ORO

This school integrates exceptional students with physical and developmental disabilities, behaviour disorders, and learning disabilities. Every exceptional student is part of the school family and is the responsibility of the entire staff. Additional support is provided by occupational and speech/language therapists, and educational assistants.

A comprehensive in-service program is in place, which is geared to the development of a positive school climate and effective classroom management.

The exceptional students participate in all aspects of the school program, including computer use and swimming instruction.

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St. Mary's Secondary School (sec.)

760 Burnham St
Cobourg ON
K9A 2X6

Mr. Michael Nolan, Principal
(905) 372-4339

Peterborough, Victoria, Northumberland and Clarington RCSSB
CORO

This school integrates exceptional students into regular classes, including students with physical and developmental disabilities.

The exceptional students participate in all aspects of school life, including art, drama, and physical education classes as well as athletic events, assemblies, and liturgical gatherings. Additional support is provided by education assistants and community professionals, such as physiotherapists. Regular students have befriended their exceptional peers and help them in class.

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St. Matthew's Roman Catholic School (JK-8 )

1050 Nottinghill Gate
Oakville ON
L6M 2G3

Ms. Teresa Demytryk, Special Education Resource Teacher
(905) 847-0088

Halton RCSSB
CORO

This school integrates a broad range of special education students who are deaf, hard of hearing, or visually impaired, or who have multiple disabilities, developmental disabilities, and learning disabilities. All students are integrated into a regular classroom at their age level for most of the day.

The exceptional students are withdrawn for specialized services, as needed, from the hearing-impairment or visual-impairment teachers, the special education resource teachers, consultants from the provincial schools, and occupational therapists and/or physiotherapists. The classroom teachers and educational assistants and/or interpreters also consult with these specialized teachers and the parents to develop, implement, and review the program for each student.

Weekly team meetings are held, to which classroom teachers bring concerns regarding their students, whether "identified" or not. Case conferences involving parents, staff, school board resource people, and community resources are frequently held to co-ordinate delivery of services.

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St. Michael High School (sec.)

6009 Valleyway
Niagara Falls ON
L2L 1X9

Mr. Bill Vernoy, Principal
(905) 356-5155

Welland County RCSSB
CORO

This composite school consists of 700 students, including over 40 identified exceptional students with developmental and learning disabilities and/or behaviour disorders. Exceptional students are categorized by the IPRC as either Level I or Level II. Level I students are integrated into the regular classroom and given partial-withdrawal support. They are monitored by the assistant head/resource teacher. Level II students are placed in the supported learning program.

There is daily communication between program personnel, integrative teachers, school administration, and school board Student Services personnel. Students who need extra assistance receive support from teachers, peer helpers, and teaching assistants. The peer-helping course offers senior credits in understanding and working with adolescents who have learning and/or developmental disabilities. Teachers work closely with outside agencies, such as the Association for Community Living, the Mental Health Association, family doctors, health-care workers, social services, and specialized organizations.

The students' families are involved in developing appropriate school and life plans. Some students earn an Ontario Secondary School Diploma or a Certificate of Education, and others enter the world of work and specialized work-training programs. Some students are assisted with supported living arrangements and pensions.

Innovative features of the program include:

  • a peer helper program tied into assisting students with learning disabilities within the supported learning centre and the developmental handicapped centre;
  • computer-designed programming for remedial reading, writing, and subject-oriented lessons (Grades 1 through OAC);
  • shared access to washroom facilities in the classrooms;
  • social worker students from a community college social services program, placed in the school to develop social counselling skills, process group interactions with difficult students, work in life skills programs, and supervise after-school activities;
  • involvement in community services through close networking with school board Student Services personnel, Community Living, various employment programs, developmental work placement, World of Work co-operative education programs, and the START program.

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St. Michael's School (JK-8)

165 Sewell Drive
Oakville ON
L6H 1E3

Ms. Ann Boyle, Principal
(905) 631-0901

Halton RCSSB
CORO

This school has two teams of teachers who assist with the full integration of exceptional students. Both the formative years team and the early years team include the classroom teacher, the special education teacher, and an educational assistant. The teams collaborate to formulate a suitable program for each exceptional child.

Through total integration of the exceptional students, gains are sustained and extended within the classroom. Simultaneously, teachers can make additional use of some of the program modifications to benefit the non-exceptional child or those at risk.

Personnel from community agencies meet regularly with the in-school team. Common goals are established and implemented so that a consensus of professional opinion is effected.

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St. Paul School (JK-8)

140 William Roe Blvd
Newmarket ON
L3Y 1B2

Mrs. Gina Turco, Principal
(905) 895-4122

York Region RCSSB
CORO

Exceptional students are integrated into the regular classroom and are withdrawn only when meeting the specialized needs of the child would cause disruption of the regular classroom, e.g., for speech therapy.

Parents are invited to participate in workshops offered by the school or board staff. The core resource teacher sends out relevant brochures, articles, and information about local community services, and also assists parents with documentation for referrals to the social agencies.

Throughout the school year, a buddy system matching younger with older students is in place for the entire student body. The buddy system covers activities such as shared reading, visits to the park, year-end celebrations, and shared enjoyment of holidays.

All field trips are inclusive. The school, with parents and board personnel, provides specialized transportation. Rented ramps provide access to portable classrooms. Volunteers ensure participation of exceptional students in swimming programs. Specialized equipment and instruction have enabled exceptional students to participate in school ski and skating programs. Transit training is provided for students with developmental disabilities. Parents are encouraged to participate in field trips.

The special needs technology team has assigned computers and appropriate programs to exceptional students to assist them with academic programs. Where required, educational assistants assist with the implementation of programs and with meeting the students' physical needs. The IEP is developed through an annual planning meeting with school board personnel, parents, and involved school staff. This plan is re-evaluated and adjusted as the student's needs change. The regular school report is written collaboratively by the classroom teacher and the core resource teacher.

Many stake holders beyond the school are involved in the integration programs and strategies. When local agencies inform the school of the approaching entrance of an exceptional student, parent meetings are organized, the child is visited in the home and/or nursery school, and the parents and child are invited to visit the school prior to entrance. The school staff plan for a successful entrance to the school system for each identified special needs student.

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St. Raphael School (JK-8)

4056 New St
Burlington ON
L7L 1S9

Mrs. Mary Tessari, Special Education Resource Teacher
(905) 637-3810

Halton RCSSB
CORO

Several staff members have formed a team which meets weekly to plan and monitor individual programs. The team may include the principal, a consultant, classroom teacher, special education resource teacher, itinerant teacher, education assistant, occupational therapist and/or physiotherapist, speech pathologist, and parents.

All students are encouraged to participate in intramural sports, the art club, choir, prayer group, holy mass, winter carnival, grandparents' tea, and health club. These extracurricular activities provide opportunities for social development. When necessary, a Circle of Friends has been set up for a student. Out of this have come a telephone tree, home visits, street hockey games, and social outings.

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St. Sebastian School (JK-8)

225 Cairn St
London ON
N5Z 3W6

Ms. Marg Clendenning, Vice-Principal
(519) 686-8051

London and Middlesex County RCSSB
WORO

This school of about 470 students has developed integration programs for exceptional students who have developmental disabilities, low vision, hearing impairments, Down's syndrome, and autism.

Visually impaired students are fully integrated into primary classrooms. Support is provided by the classroom teacher, a system liaison vision teacher, two teaching assistants, and parents. There is daily written communication with parents. All parents are involved in Child Light, a program for younger children who are blind or visually impaired. The system liaison vision teacher meets weekly with the school's vision services staff to monitor learning outcomes for the program, and to provide equipment, opportunities for professional development, and outside resources. Community partners from the Canadian National Institute for the Blind, Home Care, School Health Services, and the Provincial School, the W. Ross Macdonald School for the Blind, also participate in the integration programs. An extensive in-service program has been established, including visits to the Provincial School.

Additional support is provided by peers, in the classroom and in the playground. Primary students are matched up with older students as reading buddies, and special events such as pumpkin carving and gym activities.

The program reflects the need for the student who is visually impaired to develop specific skills that will lead to personal independence. Exceptional students are involved in community activities such as Brownies, piano and gymnastic lessons, and church and neighbourhood events.

Exceptional students are withdrawn from class as necessary for occupational therapy, and orientation and mobility instruction. Braille instruction occurs within the regular classroom and in the resource room.

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St. Theresa Catholic School (JK-8)

173 Crawforth St
Whitby ON
L1N 3S4

Mr. John Nicholls, Principal
(905) 668-8261

Durham Region RCSSB
CORO

This school has an inclusive philosophy, exemplified by the support offered to one exceptional student who is blind and has a developmental disability and a behaviour disorder.

Staff and students have celebrated this student's successes. Every classroom has an open door and every class welcomes her to join its music and art activities. Video presentations keep her classmates updated on her activities in the classroom, the school, and the community. Staff members have creatively adapted tricycles and toys for her use.

For all students, there is an emphasis on the belief that parents are equal partners in the education of their children. Their participation is encouraged in planning the program, and determining appropriate assessment and evaluation strategies. The IEP is a collaborative effort between classroom teachers and program support staff, with parent input solicited during the planning process. The plan is reviewed by the school team at the midpoint of the school year and formally reviewed with the parents in the spring. Student achievement in relation to the IEP is monitored throughout the school year. Communication between parents and school is an ongoing dialogue, both formal and informal.

All exceptional students are encouraged to participate in intramural sports and clubs, and are expected to participate in school excursions, accompanied by an educational assistant if necessary.

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St. Theresa's High School (sec.)

347 Galloway Blvd
Midland ON
L4R 5B2

Mr. Richard Presse, Principal
(705) 526-1311

Simcoe County RCSSB
CORO

In this new school, which is totally accessible and fully equipped with the latest technological tools, all exceptional students are integrated to the greatest extent possible. This includes students who are autistic or gifted, or have Down's syndrome, ADHD, or multiple exceptionalities.

Support services are provided to facilitate the regular programs. Resource teachers, educational assistants, and peer tutors provide support in the regular classrooms. Co-operative learning and peer partnering are an integral part of the classroom programs.

A resource room is available as an occasional placement, not a permanent withdrawal. It may be used to write tests, for extra help, for a quiet place to work, or for computer use. Students are occasionally scheduled into this class for a resource period to support their other classes. It is staffed by different members of the resource team and is available throughout the day.

For students who require social skills and self-esteem, LIFT (Life Skills for Teens) is offered in collaboration with a local community agency. For students who require independent living skills, there is a life skills class where they learn home maintenance, community living, and the job skills necessary for living partially or totally independent lives when they leave school. All students have the opportunity to take co-operative education programs.

Lunch-hour activities including gym programs, noon-hour concerts, the games rooms, the computer rooms, movies, the music room, and outdoor games involve all the students, including those identified as exceptional.

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St. Thomas More Catholic Secondary School (sec.)

1045 Upper Paradise Rd
Hamilton ON
L9B 2N4

Ms. Joanne Gera, Head – Special Education Department
(905) 388-3030

Hamilton-Wentworth RCSSB
CORO

This secondary school has a population of 1,470 students, including some with physical disabilities, hearing impairments, and developmental and multiple disabilities. The exceptional students are integrated into regular classrooms for the majority of their programs. Modifications to meet their needs include the use of computers for output, and modifications of assignments as well as of evaluation and expectations.

