WELCOME TO SPECIAL EDUCATION
The Near North District School Board believes that all students have the potential to learn and that all students should progress to the best of their ability.
The Education Act requires that school boards provide special education programs and services for their exceptional pupils. Every effort is made to address the needs of students in a regular classroom in their community school. Some students will need a variety of program modifications and accommodations to their educational program. Other students may require more specialized educational programs and services in order to assist them to reach their full potential.
Parents are important partners in their children’s education. You are encouraged to meet frequently with the school team to discuss the educational program being planned and delivered.
Special Education Advisory Council (SEAC)
Every school board in Ontario is mandated to have a Special Education Advisory Committee (SEAC). The role of the SEAC is to: Make representation to the Board in respect to any matter affecting the establishment, development, and delivery of special education programs and services for exceptional students of the Board.
SEAC members provide feedback and suggestions to board staff regarding programs and initiatives for students in NNDSB. SEAC membership includes trustees, community representatives (members at large) and representatives of parent associations.
Agenda May 17 2018
Agenda April 19 2018
Agenda March 22 2018
Agenda February 15, 2018
Agenda January 18 2018
Agenda December 21 2017
Agenda November 16, 2017
Agenda October 19 2017
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Agenda June 15 2017
Agenda May 18 2017
Agenda April 20 2017
Agenda March 16 2017
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Agenda December 15 2016
Agenda November 17 2016
Agenda October 20 2016
Agenda September 15 2016
Meeting Minutes April 19 2017
Meeting Minutes March 22 2017
Meeting Minutes February 15 2017
Meeting Minutes January 18 2017
Meeting Minutes December 21 2017
Meeting Minutes November 16 2017
Meeting Minutes October 19 2017
Meeting Minutes September 21 2017
Meeting Minutes June 15 2017
Meeting Minutes May 18 2017
Meeting Minutes April 20 2017
Meeting Minutes March 23 2017
Meeting Minutes February 16 2017
Meeting Minutes January 19 2017
Meeting Minutes December 15 2016
Meeting Minutes November 17 2016
Meeting Minutes October 20 2016
Meeting Minutes September 15 2016
Meeting Minutes June 16 2016
Services By Department
The Near North District School Board provides the following Special Education services for our students and families.
Each school must have an attendance policy and the principal is responsible for investigating all student non-attendance according to the Administration Guidelines.
Any absenteeism will have an impact upon the student. Chronic absenteeism will usually be an indicator of academic failure and may have a direct negative effect on all areas of a child’s emotional, social development and subsequent adjustment in future years. While enforcement of attendance laws for students of compulsory school age may be a priority, attendance issues at any age must be addressed.
- resolves attendance conflicts related to student, parent and school;
- acts as a liaison among community agencies, home and school;
- coordinates supervised alternative learning for excused pupils;
- prepares Education Act charges and documentation, representing the board in Provincial Offences Court as required;
- coordinates service teams to support families;
- may perform other duties as assigned by the superintendent of schools and program which may include facilitating the home schooling process.
COUNSELLING SUPPORT SERVICES
Non-attendance should be considered serious and detrimental when:
- The absence is unexplained.
- A pattern is evident.
- The absences negatively impact upon academic success.
- Ten cumulative days per term or twenty per school year, and/or
- Five to fifteen consecutive days.
In cases of serious absenteeism, the Attendance Counsellor must be consulted and a plan should be made to help the student correct the problem.
Fifteen or more consecutive days of absenteeism require a decision to be made by the school principal and Attendance Counsellor as outlined the School Register rules. As a result, it is crucial that a plan be developed to address an individual student’s particular needs and include a variety of strategies aimed at improving school attendance. Active and cooperative involvement on the part of the student, family, and school community is essential for this process to be successful.
For more information, see your school's Attendance Handbook for complete details.
The Behaviour Support Services Team is comprised of two Behaviour Counsellors and a number of Itinerant Behaviour Educational Assistants. Through the utilization of a referral process, the Coordinator of Special Education will designate the involvement of the Behaviour Counsellor and may assign an itinerant Behaviour Educational Assistant on a short-term basis to support the needs of specific students within a school.
The Behaviour Counsellor
- Provides programs and strategies for school staff in dealing with students with extreme behavioural concerns and/or students with Autism Spectrum Disorder
- Works collaboratively with central and school teams in a facilitator role to develop behaviour intervention plans and transition plans.
- Models intervention strategies for school staff involved with students experiencing behavioural difficulties and/or Autism Spectrum Disorder.
- Develop resources and supports required to implement positive behavioural strategies.
- May perform other duties as assigned by the Principal of Education and/or the Coordinators of Special Education.
Itinerant Behaviour Educational Assistant
The Itinerant Behaviour Educational Assistants’ duties will vary depending on the type of classroom and the students’ needs. They may include:
- Assisting classroom teachers and EAs with strategies for students having extreme behaviour difficulties who are in a period of crisis or transition.
