Other Board Supports

The Dufferin-Peel Catholic District School Board provides for the needs of exceptional and non-identified students through a spectrum of programs and services which includes a continuum of placement options. Special Education programming in each school is supported by the Family of Schools Special Education Staff and the Board’s Special Education and Support Services Department. Special Support Services include Special Education teachers, psychology staff, social workers, speech/language pathologists and child/youth workers.

Information regarding Ministry Special education policies and Dufferin-Peel’s processes are outlined in the DPCDSB’s Special Education Parent Guide. Copies of this guide are available in all schools and may be obtained by contacting the school principal or Academic Resource Department Head. It is also available on the Board’s website in PDF version at:     
            http://www.dpcdsb.org/seac/parentguide1.html .

Click here for information regarding the Special Education Advisory Committee.

The Academic Resource Department services all students in need of accommodations, modifications to the Ontario curriculum or an alternative program. Special Education teachers are available in every school. Students in need of special education assistance may be supported through the GLE and GLS courses. (Learning Strategies 1: Skills for Success in Secondary School, Grade 9 (Open) GLS10/GLE10/20, Advanced Learning Strategies: Skills for Success after Secondary School, Grade 12 (Open) GLS40/GLE30/GLE40). The focus of these programs is the teaching of learning strategies in conjunction with academic support in the core subjects. The Academic Resource Department works collaboratively with the Student Success team which includes the Guidance Department in determining how best to support students.

An Individual Education Plan is a working document which describes the strengths and needs of an individual pupil and the special education program and services established to meet the pupil’s needs. It also describes student progress and creates opportunities for parents, students, teachers, and others involved with the student to collaboratively or to be consulted about individual learning needs . Through this process, specific teaching and learning strategies and/or curriculum adaptations are developed and implemented in order to address these needs.

A Board’s official decision that a student is exceptional is made by a Board appointed Identification, Placement and Review Committee (IPRC). Regulation 181/91 requires that all school boards set up annual IPRC’s for identified exceptional students. Ask at your local school about this or follow the link through the Board website: http://www.dpcdsb.org/seac/parentguide1.html

In conjunction with the Academic Resource department, Special Support Services offer non-credit courses in the areas of Behaviour, Time Management, Academic Work Habits and Attitudes, Organization, Attending and Concentrating, Self Advocacy and Social Skills.

This program is designed to meet the individual needs of students with moderate or severe needs . Students benefit from a curriculum other than that offered by the Ontario Secondary School Curriculum. Individual programs are delivered by Special Education teachers and are designed to develop the communication, social, academic, workplace and life skills necessary for transition into the community. Students participate fully in the school community and support staff provide assistance as appropriate.

Prerequisite: Students are placed in this special education class through the IPRC process.

The Regional Programs Chart identifies schools that offer the Planning for Independence Program.

The Secondary Needs Moderate Communication Program is designed for students who are identified with a Communication Exceptionality (i.e. Autism Spectrum Disorder, Learning Disability or Language Impairment). It is a uniquely designed modified and/or alternative program with integration as appropriate. This program provides support for students who have significant difficulties meeting the academic demands of the regular secondary school program. The emphasis of this program is on the development of communication skills, the transition to the workplace and the enhancement of independent living skills.

Prerequisite: Students are placed in this special education class through the IPRC process.

The OSS Diploma Support Program is a Boardwide program located at several schools within the Board. The program is designed for students who have a diagnosis of Asperger Syndrome and are identified as exceptional in the area of Communication. Students in this program work towards the completion of all the component requirements of the Ontario Secondary School Diploma with appropriate accommodation to the curriculum. Students benefit from a safe and structured environment for learning with the support of a Special Education teacher utilizing strategies that target the development of social and communication skills. Special Services personnel including child and youth worker, psychologist, speech and language pathologist, and/or social worker are available on a regular basis .

Prerequisite: Students are placed in this resource support program through the IPRC process.

The Regional Programs Chart identifies schools that offer the Diploma Support Program for Students with an Autism Spectrum Disorder.

The Boardwide Career Path program is available in several schools and offers students two possible destinations : a program that leads to a Certificate or one that leads to a Secondary School Diploma. The Career Path Program provides learning opportunities for students to develop literacy, mathematical literacy and employability skills. Students have access to skill and technology - based courses leading to the workplace .

Prerequisite: Students are referred by the school administrator . Applications are submitted and reviewed by the Career Path Central Admissions Committee.

The Regional Programs Chart identifies schools that offer the Career Path Program.