The transition of students with special needs from their elementary setting to that of secondary school is given much attention through IPRC meetings attended by special education teachers from St. Thomas More and the elementary teachers, and support staff such as therapists. Courses are selected at this time and parents are invited to visit the secondary school. Towards the end of the school year, the elementary students spend time at the secondary school to familiarize themselves with the new surroundings. An educational assistant from the secondary level visits the elementary school to learn the use of specialized equipment, personal care techniques, e.g., toileting and feeding, and how to deal with transportation and other issues. In August the head of the Special Education Department contacts parents about important dates, transportation, and any other concerns.

Early in the Grade 9 school year, classroom teachers receive relevant in-service training. There is daily communication with parents via a communication book or by telephone. In October a goals and objectives meeting is held, followed by a MAPS meeting, which involves the student, parents, teachers, and peers. Realistic goals are set for the student.

Exceptional students are encouraged to participate in extracurricular activities, e.g., as spirit coach for the football team, on the school radio station, or in the school band.

During the student's final year, a meeting is set up with a representative of the local Association for Community Living to begin the transition into the community. The school assists in finding a job placement, if appropriate, or a meaningful day agenda for those students whose needs must be met in other ways.

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Shuniah Street School (JK-8)

99 Shuniah St
Thunder Bay ON
P7A 2Z2

Mr. John Noyes, Co-Principal
(807) 344-2461

Lakehead Board of Education
NWORO

This school integrates the exceptional students from the surrounding community as well as over thirty exceptional students from other communities within the school board. All these students have been identified as having behaviour disorders or moderate to severe developmental disabilities. Close communication with parents is arranged either through frequent telephone contact or through a communication and homework log.

The organization of the school has been altered to facilitate integration. This included reassigning special education teachers as resource teachers, assigning support staff to regular classes, relocating regular classrooms so they could be closer to the resource rooms, and co-ordinating planning times for teachers.

The special education resource teacher is primarily responsible for the design of each exceptional student's program, in close collaboration with teachers of regular classes and special education support staff. The special education support staff spend the majority of their time within regular classes, and also use the resource room for scheduled or necessary purposes.

The regular classroom program includes skill development in problem solving and conflict resolution. A Circle of Friends arrangement has been organized for intermediate students. Exceptional students participate in all aspects of school activities, including sports, drama productions, recess periods, and class excursions.

The school is planning to develop a school-based committee to examine special education programming and the integration of exceptional students.

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Sir John A. Macdonald Elementary School (JK-8 )

160 Logan Av
Thunder Bay ON
P7A 6R1

Mr. Ernie Surkan, Principal
(807) 345-2375

Lakehead Board of Education
NWORO

Exceptional students, including those with neurological, neurobehavioural, and learning disorders, are totally integrated into regular classrooms at this school. Exceptional children identified through the IPRC process are assured of the appropriate assistance, if and when they need it.

Programs are aimed at students who have been identified as having learning disabilities or developmental disabilities, or who are perceived by teachers as high-risk.

The Special Education Department is composed of teachers, support persons, and placement students from high school, community college, and university, who work interdependently to intervene as required whenever a child is in need. The college students come from programs leading to careers as social workers, child and youth workers, developmental service workers, and early child education professionals. All special education teachers work in classrooms throughout the entire school and meet regularly with team members to discuss areas for focus and concern. The staff work collaboratively and share the responsibility of meeting the students' needs.

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Sir Oliver Mowat Collegiate Institute (sec.)

5400 Lawrence Av E
West Hill ON
M1C 2C6

Ms. Sandra McLean, Principal
(416) 396-6802

Scarborough Board of Education
CORO

Most exceptional students in Grades 9 and 10 remain in their regular classes for seven of their eight classes, and the eighth class is held in the special education classroom, where exceptional students learn strategies designed to help them become more independent learners. In Grade 9 the class is considered one of the package of eight, while in Grade 10 and beyond a credit is granted. By Grade 11, most exceptional students spend all periods in regular classes.

A curriculum has been developed which covers such topics as:

  • learning styles and thinking skills;
  • time management, study skills, organizational strategies;
  • problem solving and conflict resolution;
  • group-building activities;
  • computer competency;
  • literacy/numeracy skills.

Students who have completed two years of the program are considered for the following placements:

  • total integration with help offered in morning, lunchtime, and after-school programs
  • total integration, though students can drop in to special education classes during spares
  • a third year of timetabled support, with credit granted, when the student needs this

Special education teachers are scheduled to be in the individual subject classrooms for three of every four periods, working with exceptional and high-risk students. They participate in team-teaching and model-teaching strategies. Classroom programs are modified for all exceptional students, and an individualized program is developed for each student. Additional support is provided by senior assistants (OAC students) who serve as peer tutors, as organized by the Guidance Department. All exceptional students may write tests and exams with support from special education staff and modifications such as computer access, oral exams, use of scribes, cue cards, and extra time.

Parents participate in regular meetings, in developing the IEPs, and in telephone conferences initiated by them or the special education staff. Weekly contacts facilitate student monitoring and regular communication, and are used if needed.

Exceptional students are involved in many aspects of school life, e.g. in drama productions, clubs, co-operative education courses, and the Prefect Association, as helpers in Grade 8 orientation sessions, and as tour guides for scavenger hunts. This involvement is supported by personal contact with the teachers involved, letters of support if needed, and help in finding the sign-up or site for the first meeting. Practice in self-advocacy skills is provided through role plays.

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Smithson Public School (JK-6, and preschool for special needs children)

150 Belleview Av
Kitchener ON
N2B 1G7

Mr. Bruce Davidson, Principal
(519) 578-3890

Waterloo County Board of Education
CORO

In a school population of approximately 200 students, there are about 75 exceptional students. Some of these students are deaf or hard of hearing. These students are offered:

  • regular home visits by a teacher of the deaf to foster the parents' knowledge of, and skills in, the development of language skills;

  • preschool programs for children over the age of eighteen months, scheduled for four half-days a week. The children are taught through an auditory-oral or a total communication approach, depending on which method will result in the best possible language base, to promote early integration. The Junior Kindergarten class provides hearing peers, who are the best models for language and social behaviour for the exceptional children;

  • language enrichment at the Kindergarten level which involves a half-day of Kindergarten and a half-day of language enrichment class. The program includes preteaching of the concepts and vocabulary taught in the Kindergarten class, socializing, and language modelling. Parent education and communication are done through daily, weekly, and monthly letters, phone contacts, and numerous parental visits to the classroom;

  • integration into Primary and Junior Division classrooms, supported by the use of technological devices. Special education support staff work in the regular classroom with the exceptional students and the regular classroom teachers to plan and monitor individual programs, and to continue the development of speech and auditory learning and social skills development.

To support these programs, the following special services have been provided:

  • effective audiological management with the resources of an educational audiologist on site
  • qualified teachers of the deaf and hard of hearing who develop the learning environment
  • regular classroom teachers who have received in-service training in order to communicate effectively with the students
  • teacher assistance in the regular classroom

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Springfield Public School (JK-6)

3251 Credit Woodlands
Mississauga ON
L5C 2J7

Ms. Xandra Busche, Principal
(905) 279-7950

Peel Board of Education
CORO

The integration program at this school is organized around "Four Keys to Accommodation", which involves the efforts of staff, parents, and students. The four keys are:

  • a clear mission statement that maintains that students have more similarities than differences and should therefore be educated together, not separately;

  • a focus on supplying effective instruction by identifying the best practices for teaching high-need students. These include providing additional direct teaching and direct support in an individual or small-group situation; ensuring high levels of task engagement; modifying program materials; individualizing spelling, writing, and math; and communicating high expectations for learning and appropriate behaviour;

  • shared ownership, in which each special program is the product of a collaborative effort, in terms of planning and delivery, with the classroom teacher as the central dispenser of each program;

  • managing diversity through monthly sharing sessions where teachers, parents, and students share their ideas and their successes; focusing reporting practices on the achievement of clear, practical goals; using task sheets to help at-risk students organize their efforts to focus; implementing co-operative learning and peer helper programs.

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Steele Street Public School (K-8)

36 Steel St
Barrie ON
L4M 2E7

Ms. Patricia O'Connor, Special Education Resource Teacher
(705) 728-9292

Simcoe County Board of Education
CORO

All exceptional students are placed in regular classrooms in September. Each classroom teacher has a learning centre contact teacher. Concerns and support for IEP development are channelled through this member of the special education team. The classroom teachers sensitize students to the needs of the exceptional students in the class.

The special education team, consisting of two special education class teachers and two special education resource teachers, provides in-class support to integrated exceptional students. In addition to assessment and program responsibilities, these teachers team-teach with classroom teachers and work with students on behavioural contracts. The in-school team meets biweekly to monitor, direct, and adjust programming within the school. This team sends a representative to make presentations to IPRC meetings, and involves external resources when necessary.

Most exceptional students at the Junior and Intermediate levels are withdrawn for assistance in the learning centre while their peers are in French class. During this time they receive assistance in accordance with their IEPs, and modifications are made to in-class programming. In addition, they receive in-class resource assistance at least three times each week.

The learning centre has periods open for remedial assistance and/or enrichment. Other times are available for any Intermediate students requiring support in the rotary subjects, or in organization and study skills.

Teachers plan enrichment units with the teacher-librarians while special education personnel provide classroom coverage. Delivery of enrichment programs may involve the rotation of all students of a particular grade level. Formulation of small groups based on interest is also used.

Exceptional students participate in every aspect of school life, including the safety patrol. Daily communication with parents is the responsibility of the educational assistants, with the support of the special education and regular classroom teachers.

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Stella Maris Catholic School (K-8)

31 Ascot Av
Toronto ON
M6E 1E6

Mr. Barry Hayward, Principal
(416) 393-5371

Metropolitan Separate School Board
CORO

This school has adopted a full-inclusion model for the provision of special education programs. There are about 70 exceptional pupils in a population of about 570, including students identified as having learning and/or language disabilities, or developmental and multiple disabilities, and students who are gifted. Students are included in co-curricular activities such as cross-country meets. Parents are supported and invited to be involved to the extent they wish.

Instruction occurs in the regular classroom and withdrawal support is kept to a minimum, as the resource teachers and educational assistants work in the regular classroom as much as possible.

Common planning time has been scheduled to allow for the necessary communication between teachers. Other teachers cover classes to enable these teachers to collaborate in writing student report cards, when necessary.

Additional support is provided by teacher candidates from York University.

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Sudbury District RCSSB

201 Jogues St
Sudbury ON
P3C 5L7

Ms. Sharon Celestini, Special Education Consultant
(705) 673-5621

MNORO

The itinerant communication resource model has replaced segregated classes for exceptional students with learning disabilities. There are over fifty identified students in about twenty different schools who have been placed in regular classes with support from the school special education resource teachers. They benefit from additional help from teachers in the new program to complement their program.

The itinerant communication resource teacher (ICRT) provides direct service to these students on a weekly basis. Parents are encouraged to share concerns with the ICRT, who sends home articles which may be beneficial to the parents.

The ICRT meets with the student's teacher each week to discuss strategies and to make required program modifications, and then works directly with the students on topics such as language or math for students in the Primary/Junior Divisions, and organizational strategies for students in the Intermediate Division. The ICRT and classroom teacher communicate frequently. Strategies that are successful in the ICRT's program are incorporated into the regular program so that all children benefit.

There are three sessions a year and the students are seen ten to twelve times a session. At the end of each session, the needs of the students are discussed with all relevant individuals. If it appears that the student no longer requires the additional service, the student is demitted but continues to be closely monitored through ongoing liaison with the classroom teachers and special education resource teacher.