- Assisting with the preparation, delivery and implementation of plans developed with the School Team and Behavior Support Services Team.
- Providing specific demonstrations of behavioural strategies for staff and/or teachers who will be expected to facilitate and maintain the plans.
- Demonstrating positive, proactive strategies to intervene effectively with students.
- Working collaboratively as a member of the school-based problem-solving team.
- Reporting to the Principal of Special Education.
This is a voluntary counselling service for students K – grade 12. Those referred should be students who have needs beyond school resources. Referrals are following a collaborative team meeting with the Principal, Classroom Teacher and Differentiated Resource Teacher(DLRT) and are entered into the Mental Health Referral Portal by the DLRT or Principal for centralized intake. A Student Strengths and Difficulties Questionnaire is part of the referral package. Referrals are reserved for school based counselling around social, emotional or behavioral issues that may be interfering in the child’s ability to meet his or her academic potential. CDCs provide support to various schools across the region. Support for students JK-6 is usually in group format using evidence-based programs. Support for students Grade 7-12 is most often follows a brief intervention model including walk-in service.
Child Development Counsellor
- provides counselling for students in a group or individually at school;
- provides evidence-based strategies and programs for principals and teachers in dealing with social, emotional and behavioural concerns;
- acts as a liaison between community agencies, home and school;
- collaborates with school teams and community partners in planning for "at risk" students;
- may perform other duties as assigned by the principal of special education or superintendent of schools and program, including crisis response
The Psycho-Educational Services Team consists of one Psychologist and three Psychometrists. They are accessed through a referral process available at each school.
- provides assessments for referred pupils;
- administers tests conforming to established standards and procedures for psychological testing and completes related documentation;
- provides recommendations for programming based on assessment results;
- participates in case conferences and parent interviews;
- acts as liaison with outside agencies, as required;
- serves on committees at the board, central or area level;
- provides in-service to school staffs and community agencies as requested;
- assists with interpreting reports from other professionals;
- performs other duties within the boundaries of the above role definition as requested by the principal of special education or the superintendent of schools and program
- formulates and communicates diagnoses and provides supervision for psychometrist assessments resulting in diagnoses, in accordance with the College of Psychologists of Ontario regulations and guidelines and undersigns reports as necessary.
The Speech Language Team consists of four Speech Language Pathologists and eight Communicative Disorders Assistants. They are accessed through a referral process.
Speech Language Pathologist
- provides assessment and treatment of students with communication disorders which may include articulation delay and disorder, language delay and disorder, hearing impairment, stuttering, voice disorder and global communication delary;
- maintains records of intervention and supervision;
- supervises communicative disorders assistants in the delievery of programs;
- consults collaboratively with school teams and parents through team meetings;
- facilitates referrals to community agencies where required;
- collaborates with community partners through case conferences;
- facilitates decision-making regarding augmentative communication devices;
- provides speech-language intervention suggestions to teachers and educational assistants for students during non-intervention blocks, as required.
Communicative Disorders Assistant
- provides speech/language intervention for school-age children as directed by the speech language pathologist and special education coordinator;
- conducts screenings developed by the supervising speech language pathologist;
- collaborates with the speech language pathologist regarding the child's progress, readiness for discharge and required follow-up;
- maintains records of intervention;
- works collaboratively with parents, partner agencies and other community services, as required;
- participates in team conferences, as required;
- assists in the provision of communication programs aimed at the early identification and prevention of speech and language disorders;
- provides feedback and suggestions to teachers and educational assistants, as requested.
The NNDSB employs Itinerant Specialist Teachers to support at risk and visually impaired students. Their roles include:
- Conduct Functional Vision Assessments
- Test of Visual-Motor Integration (TVMI)
- Test of Visual Analysis Skills (TVAS)
- Visual Efficiency Scale (VES)
- Lea Symbols/Tumbling “E” for Near and Distance Acuities
- In-class observations
- Recommendations for Educational Programming and Collaborate on the development of IEP
- Teaching of the Expanded Core Curriculum (Resource Withdrawal or Integrated Setting)
- Compensatory or Functional Academic Skills and Communication Modes
- Orientation and Mobility
- Social Interaction Skills
- Recreation and Leisure Skills
- Career Education
- Visual Efficiency Skills
- Pre-School Transition Planning
- In cooperation with Family Resource Center; One Kids Place; CNIB; Infant Development Program, W. Ross McDonald Resource Services
- Intervention Levels
- "At Risk" Screening
- Low Vision
- Visually Impaired (Large Print)
- Visually Impaired (Braille)
- Blind (Braille)
- Multiple Exceptionalities (Sensory)
Collaborative Problem Solving (CPS)
Applied Behaviour Analysis (ABA)
Superintendant of Special Education
Phone: (705) 472-8170 ext.8256
Principal of Special Education
Phone: (705) 472-8170 ext.6018
Special Education Coordinator (North)
Phone: (705) 472-8170 ext.5017
Special Education Coordinator (East-West)
Phone: (705) 472-8170 ext.6000