• The regular classroom setting with resource services to the classroom teacher or student;
• The regular classroom setting with the assistance of a special education support person;
• The regular classroom setting with resource assistance or resource withdrawal from a special education resource teacher when deemed necessary; or
• A self-contained classroom for a portion of the day with integration into the regular classroom.
The placement goal for all students with exceptionalities is to keep them as close to the regular classroom program as possible with appropriate special education programs and services in place when/where
deemed necessary. The ultimate goal will be inclusion in the regular classroom, with withdrawal of students to develop specific skills necessary for meaningful inclusion and specialized support to meet the goals of the IEP.
Our Inclusive Approach to Special Education
Our Board actively promotes inclusion programming, where students with special needs fully participate in the life of the school community. Wherever possible, students are educated in regular classrooms with age-appropriate peers. Inclusion is the student's feeling of belonging, in a community of learning that honours equality, student diversity and respect. This commitment is shared with the Special Education Advisory Committee of the Superior-Greenstone District School Board.
As a result of our inclusive approach to special education, the program delivery is rooted in a seamless approach to service students with special education needs from Early Years to graduation.
Below is a compilation of published reports and publications pertaining to Special Education.
- Parents' Guide to Special Education
- Parent's Guide to Special Education Appeals, Support Organizations and Contacts
- School to Community Transition Information
- Parent Guide to IEP
- SEAC Information Booklet
- SGDSB Identification Placement and Review Committee Parent Guide
- A Guide for Parents and Students - Assessment