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Sunnybrae Public School (K-8)

216 Sunnybrae Av
Stroud ON
L0L 1L0

Ms. Mary Lower, Principal
(705) 436-1100

Simcoe County Board of Education
CORO

This school has two highly integrated special class programs and two special education resource teacher programs to provide programs for exceptional pupils with behaviour, communication, intellectual, physical, and/or multiple exceptionalities.

All exceptional pupils spend some of their day in a regular classroom. Several regular class pupils with special needs spend a portion of their day in the special classes. Tracking sheets are used to ensure that, when pupils are assigned to regular classes, the overall composition of each class is balanced with regards to special needs. The tracking sheets are also used to monitor long-term programs and use of resources, and in reporting to parents. Compatible groups of pupils, in which pupils can best learn together and from each other, are developed.

Team planning involves regular and special education staff, who also participate in division meetings. The school's special needs committee is available as a planning forum for all teachers. Additional support may be provided by peer tutors, primary partners, conflict managers, and reading buddies, if recommended by the committee.

In-service opportunities include visits to other schools, distribution of summarized professional literature, showing of professional development videos during lunch, and in-school minicourses. Parent volunteers are included in many professional development activities.

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T. W. Morison Public School (JK-8)

PO Box 1420, Avon Rd
Deep River ON
K0J 1P0

Mr. Alex Frew, Principal
(613) 584-4211

Renfrew County Board of Education
EORO

This school has integrated exceptional students into regular classrooms, with the support of the school board special education staff and the co-operation of community agencies. The students have developmental disabilities, accompanied by communication and behaviour disorders.

The staff have developed appropriate strategies and resource materials that meet the students' needs, are appropriate to the Primary grade levels, and are sufficiently interesting to entice the regular students to interact with their classmates. Group activities are combined with individual instruction from the educational assistants. Based on consultation with physical, occupational, behavioural, and speech therapists, each program has been tailored to the requirements of the exceptional pupil.

Program initiatives include communication through pictures and symbols, manipulative activities and games to overcome tactile-defensive behaviour, and encouragement of verbalizing through songs and games.

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Terry Fox School (K-6)

95 Richvale Drive
Brampton ON
L6Z 1Y6

Mr. J. Baird, Principal
(905) 846-1262

Peel Board of Education
CORO

The in-school support program involves an in-school support teacher working in the regular classroom to provide support to exceptional students for a short time each day through modifying, reteaching, and reinforcing the lessons taught by the regular classroom teacher. Additional support is available on a withdrawal basis. This collaborative approach extends to the writing of report cards and IEPs, and the sharing of annual reviews and parent-teacher conferences.

Integration is facilitated through weekly grade level meetings. The in-school support teacher joins the meetings of each grade once a month and also provides teacher and parent in-service training, often focusing on the board's document "Everyone Is Exceptional". Parents and students are involved in setting goals together.

Additional support is provided by community professionals from a hospital, a treatment centre, and the school board. Peer support systems, such as Big Buddy–Little Buddy and Peacemakers, are in place. Exceptional students are involved in all aspects of school life, serving as snack monitors, working in the library, and participating in sports and clubs.

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Thousand Islands Secondary School (sec.)

Parkedale Av
Brockville ON
K6V 3H1

Mr. Dale Shannon, Principal
(613) 342-1100

Leeds and Grenville County Board of Education
EORO

There are about fifteen exceptional students with developmental disabilities integrated into regular classes in this school. Program support is provided by a special education teacher, several educational assistants, regular classroom teachers, community agencies, service clubs, employers in the community, and the school administration. The school works to implement programs that parents and advocates request for the students.

Each exceptional student follows an individualized program, developed in consultation with the parents/ guardians, agency advocates, consulting resource teachers, and classroom teachers. Most students spend at least half their school day in integrated, experiential, and arts-based courses. The other half involves work experience placements within the community. Students who can read and/or write usually take basic-level academic subjects, and do not have a work placement until their second or third year in the school. Students requiring physical therapy have swimming and physiotherapy included in their schedule.

Work experience follows the Lou Brown model of assisted employment, with most placements being in the service industries. Each student begins the training period with a job coach and works towards independence or natural supervisors in the job setting. The majority of students require a job coach throughout their high school career. When students leave the secondary school setting, they usually continue to work at their last job placement.

Every year, the students raise funds for an integrated trip to a destination within Canada, such as a recent train trip to British Columbia. The fund-raising involves the exceptional students with their peers in school and community events, such as dances, raffles, contests, and barbecues. The trip itself is intended to be an experience in which both exceptional students and their peers can participate.

Professional development and the annual excursion are given financial support by community support groups.

Peer interaction, buddying, and tutoring are encouraged.

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Tom Thomson Public School (JK-5)

2171 Prospect St
Burlington ON
L7R 1Z6

Mr. Al Wilson, Principal
(905) 639-2010

Halton Board of Education
CORO

The integration of exceptional students is supported by the PAWS program (Plan, Act, Wait, Smile). This is a problem-solving approach that all staff and students learn to apply.

The special education resource teachers work co-operatively with the staff, instructional assistants, itinerant resource teachers, and consultants to plan, implement, and evaluate program plans designed to meet the individual needs of the students. Exceptional students with multiple challenges are integrated into regular classes with age peers from Kindergarten to Grade 5.

The responsibilities of the special education resource teacher include:

  • maintaining case management for all special needs students in the school;
  • allocating the time and support of the instructional assistants to best meet students' needs;
  • monitoring the support given by the instructional assistants and reallocating the time as needs change;
  • maintaining links to the various outside services and personnel;
  • tracking non-identified students who are at risk and providing support for their programs;
  • maintaining ongoing communication with parents.

Among the individualized programs available to students are Bridge Reading, Reading Recovery, and a peer tutoring/mediation program. Additional support is available from co-operative education students from the secondary school, and parent volunteers.

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V. K. Greer Memorial School (JK-8)

RR 3
Utterson ON
P0B 1M0

Ms. Wendy Lawton, Principal
(705) 385-2200

Muskoka Board of Education
NEORO

This rural school has developed intensive, individualized, integrated programming for all exceptional students in this community, in collaboration with parents, community agencies, board support personnel, and students. The school is supporting students with Down's syndrome, behaviour disorders, learning disabilities, and impaired vision.

The school employs a learning centre model of short-term withdrawal programming in which special education teachers work in the regular classroom to satisfy student and teacher needs for specialized programming strategies, and also provide intensive, small-group instruction in reading and mathematics for 25 per cent of each day. Students receiving intensive instruction in these small groups did significantly better, on average, than students in full-time self-contained special education classes. Social, emotional, and behavioural gains were also noted by parents and teachers.

A school-based team composed of regular classroom teachers, administrators, special education teachers, and an itinerant school counsellor meets regularly as a learning assistance team to consider and plan for the needs of individual students and groups of students. Parent involvement in planning strategies to maximize behavioural and academic gains is encouraged and frequent. Community agency involvement is an integral part of the team approach. Regular and special education program consultants from the school board work closely together to develop and promote positive program strategies.

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Vanier Public School (JK-8)

40 Vanier Drive
Brockville ON
K6V 3J5

Mr. Richard Skinner, Principal
(613) 342-8081

Leeds and Grenville County Board of Education
EORO

This school integrates exceptional students who have learning, developmental, and/or physical disabilities, behavioural disorders, and multiple exceptionalities. The regular staff have been augmented by extra staff whose primary responsibility is to provide for the academic needs of the exceptional students and to assist with feeding, toileting, physiotherapy, and socialization.

To support exceptional students with behavioural disorders, a school-based Student Services team has been formed. Its mandate is to:

  • provide proactive intervention and counselling programs for at-risk students;
  • implement strategies that recognize and reward positive student behaviour;
  • provide appropriate intervention for crisis situations.

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Victoria Street Elementary School (K-2)

PO Box 599
Haliburton ON
K0M 1S0

Ms. Judy Tomlinson-Ross, Principal
(705) 457-1342

Haliburton County Board of Education
CORO

This primary school has integrated students with Down's syndrome, and developmental and learning disabilities. The SERT trains educational assistants who deliver programs to develop fine and gross motor skills, and assist learning through basic academic drills. The SERT also teaches in the classroom and works with classroom teachers in writing IEPs, and designing and modifying program and assessment techniques. In-school programming includes the Bridge Reading program.

Volunteers from community associations and professional staff from the school board and community agencies provide additional support.

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Walter Perry Junior Public School (JK-6)

45 Falmouth Av
Scarborough ON
M1K 4M7

Mr. Bruce Geddes, Principal
(416) 396-6620

Scarborough Board of Education
CORO

This school is integrating exceptional students including those with language disabilities, behaviour disorders, and learning disabilities.

The integration model emphasizes the use of a variety of resources that are not normally available as part of the regular program. These include three educational assistants, two community assistants, parent volunteers, Faculty of Education student teachers, secondary school co-operative education students, and student peer partners. All staff assigned to meet the needs of exceptional students use a multidisciplinary approach to support programs in the regular class. The specially assigned teachers, as well as the regular classroom teachers, work together as a team to modify and adapt programs in the regular classroom.

Special education teachers meet weekly to plan and modify programs for each classroom. These specialized teachers work closely with the classroom teachers and assist with program modifications. If additional resource support is required, the teachers usually present their request at a meeting of the school support team, which meets every six weeks.

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Waterloo County Board of Education

51 Ardelt Av
PO Box 68
Kitchener ON
N2G 3X5

Ms. Maureen Kay, Consultant and Speech/Language Pathologist
(519) 570-0300

CORO

This school board facilitates the integration of students with developmental disabilities within the home school setting when the parents have chosen an integrated setting. Currently, this population ranges in grade level from Kindergarten through Grade 5.

The following procedures are in place:

  • a refined intake service with community agency collaboration
  • initial and ongoing in-service training for the receiving school staff
  • in-service training for the student body

Within each classroom, the integration facilitators help the classroom teachers to:

  • develop successful routines for compliance;
  • plan individual student outcomes;
  • modify the program and materials;
  • use the method of direct teaching;
  • encourage peer interactions;
  • put suggestions from resource staff into practice;
  • promote student independence.

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Waterloo County Board of Education

51 Ardelt Av Box 68
Kitchener ON
N2G 3X5

Mr. Doug Morris, Consultant – Special Education Services
(519) 570-0300

CORO

The Environmentally Controlled Opportunity (ECO) program is a school board strategy designed to permit students who experience health challenges, including environmental hypersensitivity, severe allergies, and asthma, to attend school on a regular basis.

The ECO program began with the work of the Body Chemistry and Behaviour Committee, which was formed in 1981 to share information and raise awareness about body chemistry and environmental hypersensitivities through the development of a basic information package for schools.

There are now six facilities in operation that provide classrooms that include:

  • an air filtration and exchange system;
  • full-spectrum lighting;
  • furniture constructed of wood or steel;
  • whiteboards instead of chalkboards;
  • concrete or linoleum flooring;
  • filtered water and a refrigerator;
  • use of specially selected paints and finishing products;
  • use of non-toxic cleaning agents and learning materials such as textbooks and markers.

As the exceptional students have been reintegrated into regular classrooms, cleaning and maintenance practices have been developed that are considerate of all students and staff. Cleaning practices are being used that minimize exposure to dust, moulds, and strong chemicals. More attention is being paid to fresh air intake and distribution. Temperature and humidity are controlled on an area-by-area basis. Ductwork is protected from dust during construction or renovation, and cleaned if necessary. More efficient and less annoying fluorescent lighting is being installed throughout the school board, in conjunction with an energy conservation program promoted by Ontario Hydro.

