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Supporting Children in Their Steps Towards Independence

Children who know how to look after their self-care needs are proud of themselves. This sense of pride and accomplishment is important in building a child’s self-esteem. Each of your child’s steps towards independence should be applauded no matter how small!

  • “No more diapers!”
  • “I can sip from a cup!”
  • “Great work! You sat in the chair for five minutes!”
  • “Wow! You used your pictures to let Daddy know you want to use the washroom!”
  • “I can tie my shoelaces!”

Parents sometimes have a difficult time knowing when their child is ready to participate more in his self-care. This is especially the case when a child has special needs. Most parenting books that outline child development milestones are written with the typically developing child in mind. If your child has special needs, focus on the progression of skills rather than the age at which a child is ‘supposed’ to be able to do something. It also helps to follow your child’s lead. For example, if he likes to watch you wash the dishes and enjoys the soapy bubbles, you could start teaching him how to wash his hands.

For many adults, it is tempting to jump in and help a child who appears to be struggling with a self-care task. Sometimes adults are quicker to offer assistance when a child has special needs because they assume that he needs help. We often forget that part of learning, for both children and adults is to struggle.

In order to be able to take care of himself, a child should have the physical ability to carry out the activity. Children with physical disabilities might find it difficult to complete certain tasks without some assistance from a friend or adult. Your child should also know when and who to ask for help. In a school setting, just knowing that someone is available to help can ease a child’s anxiety about taking care of himself.

While some children will ask for help when they need it, others may struggle in silence. Let’s use the example of a child who is trying to put on his boots to look for some behaviours that can help determine whether he is:

Truly struggling with the task OR
Trying to ‘figure things out’.

He is probably trying to ‘figure things out’ if he:

  • Appears to be talking himself through the process, “Foot in boot.”
  • Follows a visual sequence through the process.
  • Is testing different solutions to the problem such as taking his foot out of a boot if it doesn’t fit properly and trying the other boot.

He is probably struggling if he:

  • Appears angry or frustrated.
  • Looks from shoe to boot without taking any action.
  • Repeatedly does something incorrectly such as putting his right foot in wrong boot.
  • Looks at, or, gestures to those around him.

If a child is struggling with a self-care task, an adult can help by simply stating, “I see you want to put your boots on. ”Suggestions or help can be offered by asking, “Can I help?” or saying, “Try……” or “Let’s try…..” When help is offered in a warm and friendly manner, it maintains a child’s selfesteem. We must always consider whether we are asking or expecting a child to complete a self-care task before he is ready. If a child repeatedly experiences great difficulty, has frequent accidents, or is unable to complete a self-care task, it is best to give him all the support he needs to be successful.

When your child requires assistance or has the occasional accident, it is important to let him know that these things happen to everyone. If a child feels punished for wetting his pants or spilling food, his self-esteem may suffer. You can assist your child by helping him wash and change into clean clothing. When your child spills food, try to include him in the cleanup even if it is only to hand you a paper towel. As your child gets older, he will know that he is responsible for cleaning any messes he makes.

Some children may resist becoming more responsible for their own self-care. They may show this by refusing to participate in their self-care or deliberately having ‘accidents’. Receiving care from a parent or a loved one is very comforting for children. If your child is experiencing a lot of changes in his life or wants to spend more time with a particular adult, he may ’resist’ independence in order to maintain the security of receiving care. Preschoolers often ‘forget’ new independence skills they have learned when a new baby is in the house.

The road to independence can sometimes be rocky but setting small, realistic goals and having a sense of humor can make it smoother for both you and your child.

About Kids Health

The Hospital for Sick Children has recently launched AboutKidsHealth.ca – providing support for children and youth and promoting the best health outcomes and the best quality of life for children and their families.

Marcella and Me inclusion stories

Marcella and Me

This is an inclusion story describing the experiences of a young girl’s typical day in a child care program. Her best friend is Marcella she requires additional supports in the classroom. The story explains how the program is adapted to include Marcella in every aspect of the daily routine.
Download a PDF of the book
Order a bound copy of the book online

Marcella and Music

A sequel to “Marcella and Me” that demonstrates specific strategies for teachers to use during circle time. For example, how to keep children’s attention and how to promote greater participation in group times are explored. Picture symbols and sign language signs are included for directions and songs.
Download a PDF of the book
Order a bound copy of the book online

So your Child will be going to High School Next Year

So your Child will be going to High School Next Year It can be a scary time, but also an exciting time of meeting new people, opportunities & challenges for both you & your child!

