The Education Act requires school boards to provide appropriate special
education programs and services for all their exceptional students by 1985,
either directly, or by purchasing the from other school boards.
The Act also requires school boards to implement procedures for early and
ongoing identification of the learning abilities an needs of pupils, and to
prescribe standards in accordance with wh these procedures are implemented.
Identification and appropriate intervention at this early stage will ensure
that learning-disabled students are provided with meaningful early school
experiences related to their individual strengths and needs.
DEFINITION OF LEARNING DISABILITIES
The Ministry of Education defines learning disability (Special Education
Information Handbook, 1981) as:
A learning disorder evident in both academic and social. situations that
involves one or more of the processes necessary for the proper use of spoken
language or the symbols of communication, and that is characterized by a
condition that:
- is not primarily the result of
- impairment of vision;
- impairment of hearing;
- physical handicap;
- mental retardation;
- primary emotional disturbance; or
- cultural difference; and
- results in a significant discrepancy between academic achievement and
assessed intellectual ability, with defects in one or more of:
- receptive language (i.e., listening, reading);
- language processing (i.e., thinking, conceptualizing, integrating);
- expressive language (i.e., talking, spelling writing);
- mathematical computations; and
- may be associated with one or more conditions diagnosed as:
- a perceptual handicap;
- a brain injury;
- minimal brain dysfunction;
- dyslexia; or
- developmental aphasia.
IDENTIFICATION OF LEARNING DISABILITIES
- General screening to identify students with learning disabilities
Identification procedures for students suspected of having learning
disabilities should be carried out in the student's language of instruction.
Where a student's language is other than English or French, a reasonable delay
in the language-based aspects of assessment should be considered.
The screening should consist of an early developmental review involving
parents and local interdisciplinary services. procedures involved are outlined
in Memoranda 1978-79:15 and 1979-80:24 on Early identification of children's
learning needs.
No single characteristic is likely to be diagnostic of learning disability.
Since children develop at different rates and in different ways, care should be
taken to ensure that developmental differences are not automatically seen as
disabilities. Where, however, a child is exhibiting a number of characteristics
normally associated with learning disabilities, further assessment should be
considered.
- Specific diagnostic procedures for students identified as having
learning disabilities
A diagnostic evaluation for individual students
should based on some or all of the following:
- continuous educational assessment;
- detailed health assessment (hearing, vision, physical and neurological);
- psychological assessment;
- language assessment;
- social/family history;
- assessment of observed behaviours in a variety of settings.
Assessments may vary in complexity according to the requirements of each
pupil under consideration.
It is essential that all results of diagnostic procedure and their
implications be discussed with the parent, student, and educators involved in
the planning and implementation of the student's program. It is expected that
communication and co-operation will have been established previously between
the home and school. Families are a most influential force in the development of
children and youth; without family involvement, opportunities for the progress
of exceptional pupils are greatly reduced.
PROGRAMMING FOR STUDENTS WITH LEARNING DISABILITIES
The assessment results (learning styles, strengths,
interests, needs, and socio-emotional development) will dictate the most
effective program. It is of paramount importance that the findings or
psychological, educational and medical reports be translated into instructional
expectations and strategies to assist teachers to meet the needs of each
student. With the assistance the resources available, including information
resulting from the diagnostic procedures, the school principal, in consultation
with special education and student services personnel, has the responsibility
of ensuring that an appropriate program will be implemented for each student. A
cautionary note should be added here. Although assessment is the basis for
program development it is good practice to hold assessment results as tentative.
This should not inhibit program development but, rather, permit program
adjustments and modifications to be made as new information becomes available.
In many cases, reinforcement of the program at home will desirable and
productive. School and board personnel should work) closely with parents to
ensure that a consistent and co-operative( approach is developed and sustained.
Both elementary and secondary schools should have resource teachers
available to assist learning disabled students. School boards should also make
provision for assistants to work with individual students where necessary, and
under the direction of the classroom teacher. Such assistance might be in the
form of tutorial sessions on an individual or small-group basis conducted by
teachers, classroom assistants, aides, or volunteers. School boards should
ensure that classroom assistants have suitable skills and knowledge for the
conduct of their assignments with learning disabled students.
Students with mild forms of learning disabilities can be served
appropriately within the regular classroom. A special education consultant or
resource teacher can provide the assistance required by the classroom teacher
in the selection and organization of materials and instructional approaches
suitable to the needs of these students.