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Waterloo Region RCSSB

91 Moore Av, PO Box 91116
Kitchener ON
N2G 4G2

Mr. Doug Gruber, Superintendent for Program Services
(519) 578-3660

CORO

The following are key features of this school board's inclusive community program/strategy:

  • all students are able to attend their neighbourhood schools
  • there are no specialized or segregated classrooms or schools
  • all schools eliminate structural barriers, based on the needs of the students
  • every school has a learning resource room where students may go for identified periods of time, individually or in groups, to address special learning needs
  • there is minimal purchase of service

Each family of schools is served by a collaborative team consisting of a special education consultant, a behaviour consultant, a social worker, and a speech/language pathologist. There are also child/youth care workers assigned to each family of schools. Itinerant teachers of the deaf and hard of hearing, and the blind and vision-impaired, provide appropriate programming support to students and classroom teachers in their regular classroom settings. Service is purchased from psychologists, audiologists, and other professionals as needed.

An extensive staff development program has provided regular and special education staff with both the skills and the knowledge to educate all students.

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Welland County RCSSB

427 Rice Rd
Welland ON
L3C 7C1

Mr. Keith Lenahan, Superintendent of Student Services
(905) 735-0240

CORO

This school board supports the integration of all special needs students within the home school. For all parents of special needs students, the option to place their children in a regular classroom within the home school is available. No student has been prevented from enrolling in his or her home school due to inaccessibility or a lack of resources and/or support. Integrated students include those who have behaviour disorders, and those who are developmentally or physically disabled, blind or visually impaired, deaf or hard of hearing, and autistic.

Parents are involved in all decisions regarding a student's placement and program. Students may be placed in self-contained classes if parents so request. These students are integrated into the regular stream to the extent that they can benefit from such placement, usually for up to 80 per cent of class time.

To facilitate the integration of exceptional students, the school board has hired the following types of staff:

  • teaching assistants
  • child-care and youth-care workers
  • social workers
  • behaviour resource teachers
  • speech/language pathologists (English-language and French-language)
  • psychologists
  • enrichment resource teachers
  • a special needs facilitator
  • assessment and resource teachers
  • Student Services consultants
  • a French-language psychometrist

Enrichment resource teachers support gifted students in their home schools. Assessment resource teachers work with the classroom teacher to support students with learning disabilities. Regular school-based team meetings are held. These include personnel from community associations, staff from the Provincial Demonstration Schools, and members of social agencies and medical associations.

Within the secondary schools, a peer-tutoring program and a peer-helping program support the integration of all students.

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White Oaks Secondary School (sec.)

1330 Montclair Drive
Oakville ON
L6N 1Z5

Ms. Nancy Ferri, Teacher of the Hearing-Impaired
(905) 877-8141

Halton Board of Education
CORO

This secondary school has provided an alternative program for students who are deaf or hard of hearing since 1990. The program focuses on communication, attitude, and balance.

Communication: There is extensive in-service training, ongoing teacher collaboration, and frequent contact between the teacher of the deaf and each staff member who works with deaf students. This contact includes classroom teachers, administrators, guidance personnel, secretarial staff, coaches, and custodians. Frequent (at least weekly) contact is made between home and school. In the classroom, the provision of an instructional assistant or an oral interpreter supports the exceptional students. A free-field FM system and an acoustically treated room support the hearing component of the students' program. A daily resource-room period provides deaf students with an opportunity to review the subject and lecture information and to deal with other problems that have arisen, such as questions about jokes or comments the students missed.

Attitude: A team approach provides support for acceptance of the hearing loss and guidance for dealing with adolescent issues through small get-togethers to share information, get access to deaf and hearing role models, and network with other hard-of-hearing programs. Contact is maintained with outside agencies, e.g., the E. C. Drury School, and Hearing Ear Dogs.

Balance: The provision of a TTD and a closed-captioner assist students to access the information around them. They select their credits and choose whether to be with their hard-of-hearing peers or to work independently. The deaf students have been involved with an in-school peer-helping program in which deaf students assist junior students in subject areas and socialization.

The structure of the alternative program provides an environment for greater understanding of deafness, and opportunities for interpersonal growth and skill building for all students. Sign language clubs have evolved from this exposure, as well as hearing students enrolling in Sheridan College to obtain their interpreter's diploma.

. . . . . . . . . . . . . . . . . . . . .

Wingham Public School (K-8)

PO Box 640
Wingham ON
N0G 2W0

Ms. Marie Parsons, Principal
(519) 357-3270

Huron County Board of Education
WORO

This school has integrated two students from the immediate community who must use braille as their primary education medium. Both use white canes and have been trained in orientation and mobility, in which they continue to receive training from an instructor from the Canadian National Institute for the Blind. In addition to their integration program, which is described below, the school also provides an integrated program for four low-vision students, two of whom are also seriously multiply handicapped.

Both blind students are integrated into their regular grade classrooms for 90 to 100 per cent of their day. There is a peer support system for physical education, choir, assemblies, and class trips. Both students are included in many extracurricular activities, e.g., the braille club, drama club, track and field, choir, and intramural sports. They also participate in community activities such as the local track and field club, and Sunday school.

Parents are involved in their children's program through assisting with project work or the use of the computer, practising times tables, reading aloud, or accompanying the class on field trips. Parents participate in a school-based consultative IPRC process, not only in making decisions on identification and placement, but also in helping to develop programs and provide support services.

The classroom teachers have the primary educational responsibility for these students. The academic programs are designed by the classroom teachers and the special education support staff. A qualified teacher of the blind works closely with the classroom teachers to design, implement, and monitor necessary program modifications, with the help of the teacher assistants.

The students are withdrawn for one or two forty-minute periods each week for individualized instruction, e.g., in computers, mobility, and Braille. Accommodations for a braille-user are available every day. Those accommodations may take the form of specialized materials, procedures, or personal assistance. Specialized items of equipment, such as a Kurzwell Reader, computers, a braille printer, talking calculators, variable-speed tape players, braille books, and braillers, have been provided by the school, the school board, and the local Lions Club. The special education resource teachers provide braille, tactile, or taped materials, and are available for individual assistance in the classroom.

Professional support and in-service training for the teaching and support staff are available from the teacher of the blind and from the resource consultants at the provincial school for the blind, W. Ross Macdonald.

. . . . . . . . . . . . . . . . . . . . .

Woodcrest Public School (K-8)

506 Woodcrest Av
Oshawa ON
L1V 2T8

Mr. Ian Cooke, Principal
(905) 725-1031

Durham Board of Education
CORO

A "check-in, check-out" program is presently in place for identified exceptional students, and for students in regular classes who need help with organizational skills. Students are nominated for the program by teachers, parents, or themselves. They check in prior to the morning bell to show homework and their parent's signature. Assignments are recorded at the end of each period and initialled by the classroom teacher. Students check back after school and special education staff check to see they have the proper materials for home study. Parents are very involved in the program.

Integrated students often have their peers tutor them, or they get help from support staff who work in the regular classroom whenever possible.

. . . . . . . . . . . . . . . . . . . . .

York Region Board of Education

1 Dickson Hill Rd
Markham ON
L3P 3J3

Ms. Louise Moreau, Co-ordinator of Special Education
(905) 640-7809

CORO

The behaviour education resource team supports the integration of students who have behaviour disorders. Members of the multidisciplinary team include behaviour diagnostic and resource teachers, child and youth workers, an intensive behaviour teacher, an intensive child and youth worker, and special education administrators. The team also supports secondary groups or individuals, including staff personnel, students within the school environment, and parents.

Partnerships with parents are a crucial part of the integration process. Each school has an in-school team which is a problem-solving support forum to which staff may bring academic and/or social adjustment concerns. In addition to contributing to this existing process, the behaviour education resource team also offers the following services:

  • providing observations on students and group dynamics and short-term trials of specific strategies
  • making material resources and professional development opportunities available for staff
  • holding regular biweekly problem-solving meetings
  • developing partnerships with agencies
  • expanding liaison with parents that includes offering support related to parenting issues
  • providing whole-class "focus" lessons on specific points, and small-group tutorials
  • offering short-term intensive academic and behavioural support
  • providing support for re-entry to the home school from a treatment facility

. . . . . . . . . . . . . . . . . . . . .

York Region RCSSB

320 Bloomington Rd W
Aurora ON
L4G 3G8

Ms. Sandra Reinsborough, Superintendent
(416) 221-5050

CORO

This school board has had a mainstreaming policy since 1988. Exceptional students with a wide range of disabilities are accommodated within the regular classes in their home schools.

They may be supported by educational assistants and special resource materials and/or equipment to help promote their independence within their school environment. Special education teachers work with students and teachers within the regular classroom and are members of the school-based resource team. Input is also available from a multidisciplinary team of school board Student Services support staff, including the special education program consultant, speech/language pathologist, psychometrist or psychologist, behaviour resource workers, physiotherapist/ occupational therapist, and vision or hearing resource teacher.

Each student's IEP is determined through co-operative planning by home school administrators, core resource and classroom teachers, Student Services support staff, parents/guardians, and the student, wherever possible. When needs go beyond the resources available within the school board, partnerships are developed with community- based agencies.

To address the needs of teachers, support staff, and educational assistants, in-service training opportunities are provided at the system and school level. Topics have included the following:

  • work experience and writing of the special education program plan for secondary students
  • programming for students with special needs in the early Primary years
  • computer software to support the learning of students with learning disabilities
  • accommodating students with hearing impairment
  • core resource assessment – e.g., tools, appropriate assessments for ESL students
  • students at risk

A special education technology team was established in 1991. Team members work with teachers and schools to recommend and provide specialized software and/or adaptive peripherals to meet individual student needs. Through the team, the school and teacher can access assistive technology to help students develop to their individual potential. There are over one hundred students currently receiving services through this program.


French-Language Schools and Boards/
Conseils et écoles de langue française

Conseil des écoles séparées catholiques du district de Timmins

36 rue Birch S
Timmins ON
P4N 2A5

Mme Susan Garlock, directrice des services à l'élève
(705) 267-1421

Bureau du nord-est de l'Ontario

Au Conseil des écoles séparées du district de Timmins, les élèves sont intégrés dans les salles de classe ordinaires pendant la plus grande partie de leur programme. Ce sont les titulaires de classes ordinaires qui sont responsables de l'éducation de l'ensemble des élèves. L'enseignante ou l'enseignant en enfance en difficulté (EED) enseigne souvent en équipe avec les titulaires et les consulte régulièrement, surtout pour modifier les programmes selon le style d'apprentissage des élèves et pour préparer le matériel pédagogique adapté. Il aide aussi les élèves directement en classe, individuellement ou en petits groupes, auxquels se joignent parfois d'autres élèves. Ainsi encadrés, les élèves intégrés participent à la vie de la communauté et les stratégies d'apprentissage coopératif, par exemple, leur donnent l'appui de leurs camarades de classe.

L'EED forme avec les divers intervenants et les parents un partenariat pour répondre aux besoins sociaux et scolaires de chaque élève. Il travaille aussi avec les agences communautaires qui offrent des services aux élèves et donne à ces derniers une meilleure chance d'atteindre les résultats d'apprentissage du programme.