Ask your son or daughter’s school if they will be holding a ‘Transition Night’ or something similar, where parents & students are invited to hear about moving to high school. At my daughter’s school they held it in the fall & also had some representatives from a number of different high schools in the area available to speak to & answer questions. They also handed out Choices 2004-2005 Secondary School Course Selection and Planning Guide for Students and Parents, which you can get from the Toronto District School Board (TDSB)’s website: www.tdsb.on.ca Click on ‘Quick Links’ & scroll down to ‘Choices for Secondary School’. High Schools usually hold Open Houses that you & your child can attend. You may be given this list at the school’s Transition Night, but you can also get the dates from the individual Board web sites. The dates are usually from November to February. The Toronto Catholic District School Board (TCDSB)’s website is: www.tcdsb.org If you click on the ‘Parents’ tab, & then on the ‘Admission/Registration’ tab, you will find information on their ‘Secondary School Admission Process’. Your child’s school may organize trips to the local high schools for the students, & you could go along to those. If your child did not attend the TCDSB prior to grade 9, they may apply to the Catholic Board by filling out a Waiting List Application Form which you can get from your local Catholic High School or the TCDSB Admissions Office.

Where you live will dictate which high school your son or daughter will attend. There may be more than one option for the elementary school your child is currently attending. Someone at your child’s present school will be able to provide you with this information.

If you wish your child to be included in a regular classroom when they begin high school, you should speak with the Principal of the school your son or daughter will attend to begin to ensure they are aware of your child’s support needs and can begin to plan for a successful transition. If you are looking for a Special Education program, you will need to speak with the Special Education Consultant assigned to your area who will inform you where programs are located and which have space in them. The important thing is to ensure that your child will have the support they need to have a successful high school experience. You will also want to look at ways your child can be included into the life of the school. Even if your child is in a Special Education program, they can be included into regular classrooms with support.

Community Living Toronto recommends that it is a good idea to take someone along with you when meeting with the school; it is always helpful to have someone with you so they can help you to both remember to ask your questions and the outcome of your discussions.

If your child has had an Identification Placement Review Committee (IPRC) meeting in the past, you may want to ask that the one in grade 8 be held in the fall, so that recommendations for a high school placement can be made early on, leaving you & your child more time to visit schools & consider your options. Remember the IPRC Committee only makes recommendations, which you can either agree or disagree with.

Another tool available to your child which might help with this process is the Annual Education Plan (AEP) which all children (with or without a disability) should be completing beginning in grade 7. This is a planning process which should help students set goals, review & assess their achievements and progress along the way. It has been my experience that you sometimes have to insist on having one completed if you feel it is important. Some students do in their Teacher Advisory Group (TAG) & the school’s Guidance department should be able to help with as well. You can get a copy of the AEP off the Ministry of Education’s website www.edu.gov.on.ca Click on ‘Elementary/Secondary’, then ‘Publications’, then ‘Forms & Applications’ & finally ‘Annual Education Plan, grades 7 to 12’.

School principles are required to ensure that a transition plan is prepared, as part of the Individual Education Plan, for each exceptional student who is 14 years of age or older. Again, you can get a copy of the Ministry’s Transition Planning Guide from the Ministry of Education’s website www.edu.gov.on.ca

Another issue for your consideration is the graduation recognition that your son/daughter will be working towards. The Ministry of Education has outlined 3 options:

  1. Ontario Secondary School Diploma (OSSD) is granted to students who meet all diploma requirements, including the literacy graduation requirement
  2. Ontario Secondary School Certificate (OSSC) is given, on request, to students who are leaving secondary school with a minimum of 14 credits, 7 of which are compulsory credits.
  3. Certificate of Accomplishment may be given to students who leave school before fulfilling the requirements for the OSSD or OSSC. This certificate may be used to recognize achievement for students who plan to take certain vocational programs or other kinds of further training or who plan to find employment after leaving school.

You may want to consider having your child complete the 40 hours of Community Service even if receiving the Certificate of Accomplishment as it could provide a volunteer experience that they could put on their resume.

Co-op placements are also an excellent way for your child to get some work experience. They usually start in grade 11. If you are interested in this, you may need to ask the appropriate school staff about involving your son or daughter.

All grade 9 students have the opportunity to be involved in ‘Take Your Child to Work Day’. If your child is in a Special Education placement, you may not hear about this. If you are interested in having your child participate, ask about it.

