School boards are encouraged to offer a range of placement
options for students who have been identified as exceptional by an
Identification, Placement, and Review Committee (IPRC)* Working in
consultation with the parents, the IPRC makes its placement decision on the
basis of the student's specific learning needs.
Following are descriptions of the placement options most commonly
recommended. In each case special education and interdisciplinary staff assist
in assessment of individual needs and strengths, development of learning
objectives, modification of the curriculum, and identification of the supports
and resources required. These placement options are not totally discrete and
should be viewed as existing on a continuum. Furthermore, it is possible for a
student to experience a range of placement options as circumstances, needs, and
abilities change.
Regular Class With Special Education
Support
In this placement students with special needs are provided with
opportunities to interact over a long period with the same group of peers. The
student thus has opportunities to develop enduring relationships.
Educational programming is individualized to meet the unique
learning needs of these students. The responsibility for developing and
implementing individual programs belongs to the regular-classroom teacher,
although support should be provided by the principal and resource personnel.
Decisions are made about the suitability of large- and small-group teaching,
and individualized instruction is provided as required in the regular class or
individually, with the child withdrawn from the class temporarily.
Opportunities for peer tutoring and assistance occur naturally in the regular
classroom.
Special Education Class With
Opportunities for Integration
In this placement option, students with special needs meet as a
small class to learn basic skills. The special education teacher takes the
primary responsibility for developing individual program plans and
co-ordinating necessary support services. Integration into the regular
classroom for the study of specific subject areas should be planned in such a
way that it capitalizes on the student's learning strengths, provides
opportunities for interaction with same-age peers, and provides supports as
needed. The regular-class teacher, the special education teacher, and the
principal should meet regularly to devise modifications of the regular
curriculum. Peer tutoring can occur in the regular class or in the special
class, but it generally requires planning and facilitation by the teacher.
Special School
In this placement option, small-group instruction is the norm.
Individual programs are planned within a curriculum framework designed for
special students. Special arrangements can be made to ensure that integration
into regular school and community settings takes place.
* Ontario Regulation 554/81 (Special Education
Placement and Review Committees and Appeals), February 1986.
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