Les membres du personnel ont accès à divers ateliers de formation, notamment sur le phénomène de l'intégration et l'apport des styles d'apprentissage, ainsi qu'à d'autres services de perfectionnement dans le domaine de l'intégration. De temps en temps, l'EED libère les titulaires de classe afin de leur permettre d'étudier le dossier de l'élève pour leur plan d'enseignement individualisé.

Considérant que la salle de classe permet à l'élève de s'épanouir et de profiter de la vie scolaire, le Conseil des écoles séparées du district de Timmins ferme sa classe de rééducation et sa classe spéciale du cycle primaire. Les titulaires de ces deux classes deviendront des EED et auront un grand rôle à jouer dans l'intégration de la vingtaine d'élèves provenant de ces classes.

. . . . . . . . . . . . . . . . . . . . .

École Frère André (maternelle/6e année)

400 rue Base Line O
London ON
N6J 1W1

Mme Suzanne Holmes, directrice
(519) 471-6680

Conseil des écoles catholiques de London et du comté de Middlesex
Bureau de l'ouest de l'Ontario

À l'école Frère André, tous les enfants qui ont des besoins particuliers fréquentent les salles de classe ordinaire où leur sont dispensés les services nécessaires pour réussir. Ces enfants ont ainsi la possibilité de participer pleinement à la vie scolaire et de se lier d'amitié avec les autres élèves. Le personnel enseignant des classes ordinaires adapte les programmes aux divers styles d'apprentissage et, avec le personnel ressource, partage les connaissances, les stratégies et le matériel. Le personnel ressource aide les titulaires des classes ordinaires qui accueillent des enfants aux besoins particuliers. Les services connexes sont intégrés à la classe ordinaire et d'excellentes communications existent entre les parents, le personnel de l'école, les services d'appui du conseil et les services communautaires. Par ailleurs, l'intégration à la vie scolaire des élèves en difficulté est cons-tamment mise en valeur et l'école met les ressources communautaires à la disposition de tous.

Dans le cas d'un élève en particulier, il a fallu apporter des modifications à l'environnement, aux transports, à l'ameublement et à la programmation, ce qui s'est fait en consultation avec les parents et d'autres intervenants. Des ateliers ont été mis sur pied pour renseigner le personnel sur la maladie et pour répondre aux besoins physiques de l'enfant. Pour leur part, les élèves ont été sensibilisés de diverses façons, y compris par les parents de l'enfant. L'école a fourni des occasions aux enfants ayant des besoins particuliers de s'intégrer à des groupes d'amis et a structuré la classe de manière à ce que les élèves s'entraident.

Aucun des quelque 400 élèves de l'école Frère André ne se trouve en classe spéciale. Toutes et tous sont dans des classes ordinaires.

. . . . . . . . . . . . . . . . . . . . .

École Horizon Jeunesse (maternelle/8e année)

780 rue Sydney
Cornwall ON
K6H 3J6

Mme Thérèse Chaput, directrice
(613) 932-8083

Conseil scolaire public de Stormont, Dundas et Glengarry
Bureau de l'est de l'Ontario

Tous les élèves de l'école sont intégrés dans une classe ordinaire et, selon le besoin, reçoivent les services de personnel spécialisé, soit en classe soit en situation de retrait.

On incite les élèves à accepter une personne telle qu'elle est; on leur inculque le goût de l'entraide et le respect des différences. Par ailleurs, on cherche à développer l'autonomie des élèves intégrés en prenant les camarades de classe en exemple. On leur offre une aide particulière qui répond à leurs besoins spécifiques d'apprentissage et on encourage leur confiance en soi ainsi que les relations sociales avec les autres.

Les élèves sont appelés à participer aux activités scolaires et culturelles et à leur propre intégration. Par exemple, un des élèves est allé dans chaque classe expliquer son handicap physique.

Le personnel de l'école reçoit de la formation en cours d'emploi, assiste à des ateliers et à des rencontres avec des spécialistes. Il existe une grande communication entre les parents, le personnel enseignant et les groupes communautaires. D'ailleurs, les parents sont consultés à toutes les étapes du processus. Tout le personnel, du concierge à la direction, démontre un esprit d'équipe envers l'intégration.

Chaque cas est étudié individuellement et une équipe multidisciplinaire participe à l'élaboration de plans d'intervention personnalisés. L'équipe d'intervention est disponible en tout temps pour rencontrer les parents. On va même jusqu'à travailler avec le médecin d'un élève pour mieux l'aider. L'enseignante ou l'enseignant ressource fait verbaliser l'élève pour le rendre conscient de son processus d'apprentissage, utilise des techniques multisensorielles, organise des visites et des sorties, invite des conférenciers à l'école et assiste aux entrevues lors de la remise des bulletins avec le ou la titulaire de classe.


Recipients of Horourable Mention Certificates/
Certificats de mention honourable

English-Language Schools and Boards/
Conseils et écoles de langue anglaise

A. E. Duffield School (JK-8)

6820 Willow St
Lambeth ON
N0L 1S1

Early Identification Program
Ms. Judy Arnold, Principal
(519) 652-2050

London Board of Education
WORO

Anderdon Public School (JK-8)

3170 Middleside Rd
RR 4
Amherstburg ON
N9V 2Y9

School Education Conference Committee, Behaviour exceptionalities program
Ms. Barbara Moluchi, Vice-Principal
(519) 736-2592, (519) 736-3011

Essex County Board of Education
WORO

Archbishop Romero Catholic Secondary School (sec.)

99 Humber Blvd
Toronto ON
M6N 2H4

Resource program
Mr. Mark Fenwick, Principal
(416) 393-5555

Metropolitan Separate School Board
CORO

Arlington Middle School (7-8)

501 Arlington Av
Toronto ON
M6C 3A4

Life skills program
Mr. Karl Subban, Principal
(416) 394-2200

City of York Board of Education
CORO

Bellview Public School (K-5)

97 Tenth Av
Brantford ON
N3S 1G5

Junior behaviour development class
Mr. Mike Bryer, Principal
(519) 752-7414

Brant County Board of Education
CORO

Bracebridge Public School (JK-8)

90 McMurray St
Bracebridge ON
P1L 2G1

Section 27 social resource program
Ms. Wendy Slattery, Principal
(705) 645-5209

Muskoka Board of Education
NEORO

Bridlewood Junior Public School (JK-6)

60 Bridlewood Blvd
Agincourt ON
M1T 1P7

Integrated hard-of-hearing classes
Mr. Ross Feron, Principal
(416) 396-6080

Scarborough Board of Education
CORO

Brookville School (JK-8)

RR 1
Campbellville ON
L0P 1B0

Grade 1 class – students with ESL, ADHD, developmental disabilities
Ms. Karen Fraser, Vice-Principal
(905) 854-2205

Halton Board of Education
CORO

Byron Northview Public School (JK-8)

1370 Commissioners Rd W
London ON
N6K 1E1

Resource program
Ms. Joan Slater, Principal
(519) 471-1700

London Board of Education
WORO

Caledon Central Public School (JK-8)

RR 2
Caledon ON
L0N 1C0

Grade 8 integrated setting for students with learning disabilities
Ms. Thelma Jarvis, Principal
(905) 927-5231

Peel Board of Education
CORO

Carleton RCSB

635 LaVérendrye Drive
Gloucester ON
K1J 7C2

On-site Grade 7, 8, 9 behaviour resource program
Ms. Jane Hill, Educational Consultant
(613) 742-5878

EORO

Charlton Public School (JK-8)

121 Joseph Aaron Blvd
Thornhill ON
L4J 6J5

Social adjustment class
Ms. Glenna Collins, Principal
(905) 738-5497

York Region Board of Education
CORO

City of Hamilton Board of Education

Wentworth County Board of Education

Hamilton-Wentworth RCSSB

Hamilton-Wentworth Home Care Program

Tri-Board School Health Support Services
Ms. Betty Browne, Co-ordinator of Programs, Special Education
Hamilton-Wentworth RCSSB
(905) 525-2930

CORO

Concord Public School (JK-8)

6700 Raymond Rd
Windsor ON
N8S 2A1

Behaviour adjustment program
Ms. M. Bozanich, Principal
(519) 974-3450

Windsor Board of Education
WORO

Conestoga Public School (JK-6)

300 Conestoga Drive
Brampton ON
L6Z 3M1

Integrated Grade 5-6 pod
Mr. Charles J. Launder, Principal
(905) 846-3478

Peel Board of Education
CORO

Confederation Secondary School (sec.)

PO Box 1000
Val Caron ON
P3N 1B4

Peer tutor program for students with learning disabilities
Mr. J. J. Deault, Principal
(705) 897-4985

Sudbury Board of Education
MNORO

Courtice North Public School (JK-8)

1675 Nash Rd
Courtice ON
L1E 2L8

Integration program for students with developmental disabilities
Mr. Fred Mandryk, Principal
(905) 436-2055

Northumberland-Clarington Board of Education
CORO

Cresthaven Elementary School (JK-6)

46 Cresthaven Drive
North York ON
M2H 1M1

School integration program
Ms. Carla Carlsen, Principal
(416) 395-2240

North York Board of Education
CORO

Dufferin-Peel RCSSB

40 Matheson Blvd W
Mississauga ON
L5R 1C5

Professional development program developed with York University
Mr. Irwin Aronson, Staff Development Officer
Ms. Barbara Ashcroft, Co-ordinator, Special Education
(905) 890-1221

CORO

Durham Board of Education

400 Taunton Rd E
RR 2
Whitby ON
L1N 5R5

Strategies, Techniques, Education Plans, Programming (STEP) in the Mainstream document
Ms. Bev Freedman, Superintendent of Education/Programs
(905) 666-5500

CORO

Durham Region RCSSB

650 Rossland Rd W
Oshawa ON
L1J 7C4

Implementation of an inclusive model
Ms. Helen Lanthier, Family of Schools Co-ordinator
(905) 576-6150

CORO

E. T. Carmichael School (JK-6)

1351 Chapais St
North Bay ON
P1B 6M6

Integrated Grade 2 program
Mr. Wayne Hopkins, Principal
(705) 474-7474

Nipissing Board of Education
NEORO

E. W. Norman Public School (JK-6)

599 Lakeheights Rd
North Bay ON
P1A 3A1

Integration of a blind student
Ms. Sandi Hague
(705) 472-7870

Nipissing Board of Education

NEORO

Étienne Brûlé Public School (JK-8)

226 Queen St W
Sault Ste Marie ON
P6A 1A4

Primary behaviour intervention program
Mr. Robert Aaltonen, Principal
(705) 945-7122

Sault Ste. Marie Board of Education
MNORO

Fielding Drive Public School (7-8)

777 Fielding Drive
Ottawa ON
K1V 7G1

Integration of students with learning disabilities
Mr. Glenn Munro, Principal
(613) 731-4928

Ottawa Board of Education
EORO

Frontenac County Board of Education

220 Portsmouth Av
Kingston ON
K7L 4X4

Integrated model of program delivery
Mr. John Liggett, Principal – Educational Services
(613) 542-9871

EORO

General Brock High School (sec.)

3250 New St
Burlington ON
L7N 1M8

Modified vocational program
Ms. Sharron Stasiuk, Head of Special Education
(905) 632-2940, ext. 30

Halton Board of Education
CORO

George Street Public School (JK-8)

115 George St
Aurora ON
L4G 2S3

Intensive resource support class
Ms. Lynne Bateman, Principal
(905) 727-4921

York Region Board of Education
CORO

Golden Learning Centre (JK-8)

Mine Rd
Balmertown ON
P0V 1C0

Integrated program for a Primary level autistic student
Mr. M. Bernauer, Principal
(807) 735-2088

Red Lake Board of Education
NWORO

Grand River Collegiate Institute (sec.)