* The ODSP (Ontario Disability Support Program) provides employment supports service to students looking for a part time job, 16 years of age & over. (Do not use term “summer job” or they will reject the application). Individuals can apply by completing the Application for Employment Supports, which you can get by calling 416-325-0693 or by going on their website: www.mcss.gov.on.ca . Caution if the person is under 18 and the family income is over $50,000 ODSP could ask the family to help pay for the service.

Apply for ODSP Income Supports 6 months before your son or daughter turns 18. The phone numbers for the different offices can be found in the blue pages of your phone book under the Disability section.

If you are not receiving support from the Special Services at Home (SSAH) program, you may want to consider applying as it gives your family respite & your child individual support services. Call 416-325-0623 for an application.

Post 21

When your son or daughter starts high school is a good time to start looking. Your son or daughter’s school will help in this process. Agencies and the Guidance department of your son/daughter’s school can also be contacted for assistance with this.

A student with an intellectual disability can remain in school until age 21. If you chose that option, it means that your child will be spending 7 years in high school. The Transition Plan will help you prepare for life
after high school.

In the TCDSB, they have designated a staff person, Penny McCormick, from their Career Access Dept. who can assist with after high school transition planning. Ask to have her attend one of your meetings.

The TDSB also has a Career Advisory Committee for Students with Special Needs that hosts “Career Carousel’s” & other interesting presentations. Ask for information about at you child’s school.

It is often suggested that you & your child think about what they want to do after graduating and then work backwards to help you decide what you need to do to get there. Taking note of what your child’s gifts & strengths are and where their talents & interests lay will be help with planning.

Some students want to continue their education after graduating & one program you may want to look at is Humber College’s CICE Program, “Community Integration Through Cooperative Education”. Seneca & George Brown Colleges also offer college vocational programs. You will need to check the admission criteria as it has been reported that the student must be at a grade 5 literacy level.

There are also a number of day programs running in the city. There is a listing of “Day Activities For People who have a Developmental Disability” which is available through Community Living Toronto. (I would be willing to have one sent to you. Please email your request to me at pasfaw@cltoronto.ca)

Competitive Employment is another option for some individuals. ODSP Employment Supports provide vocational assessments as well as support. See * on page 3 for contact information.

Some individuals choose to include some time spent doing volunteer work and/or being involved in some sort of recreational activity as part of their week’s schedule. Some have even chosen to start their own businesses!

The possibilities are endless and should be as individual as your child is. It is never too early to start planning & to build a network of support around your child & yourself that will help your family throughout your child’s life.

One last suggestion would be to become a member of a local organization that serves individuals with intellectual disabilities. It is one of the best ways to be kept abreast of all the information that is available as well as activities/workshops that you &/or your child may be interested in participating in. If you’re able to get involved, it also provides you with one way of connecting with other parents, from whom I believe you learn the most from and helps to develop a united voice.

Frequently Asked Question:

Parents often wonder when exactly their child graduates & wonder if it has to do with which month they turn 21. I just had it explained to me, & here it is: A student graduates in June of the calendar year he/she turns 21 – Eg. If someone is born Jan. 1, 1985, they graduate in June 2006. If someone is born Dec. 31, 1985, they also graduate in June, 2006. The month of birth does not matter, only the year of birth. The rationale for this is that when the call goes out for JK registration, it is for children who were born in a specific year – Eg. 2001. In September of the first school year, some children will be 3 years old, some will be 4 years old – but in the 2004 calendar year, by Dec.31 all will be 4 years old. When these students graduate in June of the year they turn 21, some will be 20 and others will be 21 – BUT they will all have had the exact same number of years in school.

Good luck. Your efforts will pay off!

Simon Says Game

This game is a fun and interactive way for children to learn about parts of the body and get some exercise! It can also improve their listening and observation skills.

How to Make

You will need

  • Computer and printer
  • Pencil
  • Ruler
  • Scissors
  • Glue or a glue gun
  • 1 roll of Mactac
  • A 27cm by 34 cm piece of Bristol Board
  • A thin piece of Velcro approximately 30 cm long.
  • Small piece of coloured construction paper.
  • 1 brass paper fastener

Steps

  1. Print out a copy of the Simon Says cards.
  2. Cut out the cards. Apply Mactac to both sides of each card.
  3. Create the spinner. Start by drawing an arrow on a small piece of construction paper. Apply Mactac to both sides of the arrow. Using the paper fastener attach the flat end of the arrow to the card that says, ‘Simon Says’.
  4. To make the game board, use a pencil and ruler to draw nine square grid on the Bristol board.
  5. Pull the Velcro strip apart. There are now two strips of Velcro.
  6. Take one strip of Velcro and cut it into ten pieces. Glue one piece to the back of each card.
  7. Take the remaining strip of Velcro and cut it into ten pieces. Glue one piece to the middle of each square on the game board.
  8. When the glue dries, the cards can be attached to the game board. Attach the ‘Simon Says’ card with the spinner to the middle square. The remaining cards can be placed wherever you like.

