Special Education Class Placements Provided by the Board

Students who require special education programs and services receive support through the classroom teacher and the special education resource teacher.  There are other special education placements available to students.  A special class placement is recommended through the Identification, Placement, and Review Committee (IPRC).  Special class placement decisions are made in January and reviewed again in May.  The Superintendent of Program oversees the process, which includes Special Education Consultants, Psychologists, Coordinator of Communication, Language and Speech Services, and principal representatives from the Special Education Resource Committee (SERC).

*For locations of schools and Special Education class placements, please scroll down

General Timelines: Special Education Class Placement Procedures

November/December

• Following a discussion with parents, the In-School Team prepares a Special Class Placement Referral packages for individual students
• The Learning Disability, Mild Intellectual Disability/Language Based Learning Disability, Developmental Disability, and Gifted student placements are submitted to Student Support and Program Services in January
• Students may be considered for placement at any grade level that the class is offered (e.g.  Junior Learning Disabilities Classes Grades 4-6, students may start at Grade, 4, 5 or 6).

February/March

• The Student Support and Program Services Department finalizes student placement decisions and notifies the student’s home school
• Schools notify parents of the IPRC meeting 10 days before the meeting date, and forward the “Parent Guide to Special Education” pamphlet

March to June

• IPRC meetings are conducted to make system placement decisions
• Minutes detailing the IPRC decision regarding exceptionality and placement are forwarded to the parents
• Schools forward a signed copy of each IPRC minute form to the Special Education Department and notify the Special Education Department of any students whose parents decline a system special class placement

Class Placements for Students with Special Needs

Learning Disabilities Class (Partially Integrated Grades 4-6)

• Students are integrated into their regular grade class for up to 50% of the day
• Requirements for Placement in a Learning Disabilities Class: 
  • student is in grades 4 to 6
  • student has been identified by IPRC with a Communication: Learning Disability
  • reading and writing require extensive modification
  • student has received minimum of one year of intensive Special Education Resource Support
  • Educational Assessment showing significant academic delays based on current classroom assessments
• Purpose of a Learning Disabilities Class:
  • to provide targeted skill development in reading, writing and math using prescribed literacy and numeracy programs
  • to improve student use of technology
  • to develop self-awareness and self-advocacy skills related to their learning profile

Mild Intellectual Disabilities / Language Based Learning Disabilities Class (partially integrated)

• Junior class – Grades 4 – 8
• Students are integrated into their regular grade class for up to 50% of the day
• Requirements for Placement in a Mild Intellectual Disabilities/Language Based Learning Disabilities Class:
  • student has been identified by IPRC with Mild Intellectual or a Language Based Learning Disability
  • student has received minimum of one year of intensive Special Education Resource Support
  • Educational Assessment shows significant academic delays based on current classroom assessments consistent with a mild intellectual disability or significant language impairment
  • Purpose of Class:
    • to provide targeted skill development in reading, writing and math using prescribed literacy and numeracy programs
    • to improve student use of technology
    • to develop self-awareness and self-advocacy skills related to their learning profile

Developmental Disabilities Class

• Programs are available at the primary, junior, intermediate and secondary levels
• Primary, junior and intermediate levels may be combined
• The amount of integration varies according to student profiles and needs (i.e., interests, strengths and needs)
• Requirements for Placement in a Developmental Disabilities Class
  • Student has been identified by IPRC with a Developmental Disability  (or alternate requiring developmental programming)
  • Educational Assessment shows achievement consistent with a developmental disability
• Purpose of a Developmental Disabilities Class in Primary/Junior/Intermediate:
  • To provide targeted skill development in social skills, life skills and communication skills, as well as functional reading, writing and mathematics as appropriate
  • To improve student use of technology
  • To develop self-awareness, self-advocacy skills and independence related to their learning profile
• Purpose of a Developmental Disabilities Class at the Secondary Level:
  • To provide programming to support communication, social, independence and life skills to support transition to adult life at home, school and community
  • To provide programming that provides opportunities for involvement in community, volunteer opportunities and work experiences (School, Community, and Work Transition Program) where appropriate

Gifted Class

*Gifted Screening Postponed until Fall 2021:
Due to the many return to school challenges we are experiencing, we will not be administering the CCAT gifted screening test in the 2020-21 school year. It is our hope to be able to administer the CCAT to both the Grade 3 and Grade 4 (presently Grade 3) students in the fall of 2021.

• Grades 4-8
• Some classes are multi-grade depending on enrolment
• Requirements for Placement in a Gifted Class:
  • Student has been identified by IPRC with Intellectual Giftedness
  • Canadian Cognitive Assessment Test  score or Psychological Assessment at 98th percentile and above  
  • Educational Assessment showing achievement at grade level or beyond in writing and mathematics and reading ability at least two grade levels above student’s current grade (mitigating factors will be considered, i.e. French Immersion, age at testing, first language)
• Purpose of a Gifted Class:
  • To provide program extensions in breadth and depth based on grade level curriculum
  • Develop self-awareness and self-advocacy skills related to their learning profile

List of Schools and Special Education Class Placements 2020-2021

Location of classes remains relatively stable, although the student’s needs inform changes in class locations.

Special Education Classes for Students with Learning Disabilities
(Junior Program – Partially Integrated Classes)

• Erin PS
• Hyland Heights ES
• Jean Little PS
• Mitchell Woods PS
• Montgomery Village PS
• Ottawa Crescent PS
• Princess Margaret PS
• Rickson Ridge PS
• Westwood PS

Special Education classes for Students Identified with Mild Intellectual Disabilities / Language Based Learning Disabilities
(Junior/Intermediate Program – Partially Integrated Classes)

• Arthur PS
• Drayton Heights PS
• Elora PS
• Kortright Hills PS
• Hyland Heights ES
• Mitchell Woods PS
• Parkinson Centennial PS
• Rockwood Centennial PS
• Taylor Evans PS
• Waverley Drive PS

Special Education Classes for Students with Developmental Disabilities
(Full-time Classes)

Elementary Schools:

• Centennial Hylands ES
• Elora PS
• Island Lake PS
• John Galt PS
• June Avenue PS
• Ken Danby PS
• Minto-Clifford PS
• Montgomery Village PS
• Ottawa Crescent PS
• Priory Park PS
• Rickson Ridge PS
• Sir Isaac Brock PS
• Taylor Evans PS
• Victoria Cross PS
• Victoria Terrace PS
• Willow Road PS

Secondary Schools:

• Centennial CVI
• Centre Dufferin DHS
• Centre Wellington DHS
• College Heights SS
• Guelph CVI
• John F. Ross CVI
• Norwell DSS
• Orangeville DSS
• Wellington Heights SS

Special Education Classes for Students who are Gifted
(Full Time Classes)

• Spencer Avenue PS
• Waverley Drive PS