175 Indian Rd
Kitchener ON
N2B 2S7

Integrated school programs
Mrs. Carolyn Forden, Head – Special Education Department
(519) 576-5100

Waterloo County Board of Education
CORO

Grant Alternative School (JK-6)

2720 Richmond Rd
Ottawa ON
K2B 6S2

Integration of an exceptional student
Ms. Judith Dodgson, Principal
(613) 596-0188

Ottawa Board of Education
EORO

Hollywood Public School (JK-5)

360 Hollywood Av
North York, ON
M2N 3L4

Integration program for students with visual impairments
Mrs. Anne Gomme, Principal
(416) 395-2560

North York Board of Education
CORO

Holy Cross Catholic High School (sec.)

7501 Martingrove Rd
Woodbridge ON
L4L 1A5

Core resource department programs
Mr. Cosimo Modafferi, Principal
(905) 851-6699

York Region RCSSB
CORO

Holy Cross School (6-8)

191 Highland Av
Port Colborne ON
L3K 3S7

Integrated Grade 8 class
Ms. Ruth Rykse, Teacher
(905) 835-1930

Welland County RCSSB
CORO

Holy Family Catholic School (JK-8)

141 Close Av
Toronto ON
M6K 2V6

Reverse integration model
Dr. Helen Bochar, Principal
(416) 393-5212

Metropolitan Separate School Board
CORO

Holy Rosary School (JK-2)

27 Sullivan Av
Thorold ON
L2V 2Y5

Integrated school program
Ms. Theresa Murphy, Vice-Principal
(905) 277-1471

Welland County RCSSB
CORO

Jean Vanier Catholic Intermediate School (7-8)

320 Lajoie St
Vanier ON
K1L 7H4

Integration program
Ms. Hazel Lambert, Principal
(613) 745-1502

Ottawa RCSSB
EORO

Joseph A. Gibson Public School (JK-8)

50 Naylon St
Maple ON
L6A 1R8

Integrated school program
Ms. Nancy Broad, Vice-Principal
(905) 832-1291

York Region Board of Education
CORO

King City Secondary School (sec.)

King Sideroad
King City ON
L0G 1K0

Peer-helping program
Ms. Cathy Nikolaidis, Head – Special Education
(905) 833-5332

York Region Board of Education
CORO

King George V School (JK-5)

8333 Willoughby Drive
Niagara Falls ON
L2G 6X4

Junior Kindergarten program
Mr. Ross West, Principal
(905) 295-4651

Niagara South Board of Education
CORO

King's Masting School (JK-5)

3351 King's Masting Crescent
Mississauga ON
L5L 1G5

Integrated Grade 4-5 pod
Ms. Catherine Curl, Vice-Principal
(905) 820-4987

Peel Board of Education
CORO

Lake Vista Senior Public School (7-8)

1196 Cedar St
Oshawa ON
L1J 3S2

Twinning special education teachers with regular classroom teachers
Mr. Ian McLean, Principal
(905) 723-8109

Durham Board of Education
CORO

Lanark County Board of Education

RR 2
Carleton Place ON
K7C 3P2

"Together We Make a Difference" document
Special Education Advisory Committee (SEAC)
Ms. Joyce Rivington, SEAC member
(613) 257-5198

EORO

Leeds and Grenville County Board of Education

25 Central Av
WBrockville ON
K6V 5X1

Philosophy and programs that support the integration of exceptional students
Mr. Burton A. Perkins, Superintendent of Education
(613) 342-0371

EORO

Lillian Berg School (JK-8)

PO Box 247
Vermilion Bay ON
P0V 2V0

Integration of deaf students
Ms. Shirley Jaggi, Principal
(807) 227-2152

Dryden Board of Education
NWORO

Limehouse Public School (JK-6)

Limehouse ON
L0P 1H0

Inclusive school model
Mr. Garry Nott, Principal
(905) 873-6354

Halton Board of Education
CORO

Lindsay Collegiate and Vocational Institute (sec.)

260 Kent St W
Lindsay ON
K9V 2Z5

Special Education Department programs
Mrs. S. A. Carew, Principal
(705) 324-3556

Victoria County Board of Education
CORO

Medonte East Central Public School (JK-8)

General Delivery
RR 4
Moonstone ON
L0K 1N0

School integration program
Mr. Tom Marr, Principal
(705) 835-2021

Simcoe County Board of Education
CORO

Merivale High School (sec.)

1755 Merivale Rd
Nepean ON
K2G 1E2

Consultative role of the Special Education Department
Ms. Marcia Reynolds, Principal
(613) 224-1807

Carleton Board of Education
EORO

Millbrook Correctional Centre (sec.)

PO Box 300
Millbrook ON
L0A 1G0

Community volunteer and peer-tutoring programs
Mr. John Baldry, Educational Co-ordinator
(705) 932-2624, ext. 192

Ministry of the Solicitor General and Correctional Services

Millbrook/South Cavan Public School (JK-8)

47 Tupper St
PO Box 220
Millbrook ON
L0A 1G0

Integration of a JK student with physical and developmental disabilities
Mr. Graham Nie, Principal
(705) 932-2789

Peterborough County Board of Education
CORO

Monsignor Johnson High School (sec.)

2170 Kipling Av
Rexdale ON
M9W 4K9

Resource program
Ms. Brenda Smith, Head – Resource Department
(416) 393-5900

Metropolitan Separate School Board
CORO

Nipissing Board of Education

PO Box 3110
North Bay ON
P1B 8H1

Integration for gifted learners
Ms. Donna Casserly, Special Education Co-ordinator
(705) 472-8170

NEORO

Northumberland-Clarington Board of Education

834 D'Arcy St
Cobourg ON
K9A 4L2

Flex program for integration
Ms. Sherry Summersides, Co-ordinator of Special Services
(905) 372-6871

CORO

North York Board of Education

5050 Yonge St
North York ON
M2N 5N8

Community literacy program
Ms. Pat Hatt, Program Leader – Special Needs Adults Continuing Education
(416) 395-8210

CORO

Our Lady of Fatima School (JK-8)

140 Hillside Drive S
Elliot Lake ON
P5A 1X7

Section 27 day treatment program
Mr. Don Martella, Principal
(705) 848-2204

North Shore RCSSB
MNORO

Our Lady of the Bay Catholic School (JK-8)

818 Eyer Drive
Fairport Beach
Pickering ON
L1W 2K2

Inclusionary school program
Ms. Sheila Lynch, Principal
(905) 683-7125

Durham Region RCSSB
CORO

Our Lady of Victory Junior School (JK-5)

10 High St
Fort Erie ON
L2A 3P7

Integrated Grade 3/4 class
Ms. Barbara Carroll, General Resource Teacher
(905) 871-3092

Welland County RCSSB
CORO

Park Avenue Public School (SK-8)

36 Sunrise St
Holland Landing ON
L0G 1H0

Primary learning centre
Ms. Theresa Grayson, Diagnostic and Resource Teacher
(905) 836-5951

York Region Board of Education
CORO

Parkview Public School (JK-8)

22 Fonthill Blvd
Unionville ON
L3R 1V6

Special needs learning centre for students with multiple disabilities
Ms. Nancy Richards, Vice-Principal
(905) 477-2172

York Region Board of Education
CORO

Pauline Vanier Catholic Elementary School (JK-8)

56 Oaklea Blvd
Brampton ON
L6Y 4W7

Full program of inclusion
Mr. Arthur J. Sheppard, Principal
(905) 455-1001

Dufferin-Peel RCSSB
CORO

Red Lake Board of Education

PO Box 5000
Red Lake ON
P0V 2M0

School board policies and programs
Mr. David McLeod, Director
(807) 727-2676

NWORO

Robert Baldwin Elementary School (JK-5)

180 Wilson Drive
Milton ON
L9T 3J9

Primary multi-age group
Ms. Shirley Scott, Principal
(905) 878-8833

Halton Board of Education
CORO

Sacred Heart English Catholic School (JK-7)

63 Churchill Drive
Kirkland Lake ON
P2N 1T8

Integration of a ten-year-old student with multiple disabilities
Mr. Terry Schonfeldt, Principal
(705) 567-7444

Kirkland Lake-Timiskaming District RCSSB
NEORO

St. Alexander School (JK-6)

900 Bloem St
North Bay ON
P1B 4Z8

Learning assistance centre
Mr. W. Dugas, Principal
(705) 472-9141

Nipissing District RCSSB
NEORO

St. Christopher's School (JK-8)

50 Greenhill Av
Hamilton ON
L8K 5C7

Integration of Grade 8 student with multiple disabilities
Ms. Josie D'Amico, Special Education Teacher
(905) 545-1921

Hamilton-Wentworth RCSSB
CORO

St. Hubert School (JK-8)

850 Lorne Av
North Bay ON
P1B 8M2

Total communication program
Mr. Tom Wilson, Principal
(705) 472-2770

Nipissing District RCSSB
NEORO

St. John School (JK-8)

449 Hill St
London ON
N6B 1E5

School integration programs
Ms. Margaret Sirna, Principal
(519) 439-0771

London and Middlesex County RCSSB
WORO

St. Joseph School (JK-8)

3650 Netherby Rd
Stevensville ON
L0S 1S0

Integration of students with limited mobility
Mr. Brian Lavell, Principal
(905) 382-3822

Welland County RCSSB
CORO

St. Kevin School (JK-8)

Aqueduct St
Welland ON
L3C 1C4

School integration program
Ms. Elvira Aiello, General Resource Teacher
(905) 734-7709

Welland County RCSSB
CORO

St. Mary's School (JK-8)

455 Colborne St
Brantford ON
N3S 3N8

Integrated model
Mr. Robin Baswick, Principal
(519) 753-0552

Brant County RCSSB
CORO

St. Patrick Catholic Secondary School (sec.)

49 Felstead Av
Toronto ON
M4J 1G3

Special education programs
Mr. John W. Ryall, Principal
(416) 393-5546

Metropolitan Separate School Board
CORO

St. Patrick School (JK-6)

266 Rosemount Av
Port Colborne ON
L3K 5R4

Integrated Junior Kindergarten program for students with physical disabilities
Mr. David Tomlin, Principal
(905) 835-1091

Welland County RCSSB
CORO

St. Paul Catholic School (JK-8)

1090 Guildwood Blvd
London ON
N6H 4G6

Developmental education class
Mr. Rick Clarke, Principal
(519) 471-1387

London and Middlesex County RCSSB
WORO

St. Philomena (JK-5)

1332 Phillips St
Fort Erie ON
L2A 3C2

Integrated school program
Mr. Len Bishop, Principal
(905) 871-1842

Welland County RCSSB
CORO

St. Pius X High School (sec.)

1481 Fisher Av
Ottawa ON
K2C 1X4

Deaf/hard-of-hearing programs (Integration of a Grade 10 student who is profoundly deaf)
Ms. Deanna MacDougall, Specialist Teacher of the Hearing-Impaired
(613) 742-5878

Carleton RCSB
EORO

St. Pius X School (JK-8)

255 Vancouver St
London ON
N5W 4R9

Developmental education program
Mrs. Judith Redmond, Principal
(519) 451-9800

London and Middlesex County RCSSB
WORO

St. Stephen's Elementary Separate School (JK-8)

RR 4
Bowmanville ON
L1C 3K5

Integrated Grade 6 team-teaching situation Mr. D. Ingram, Principal
(905) 623-3990
Peterborough, Victoria, Northumberland and Clarington RCSSB
CORO

St. Thomas Aquinas Catholic Secondary School (sec.)