You are ready to play Simon Says!

Hints

  • Velcro is often sold as ‘hook and loop tape’ in craft stores.
  • You can use ‘instant tack’ instead of Velcro to attach the cards to the board.
  • Add new directions by replacing some of the cards on the board with your own hand-drawn ones. For example, “touch your toes”.

How to Play

Instructions are given for two players but more people can be included.

  1. First player spins the arrow. When the arrow stops he says, “Simon Says” and reads the directions printed on the card the arrow is pointing to. The picture on the card shows players what to do.
  2. Both players do the action on the card.
  3. The second player takes a turn.

The game continues until the arrow has landed on each card or each player has had four turns.

Teaching Tips

To start, this game is best played with just you and your child. As he becomes more familiar with it, you can include a sibling or a playmate.

Begin by showing your child the game board and cards. Point to each card and read the directions out loud. For example, “Clap your hands.” Demonstrate the action while repeating the directions. Emphasize the action words and names of body parts. For example, “clap”, “touch”, “shake”, “hands”, and “head”.

Encourage your child to participate by calling his name and repeating the direction. “Billy, clap your hands!” If your child needs to learn the movements, guide him physically. You can do this by standing behind your child and repeating the directions while slowly moving his body. This will help him associate the directions with certain body movements. If your child is uncomfortable with people approaching him from behind, you can guide him face-to-face instead.

Show your child the spinner and how it moves. You can take turns spinning the arrow. When the arrow lands on a card, say “Simon Says,” read the direction out loud, and do the action. With practice, your child will learn to follow the directions by imitating your actions, looking at the card, or listening to the directions.

This game can also be used to develop your child’s language skills by having him say the directions out loud with you. For example, when the arrow lands on a card your child can start by saying “Simon says” and you can finish by reading the direction printed on the card. You can also prompt your child to describe the action on the card by saying, “Simon says…Clap your_________,” while pointing to the card and giving him a chance to complete the sentence. When the sentence has been completed you can do the action together.

Variation 1

Improve your child’s matching skills by playing this simple variation.

How to Make

  1. Print out 2 copies of the game cards and cut them out.
  2. Glue one set of cards to the Bristol board and cover with Mactac.
  3. Take the remaining set and apply Mactac to both sides of each card.

How to Play

  1. Arrange the deck of cards face down.
  2. One player takes the top card from the deck and places it (face up) on top of the matching picture on the board
  3. All players do the action on the card.
  4. The next player takes a turn.
  5. The game ends when all cards have been matched on the board.

Variation 2

This version of the game is more challenging because it emphasizes listening to what ‘Simon’ says rather then copying ‘Simon’s’ actions. It is often played with a larger group of children.

One person is chosen to be ‘Simon’. ‘Simon’ stands in front of the group and says a direction out loud while doing an action. Each person in the group must do what ‘Simon’ says. This can be tricky as ‘Simon’ will sometimes do one thing while saying another. For example, ‘Simon’ may shake his head while telling the group to, “touch your nose.” People who do not do listen to ‘Simon’ and do what he says are out of the game. The winner is the person left at the end.




Made with “Boardmaker” and the Picture Communication Symbols © 1981-2002. Mayer-Johnson, Inc. P.O. Box 1579, Solano Beach CA 92075-75-79 U.S.A

Parent’s Education Handbook

“YES, My Child Belongs”

A parent handbook to help with understanding special education in Toronto and to ensure the acceptance and belonging of children with additional learning support needs.

Prepared by Community Living Toronto, 2009

You will find information on:

The information in this handbook was prepared by members of the Education Committee of the Community Living Toronto Board of Directors. To the best of our knowledge the information in this handbook is accurate but should be used as a guide only. We will try to provide updates as procedures, systems, or legislation changes. Please watch for updates on our website www.communitylivingtoronto.ca

Registering for School

Kindergarten

Registration for kindergarten in both the Toronto District School Board (TDSB) and the Toronto Catholic District School Board (TCDSB) usually begins early in the calendar year. Most schools schedule specific days for registration (generally begins in February); you should call your local school to determine the dates they have set. Should you miss this registration period you can contact the school at any time. However, DO NOT wait until the beginning of the school year to register your child or to discuss their support needs.

