1. Ontario’s Exceptional Students Agreement on generalities Disagreement on specifics Understanding each others’ perspectives Political overtones Definition determines identification and access to resources

2. Ontario’s Student Population 1997 2, 12, 039 Total 194,140 (9.24%) Exceptional

3. Elementary TotalExceptional Male716,15765,832 (9%) Female679,34236,653 (5%) 1,395,499101,485 (7%)

4. Secondary TotalExceptional Male358,54354,936 (15%) Female340,03729,759 (8.8%)

5. Elementary 1997 Male Female % ED614111237 Autistic 14734452 Deaf90011142 LD32,40316,02048 Speech430020006 Gifted8488654315

6. Elementary 1997 Male Female % Dev Mild522740489 Dev D291719925 Blind332228.5 Deaf/Blind 4435- Other Physical 7845691 Multi282315324

7. Secondary 1997 Male Female % ED34129155 Autistic549152.8 Deaf4085011 LD31,57814,35054 Speech17999253 Gifted9303744320

8. Secondary 1997 Male Female % Dev Mild431431959 Dev13209843 Blind249164.5 Deaf/Blind 25- Other Physical367315.8 Multi16358123

9. Provincial Schools Brantford-W.Ross Macdonald School for deaf and deaf/blind students Schools for deaf students: London-Robarts School Belleville-Sir James Whitney School Milton-Ernest C. Drury

10. Demonstration Schools Amethyst School in London Sagonaska School in Belleville Trillium School in Milton For students with ADHD and severe learning disabilities Residential schools with small populations

11. Demonstration Schools Centre Jules-Leger in Ottawa for deaf and severely LD in French

12. 412 Special Schools in 1997 Hospital Schools Care/Treat- MentCentr es Male5765070 Female4401874 Total10166944

13. Service Delivery Three part process 1. Identify special needs 2. Choose most appropriate setting 3. Plan, implement and regularly evaluate an individualized program

14. Identification Assessment- gathering/interpreting relevant information about the student Intelligence, abilities, strengths, needs, behaviors Health, psychological, behavioral profiles

15. Who conducts assessments? Classroom teacher assesses strengths and needs in classroom Resource teacher Clinician’s such as educational psychologist

16. Assessment Results Used in appropriate placement decision Guide development of an IEP

17. Placement Regular classroom Self-contained classroom Combination of the two

18. Placement by %-age of Exceptional Population Reg & suppor t Reg & WD aid PT SC & Reg SC Elem30331819 Sec5228129 Total41311514

19. Program IEP Written plan of action Summarizes student’s strengths, interests and needs Transition plans for ages 14 and over

20. IPRC Identification, placement and review committees Identification Placement May make recommendations for support Parental agreement Program begins

21. Service Delivery Classroom teacher Assistant Resource teacher Consultants

22. Service Delivery Special input from: Parents School teams Advisory groups Advocacy groups Social agencies Specialists

23. Service Delivery What personnel are involved? How much support? For how long? Where? Primary responsibility? When and how reviewed?

24. Service Delivery Schools manage Board-centered, e.g unique needs, blindness Integration of school and board

25. School Team Common sense approach Cooperation and support Committee of staff members Supports special education Pre-referral opportunity

26. Multi-disciplinary Team Educators and professionals Initial stage meetings to determine placement and programming Meet once or twice Ongoing delivery by certain members Management and organization issues