1360 Oxford St W
London ON
N6H 1W2

Integration program with Child and Parent Resource Institute
Mr. Steven Prendergast, Department Head
(519) 641-1223

London and Middlesex County RCSSB
WORO

St. Thomas More School (JK-8)

18 Wychwood Park
London ON
N6G 1R5

Inclusive school program
Sister Valerie VanCauwenberghe, Principal
(519) 471-0550

London and Middlesex County RCSSB
WORO

St. Vincent de Paul Catholic School (JK-8)

50 Featherstone Av
Markham ON
L3S 2H4

School integration programs
Mr. Michael Dwyer, Vice-Principal
(905) 472-2420

York Region RCSSB
CORO

Scarborough Board of Education

140 Borough Drive
Scarborough ON
M1P 4N6

Co-operative education program
Ms. Joyce Scott, Teacher – Program Department
(416) 396-7100

CORO

Simcoe County Board of Education

Highway 26
Midhurst ON
L0L 1X0

Home school model
Ms. Patricia Callan, Superintendent of Schools/Special Education
(705) 728-7570

CORO

Springfield Public School (JK-6)

133 Main St
Springfield ON
N0L 2J0

Developmentally handicapped class
Mr. Richard Wood, Principal
(519) 765-4225

Elgin County Board of Education
WORO

Sudbury District RCSSB

201 Jogues St
Sudbury ON
P3C 5L7

Itinerant speech language program
Mrs. Linda Cameron, Speech Language Teacher
(705) 673-5621

MNORO

Sudbury District RCSSB

201 Jogues St
Sudbury ON
P3C 5L7

Programs for physically disabled pupils
Mrs. Norma Hausenblas, Special Education Consultant
(705) 673-5621

MNORO

Tarentorus Public School (K-8)

96 Northwood St
Sault Ste. Marie ON
P6B 4M4

Primary/Junior special education classes
Mr. G. Forsell, Principal
(705) 945-7138

Sault Ste. Marie Board of Education
MNORO

Thompson Creek Elementary School (JK-8)

800 Cross St W
Dunnville ON
N1A 1N7

School integration program for students with developmental disabilities
Ms. Marilyn L. Hyatt, Principal
(905) 774-5460

Haldimand Board of Education
CORO

Thornhill Secondary School (sec.)

167 Dudley Av
Thornhill ON
L3T 2E5

Learning strategies program
Mr. David Feinstein, Head – Special Education Department
(905) 889-5453

York Region Board of Education
CORO

Victoria County Board of Education

PO Box 420
Lindsay ON
K9V 4S3

Program of full integration
Ms. Donna Robertson, Special Education Co-ordinator
(705) 324-6776

CORO

Waterloo County Board of Education

51 Ardelt Av
PO Box 68
Kitchener ON
N2G 3X5

School board programs
Mr. William Blake, Co-ordinator of Special Education
(519) 570-0300

CORO

West Ferris Secondary School (sec.)

60 Marshall Park Drive
North Bay ON
P1A 2P2

Resource team program
Mr. Brian Tinker, Principal
(705) 497-0730

Nipissing Board of Education
NEORO

Westminster Public School (JK-8)

366 Mullen Drive
Thornhill ON
L4J 2P3

Intensive resource support program
Dr. Kenneth N. Beck, Principal
(905) 731-2963

York Region Board of Education
CORO

West Toronto Collegiate (sec.)

330 Lansdowne Av
Toronto ON
M6H 3Y1

Grade 9 integration resource program
Mr. Jerry Hodge, Principal
(416) 393-1500

Toronto Board of Education
CORO

York Region Board of Education

1 Dickson Hill Rd
Markham ON
L3P 3J3

Intensive resource support programs
Ms. Jeanne Page, Superintendent
(416) 969-8131

CORO

York Region Board of Education

1 Dickson Hill Rd
Markham ON
L3P 3J3

Work experience program
Ms. Louise Moreau, Co-ordinator of Special Education
(416) 969-8130

CORO


French-Language Schools and Boards/
Conseils et écoles de langue française

École Anicet-Morin (4e année/6e année)

1070 av Power
Timmins ON
P4R 1B4

Intégration scolaire d'un enfant autistique
Mme Paulette Morais, enseignante en enfance en difficulté
(705) 264-9412

Conseil des écoles séparées catholiques du district de Timmins
Bureau du nord-est de l'Ontario

École Cadieux (maternelle/6e année)

345 rue St-Denis
Vanier ON
K1L 5J1

Programme pour les élèves atteints de déficience visuelle
Mme Louise Lagroix, directrice
(613) 749-3620

Conseil des écoles catholiques de langue française, région d'Ottawa-Carleton
Bureau de l'est de l'Ontario

Conseil des écoles publiques d'Ottawa-Carleton

140 rue Genest
Vanier ON
K1L 7Y9

Plan d'intervention personnalisé
M. Jean Vachon, conseiller en enfance en difficulté
(613) 742-8960

Bureau de l'est de l'Ontario

Conseil des écoles séparées catholiques du district de Timmins

36 rue Birch S
Timmins ON
P4N 2A5

Programme de surdité
Mme Susan Garlock, directrice des services à l'élève
(705) 267-1421

Bureau du nord-est de l'Ontario

École Immaculée Conception (maternelle/9e année)

CP 1109
Ignace ON
P0T 1T0

Programme éducatif individualisé
M. Jacques Perron, directeur
(807) 934-6460

Conseil des écoles catholiques d'Ignace
Bureau du nord-ouest de l'Ontario

École St-Jean (maternelle/8e année)

1045 rue Notre-Dame
Embrun ON
K0A 1W0

Programme d'adaptation sociale
M. Jean-Denis Yelle, directeur
(613) 443-2850

Conseil des écoles séparées catholiques de langue française de Prescott-Russell
Bureau de l'est de l'Ontario

École St-Jean-Baptiste (maternelle/8e année)

35 rue Longueuil
L'Orignal ON
K0B 1K0

Programme d'adaptation sociale
M. Viateur Sincennes, directeur
(613) 675-4878

Conseil des écoles séparées catholiques de langue française de Prescott-Russell
Bureau de l'est de l'Ontario

École Samuel de Champlain (maternelle/8e année)

275 rue Park
Orillia ON
L3V 5W1

Intégration d'une enfant atteinte du syndrome du cri du chat
Mme Lorraine Bergeron, personne-ressource à l'école
(705) 326-7050

Conseil des écoles séparées catholiques du comté de Simcoe
Bureau du centre de l'Ontario


Lists of Recipients/
Listes des Lauréats et lauréates

Award Recipients/Prix d'excellence

English-Language Schools and Boards/
Conseils et écoles de langue anglaise

Alexander Reid Public School (JK-8) General

Archie Stouffer Elementary School (K-8) General

Ardtrea/Cumberland Beach Public School (JK-8) General

Assikinack Public School (K-8) General

Balmoral Senior Public School (6-8) General

Birchbank Public School (JK-5) General

Bishop Reding Secondary School (sec.) Community Living Centre/resource program

Bruce County Board of Education TRAIL program for gifted students

C. H. Norton Public School (K-8) Use of multiple intelligences

Cardinal Newman Catholic Secondary School (sec.) General

Cardinal Newman High School (sec.) General

Carleton Board of Education Deaf/hard-of-hearing programs

Cathcart Boulevard School (JK-8) General

Chapel Hill Catholic School (JK-6) General

Chief Dan George Public School (JK-8) General

Collegiate Avenue Public School (K-8) General

Collingwood Collegiate Institute (sec.) General

Colonel By Secondary School (sec.) General

Coronation Public School (JK-SK) Early childhood school program

Corpus Christi Catholic Elementary School (JK-6) General

Danforth Collegiate & Technical Institute (sec.) General

Don Bosco Secondary School (sec.) General

Doncrest Public School (JK-8) Social adjustment class

Dufferin-Peel RCSSB Deaf/hard-of-hearing programs

Duke of Connaught School (JK-8) Integrated Grade 7 project class

Dundas Public School (JK-5) General

Dunnville Central School (JK-6) General

Dunwich-Dutton Public School (JK-6) General

E. L. Crossley Secondary School (sec.) Deaf/hard-of- hearing programs

Eastdale Public School (JK-5) Primary-Junior Bridges behaviour program

East Oxford Central School (JK-8) Blind/low vision program

Elmridge Catholic School (JK-6) General

Ernest Cumberland Elementary School (JK-8) Home school model

Essex County RCSSB Programs and services

Father Michael McGivney Catholic High School (sec.) Developmental disabilities

Francis Libermann Catholic High School (sec.) General

General Mercer Public School (JK-6) Grade 1 pilot project class

George L. Armstrong School (JK-8) General

Glengarry District High School (sec.) General

Glenview Public School (JK-5) General

Good Shepherd Catholic School (Gloucester) (JK-6) General

Good Shepherd Catholic School (Newmarket) (JK-8) General – autism

Haliburton County Board of Education General

Hamilton Board of Education Augmentative/alternative communication program

Hamilton-Wentworth RCSSB General

Highview Public School (K-7) General

Hillcrest Middle School (6-8) General

Humphrey School (JK-8) General

Huttonville Public School (JK-8) Physical/developmental disabilities

J. E. Benson Public School (JK-8) Primary/Junior family grouping

K. P. Manson Public School (JK-8) PDD

Kenner Collegiate and Vocational Institute (sec.) Comprehensive behaviour program

Kernahan Park Secondary School (sec.) Communication/behaviour disorders

Lakeside Public School (K-8) General

Lambton Park Community School (JK-6) Junior Kindergarten/child-care program

Lanark County Board of Education Deaf/hard-of-hearing programs

Lord Nelson Public School (JK-8) General

M. B. McEachren School (JK-8) General

McBride Avenue Public School (K-6) General

McDougall School (JK-8) General – blind

McHugh Public School (JK-5) Instruction resources team

Madonna Catholic Secondary School (sec.) General

Maple Grove Public School (K-8) Home school model

Marc Garneau Collegiate Institute (sec.) Resource teacher role

Metcalfe Public School (JK-8) General

Mother Teresa School (JK-8) General

Nationview Public School (JK-8) General – Rett syndrome

Northern Collegiate Institute & Vocational School (sec.)Peer-tutoring class

Northern Heights Public School (JK-8) Language difficulties

Notre Dame College School (sec.) General

Oakwood Public School (JK-8) General

Ottawa Board of Education Deaf/hard-of-hearing programs

Our Lady of Mount Carmel Secondary School (sec.) General

Our Lady of Victory Senior School (6-8) Deaf/hard-of- hearing programs

Peterborough Victoria Northumberland and Clarington RCSSB Philosophy and programs