Students with moderate forms of learning disabilities will probably
require assistance outside of the regular classroom on a part-time basis. The
assistance should be available for individual students or small groups for part
of the day. A resource room teacher, itinerant special education teacher or
classroom assistant should be assigned to schools, depending on the need in
each community.
Students with severe forms of learning disabilities may require
placement in a special education class for children with learning disabilities.
A learning-disabled pupil's level of intelligence, background of experience,
stability of personality and home support may decrease or increase his/her
ability to function in school. These factors must be considered when
recommending placement. A student who has some severe learning disabilities but
who also has a number of strengths may be able to handle a regular classroom with
part-time assistance, whereas a less disabled student who has many accompanying
needs may require full-time special class placement. The type of assistance
required may change from year to year. A pupil retained in a regular classroom
with support help may require a full-time special class placement at a later
time in his educational program. Conversely, a student requiring full-time
special class placement for one or two years may be able to cope a regular
grade with part-time assistance at the end of that time. Some mildly disabled
students may need part-time assistance for a period of time to develop
strategies to help them cope adequately in a regular classroom.
The enrolment and the placement of students in such programs are to be in
accordance with the terms of Regulation 262 Elementary and Secondary Schools
and Schools for Trainable Retarded Pupils - General, as amended by Ontario
Regulation 617/81 and in accordance with the the guidelines in the Special
Education Information Handbook, 1981.
School boards should provide professional support services to classroom
personnel for ongoing assistance in individual student program development,
evaluation and follow-up.
Liaison with the home, other involved professionals, and community agencies
must be maintained to ensure integration of services and the effectiveness of
the program.
The teaching methods used with a learning disabled student must be highly
personalized and compatible with the student's strengths. It is important that
the methodology be structured, sequential, and reinforced with relevant
activities. Acceptance, commitment, and involvement on the part of pupil and
parents are critical to the success of each student's program.
Programs must be reviewed regularly (Regulation 262).
Special instructional equipment should be provided where it will be of
assistance in the development of a successful program. It should be used to
foster self-confidence and independence.
The education of children and youth with learning disabilities is the
responsibility of school boards in Ontario. In the majority of circumstances,
children with learning disabilities will be residing in their own homes. It is
recognized, however, that there are a few exceptional cases where a pupil will
have a clearly identifiable need for special non-education services; i.e. care
or treatment. Some pupils may require residential services for such educational
programs.
Admission to the majority of residential facilities in Ontario is determined
selectively on the basis of assessed need for special non-educational services.
That is, the child's educational requirements, per se, have no bearing on his
or her eligibility for residential care.
Responsibility for seeking appropriate residential care facilities rests
directly with the parents of each pupil. School boards are, however, expected
to assist parents in locating the appropriate care or treatment service.
Depending upon the nature the child's requirements, this may be provided by a
children's mental health centre, children's psychiatric service, children's aid
society or other organizations offering appropriate service. It should be made
clear to the parent that contact does not necessarily mean the child will be
accepted into an approved residential program, but only that the agencies
involved and the school board will work together with the family in
clarifying the nature of the child's needs and assist in finding appropriate
provision.
Collaboration between school boards and the Ministry of Community and Social
Services and its funded agencies will be necessary to ensure that planning
responds to the needs of individual children and families generally.
Information regarding care and treatment services may be obtained from the
appropriate Children's Services area office of the Ministry of Community and
Social Services.
MINISTRY RESOURCES FOR THE EDUCATION OF STUDENTS WITH
LEARNING DISABILITIES
- Financial assistance
The annual General Legislative Grants Regulation provides financial
assistance to school boards for the provision of program and services at the
elementary and secondary school levels. This includes programs and services for
children with learning disabilities.
- Professional development for teachers
The Ministry of Education Special Education courses permit a comprehensive program in learning
disabilities during the three parts of the summer/winter courses. These courses
provide for the preparation of teachers, consultants and supervisory personnel
who have responsibility for the education of exceptional students. A component
of pre-service teacher education programs focuses on special instructional
approaches for exceptional students, including those with learning disabilities.
- Curriculum development
The Ministry of Education has developed a support document entitled, Children with
Learning Disabilities (Curriculum Ideas for Teachers, 1980). This publication deals
with classroom instructional approaches and techniques for teachers of students with learning
disabilities.
- Regional offices
The Ministry of Education, through its regional
offices, will provide assistance to school boards in:
- the use of early identification processes;
- their efforts to provide appropriate educational programs for students with
learning disabilities; and,
- evaluating the effectiveness, and need for further development, of
resources, programs and services.
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