Pineview Catholic School (JK-6) Behaviour/developmental disabilities

Plattsville & District Public School (JK-8) General

Pope John Paul II School (JK-8) General

Queen Elizabeth Public School (JK-6) Developmental disabilities

Queen Elizabeth II School (JK-8) General

Queensdale Elementary School (JK-5) General – staff development

Renfrew County RCSSB General

Resurrection Catholic Secondary School (sec.) General

Roselawn Public School (4-8) General

Russell D. Barber Public School (JK-5) General

St. Andrew's School (JK-8) General

St. Anne School (JK-8) Deaf/hard-of-hearing programs

St. Anthony School (JK-6) General

St. Augustine's School (JK-8) General

St. Bernadette Catholic Elementary School (JK-8) General

St. Bernard Catholic School (JK-8) General

St. Brigid School (JK-6) General

St. Charles School (3-8) General – Physical/developmental disabilities

St. Clare Catholic School (JK-6) General – cerebral palsy

St. Elizabeth Ann Seton School (JK-6) General

St. Francis of Assisi Catholic School (JK-6) Tri-step approach

St. Francis Xavier School (JK-6) Positive classroom discipline

St. Gabriel the Archangel Catholic School (JK-8) General – cerebral palsy

St. Ignatius of Loyola Secondary School (sec.) General

St. James Catholic School (JK-8) Behaviour

St. James the Apostle School (JK-8) General

St. Joachim School (JK-8) General

St. John Bosco Catholic School (JK-6) General

St. John Bosco School (JK-5) General

St. Joseph School (Niagara Falls) (JK-8) Behaviour

St. Joseph's School (Arnprior) (JK-8) Limited vision/ developmental disabilities

St. Joseph's School (Calabogie) (JK-8) General

St. Joseph's School (Gananoque) (K-8) General

St. Joseph's Secondary School (Alexandria) (sec.) Developmental disabilities

St. Leonard Catholic School (JK-6) General

St. Margaret's Roman Catholic School (JK-8)General

St. Marguerite d'Youville (JK-6) General

St. Marguerite d'Youville School (JK-8) General

St. Mark School (Burlington) (JK-8) General

St. Mark School (Prescott) (JK-3) General

Sts. Martha and Mary Catholic School (JK-8) Junior-Intermediate composite class

St. Martin of Tours School (JK-8) General

St. Mary School (Almonte) (K-8) General

St. Mary School (Brockville) (7-8) General

St. Mary's Catholic Secondary School (Toronto) (sec.) General

St. Mary's High School (Kitchener) (sec.) General

St. Mary's School (Welland) (JK-8) General

St. Mary's Secondary School (Cobourg) (sec.) General – physical/developmental disabilities

St. Matthew's Roman Catholic School (JK-8) General

St. Michael High School (Niagara Falls) (sec.) General

St. Michael's School (Oakville) (JK-8) General

St. Paul School (JK-8) General

St. Raphael School (JK-8) General

St. Sebastian School (JK-8) General

St. Theresa Catholic School (JK-8) General

St. Theresa's High School (sec.) General

St. Thomas More Catholic Secondary School (sec.) General

Shuniah Street School (JK-8) Behaviour/developmental disabilities

Sir John A. Macdonald Elementary School (JK-8 ) General

Sir Oliver Mowat Collegiate Institute (sec.) General

Smithson Public School (JK-6, and preschool for special needs children) Deaf/hard-of-hearing programs

Springfield Public School (JK-6) Four Keys to Accommodation

Steele Street Public School (K-8) General

Stella Maris Catholic School (K-8) General

Sudbury District RCSSB Itinerant communication resource model for students with learning disabilities

Sunnybrae Public School (K-8) General

T. W. Morison Public School (JK-8) Developmental disabilities

Terry Fox School (K-6) In-school support program

Thousand Islands Secondary School (sec.) Developmental disabilities

Tom Thomson Public School (JK-5) PAWS program: Plan, Act, Wait, Smile

V. K. Greer Memorial School (JK-8) Learning centre

Vanier Public School (JK-8) General

Victoria Street Elementary School (K-2) General

Walter Perry Junior Public School (JK-6) General

Waterloo County Board of Education Developmental disabilities

Waterloo County Board of Education Environmentally controlled opportunity (ECO) program

Waterloo Region RCSSB Inclusive community program/ strategy

Welland County RCSSB Home school model

White Oaks Secondary School (sec.) Deaf/hard-of-hearing programs

Wingham Public School (K-8) Blind/visually impaired program

Woodcrest Public School (K-8) Check-in, check-out program

York Region Board of Education Behaviour education resource team

York Region RCSSB Philosophy and programs


French-Language Schools and Boards/
Conseils et écoles de langue française

Conseil des écoles séparées catholiques du district de Timmins Soutien des enseignantes et enseignants en enfance en difficulté

École Frère André (maternelle/6e année) Adaptation des programmes et de l'environnement

École Horizon Jeunesse (maternelle/8e année) Équipe d'intervention


Recipients of Honourable Mention Certificates/
Certificats de mention honorable

English-Language Schools and Boards/
Conseils et écoles de langue anglaise

A. E. Duffield School (JK-8) Early Identification Program

Anderdon Public School (JK-8) School Education Conference Committee and Behaviour exceptionalities program

Archbishop Romero Catholic Secondary School (sec.) Resource program

Arlington Middle School (7-8) Life skills program

Bellview Public School (K-5) Junior behaviour development class

Bracebridge Public School (JK-8) Section 27 social resource program

Bridlewood Junior Public School (JK-6) Integrated hard-of- hearing classes

Brookville School (JK-8) ESL, ADHD, developmental disabilities

Byron Northview Public School (JK-8) Resource program

Caledon Central Public School (JK-8) Grade 8 learning disabilities

Carleton RCSB On-site Grade 7, 8, 9 behaviour resource program

Charlton Public School (JK-8) Social adjustment class

City of Hamilton Board of Education Tri-Board School Health Support Services

Concord Public School (JK-8) Behaviour adjustment program

Conestoga Public School (JK-6) Integrated Grade 5-6 pod

Confederation Secondary School (sec.) Peer tutor program for students with learning disabilities

Courtice North Public School (JK-8) Developmental disabilities

Cresthaven Elementary School (JK-6) School integration program

Dufferin-Peel RCSSB Professional development program

Durham Board of Education Strategies, Techniques, Education Plans, programming (STEP) in the Mainstream document

Durham Region RCSSB Implementation of an inclusive model

E. T. Carmichael School (JK-6) Integrated Grade 2 program

E. W. Norman Public School (JK-6) Integration of blind student

Étienne Brûlé Public School (JK-8) Primary behaviour intervention program

Fielding Drive Public School (7-8) Learning disabilities

Frontenac County Board of Education Integrated model of program delivery

General Brock High School (sec.) Modified vocational program

George Street Public School (JK-8) Intensive resource support class

Golden Learning Centre (JK-8) Primary level autistic student program

Grand River Collegiate Institute (sec.) Integrated school programs

Grant Alternative School (JK-6) Integration of an exceptional student

Hamilton-Wentworth RCSSB Tri-Board School Health Support Services – SEE City of Hamilton Board of Education

Hamilton-Wentworth Home Care Program Tri-Board School Health Support Services – SEE City of Hamilton Board of Education

Hollywood Public School (JK-5) Visual impairments

Holy Cross Catholic High School (sec.) Core resource department programs

Holy Cross School (6-8) Integrated Grade 8 class

Holy Family Catholic School (JK-8) Reverse integration model

Holy Rosary School (JK-2) Integrated school program

Jean Vanier Catholic Intermediate School (7-8) Integration program

Joseph A. Gibson Public School (JK-8) Integrated school program

King City Secondary School (sec.) Peer-helping program

King George V School (JK-5) Junior Kindergarten program

King's Masting School (JK-5) Integrated Grade 4-5 pod

Lake Vista Senior Public School (7-8) Twinning special education/regular classroom teachers

Lanark County Board of Education "Together We Make a Difference" document

Leeds and Grenville County Board of Education Philosophy and programs

Lillian Berg School (JK-8) Integration of deaf students

Limehouse Public School (JK-6) Inclusive school model

Lindsay Collegiate and Vocational Institute (sec.) Special Education Department programs

Medonte East Central Public School (JK-8) School integration program

Merivale High School (sec.) Consultative role of the Special Education Department

Millbrook Correctional Centre (sec.) Community volunteer and peer-tutoring programs

Millbrook/South Cavan Public School (JK-8) JK physical and developmental disabilities

Monsignor Johnson High School (sec.) Resource program

Nipissing Board of Education Integration for gifted learners

Northumberland-Clarington Board of Education Flex program for integration

North York Board of Education Community literacy program

Our Lady of Fatima School (JK-8) Section 27 day treatment program

Our Lady of the Bay Catholic School (JK-8) Inclusionary school program

Our Lady of Victory Junior School (JK-5) Integrated Grade 3/4 class

Park Avenue Public School (SK-8) Primary learning centre

Parkview Public School (JK-8) Special needs learning centre for students with multiple disabilities

Pauline Vanier Catholic Elementary School (JK-8) Full program of inclusion

Red Lake Board of Education School board policies and programs

Robert Baldwin Elementary School (JK-5) Primary multi-age group

Sacred Heart English Catholic School (JK-7) Multiple disabilities

St. Alexander School (JK-6) Learning assistance centre

St. Christopher's School (JK-8) Multiple disabilities

St. Hubert School (JK-8) Total communication program

St. John School (JK-8) School integration programs

St. Joseph School (JK-8) Limited mobility

St. Kevin School (JK-8) School integration program

St. Mary's School (Brantford) (JK-8) Integrated model

St. Patrick Catholic Secondary School (sec.) Special education programs

St. Patrick School (JK-6) Integrated Junior Kindergarten program for students with physical disabilities

St. Paul Catholic School (JK-8) Developmental education class

St. Philomena School (JK-5) Integrated school program

St. Pius X High School (sec.) Deaf/hard-of-hearing programs

St. Pius X School (JK-8) Developmental education program

St. Stephen's Elementary Separate School (JK-8) Grade 6 teaching team

St. Thomas Aquinas Catholic Secondary School (sec.) Integration program with Child and Parent Resource Institute

St. Thomas More School (JK-8) Inclusive school program

St. Vincent de Paul Catholic School (JK-8) School integration programs

Scarborough Board of Education Co-operative education program

Simcoe County Board of Education Home school model

Springfield Public School (JK-6) Developmentally handicapped class

Sudbury District RCSSB Itinerant speech language program

Sudbury District RCSSB Physical disabilities

Tarentorus Public School (K-8) Primary/Junior special education classes

Thompson Creek Elementary School (JK-8) School integration program for students with developmental disabilities

Thornhill Secondary School (sec.) Learning strategies program

Victoria County Board of Education Program of full integration

Waterloo County Board of Education School board programs

Wentworth County Board of Education Tri-Board School Health Support Services – SEE City of Hamilton Board of Education

West Ferris Secondary School (sec.) Resource team program

Westminster Public School (JK-8) Intensive resource support program

West Toronto Collegiate (sec.) Grade 9 integration resource program

York Region Board of Education Intensive resource support programs

York Region Board of Education Work experience program


French-Language Schools and Boards/
Conseils et écoles de langue française

École Anicet-Morin (4e/6e) Intégration d'un enfant autistique

École Cadieux (maternelle/6e) Programme pour les élèves atteints de déficience visuelle

Conseil des écoles publiques d'Ottawa-Carleton Plan d'intervention personnalisé

Conseil des écoles séparées catholiques du district de Timmins Programme de surdité

École Immaculée Conception (maternelle/9e) Programme éducatif individualisé

École St-Jean (maternelle/8e) Programme d'adaptation sociale

École St-Jean-Baptiste (maternelle/8e) Programme d'adaptation sociale

École Samuel de Champlain (maternelle/8e) Syndrome du cri du chat

ISBN 0-7778-5345-0