  • For Junior Kindergarten the child must be turning 4 before December 31st and for Senior Kindergarten the child must be turning 5 before December 31st.
  • Parents register their child at the neighbourhood school (the school that is closest to your home). The school cannot refuse to register your child because they have special needs. This is the same whether you are looking for a regular class or special education placement
  • If your child attends a child care program that is located within an elementary school building, this school becomes your home school as long as your child is in that child care
  • At the time of Registration, Community Living Toronto staff recommends that you tell the board staff that your child has special support needs and that you request a meeting, at another time with the principal.(see meeting with the principal)
  • All parents are required to bring several pieces of information:
    • Proof of Age (Birth Certificate);
    • Proof of Citizenship or Permanent Resident Card, (there are different registration requirements for families who do not have Permanent Resident Status)
    • Proof of Immunization (yellow card from the doctor)
    • Proof of custody (if applicable)
    • Proof of address (e.g. phone bill, lease, etc.)
    • Catholic schools will require proof of baptism.

Registering an Older Child

If you are registering an older child, (e.g. transferring from another school) follow the same procedure as outlined above. It is recommended that you contact the school as soon as you know your child will be attending that school. If possible, do not wait until the beginning of the school year to register your child or to discuss their support needs.

Meeting with the Principal or Vice Principal

Effective Communication

In the Ministry of Education’s “Shared Solutions Document” (see resources below) schools need to promote a “positive school climate”. Achieving and maintaining a positive school climate requires teamwork from educators, parents and students. Effective communication is the key to building relationships of mutual trust and cooperation. It is critical that you help the educators see your child from your perspective. Understanding each other will help everyone to acknowledge the differing experiences and perspectives as well as the contributions of everyone involved with your child. When everyone acknowledges and respects these perspectives, it is possible to arrive at a shared solution, including an enhanced positive school climate and better relationships.

If the lines of communication are open, you should feel at ease about contacting your child’s teacher to discuss progress or concerns that may arise. When people have a comfortable relationship, they are more willing to ask questions, offer opinions and discuss options in an open, honest way.

Open dialogue can lead to mutually acceptable solutions.

Differences in opinion can represent an opportunity; if everyone responds constructively, creative solutions can be found.

Introduce your child in a positive manner

It is important that you help the school to see the strengths and capabilities of your son or daughter. Focus on what your child can do. Think about the times when your child does NOT need extra help. What are the specific activities, locations, etc. in which he/she is already successful without extra support? What strategies work well to assist your child to learn and to participate? Tell stories about things that your child has learned, what they enjoy doing, what programs they have attended, and what they can do independently. While it is important that you are honest with the school regarding the extra support your child may need to be successful, keep the focus on your child’s ability to learn.

At this meeting, share all relevant information or reports that outline your child’s strengths, learning styles, and areas that will require additional support.

It is important that you build a positive relationship with both the principal (or vice-principal) and the teacher. Parents are encouraged to think of this time in their child’s life as a new partnership with the school. When talking to school staff, stress the point of partnership and collaboration and explain that you want to be consulted about all decisions and that you will be actively involved in all aspects that will affect your child’s education. It is critical that you keep the communication channels open. Offer to meet or exchange written or verbal communication with them regularly. You can request a separate meeting to discuss a plan to ensure a smooth transition for your son or daughter from their current childcare arrangement to kindergarten.

Student Supports

  • School Boards assign resources to a school based on the needs of all students within that school. It is then the responsibility of the principal to assign the job duties of the assistants where they feel they are most needed. It is the responsibility of the parent to ensure the principal has a thorough understanding of the strengths, and support needs (these may include health, medical, safety, academic etc.) of their child
  • Encourage everyone involved with your child to think creatively about the types of supports available within the school, other than paid educational assistants. These may include:
    • students from other grades
    • volunteers
    • parents (other than yourself)
    • friends from their class
    • resource teachers

Resources:

The Toronto Catholic District School Board and the Toronto District School Board have information on schools in your area and registration requirements on their website.
TCDSB – www.tcdsb.org
TDSB – www.tdsb.on.ca

ConnectABILITY – www.connectability.ca

Ministry of Education –
Planning Entry to School – A Resource Guide (2005) http://www.edu.gov.on.ca/eng/parents/planningentry.html

Special Education in Ontario: Kindergarten to Grade 12
http://edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs
www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf

Kindergarten Program
http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten.html

Identification Placement Review Committee (IPRC)

What is the Purpose?

The purpose of an IPRC meeting is to discuss the exceptionality (the type of disability) and the educational placement of a student. Placements will be either in a regular class or a special education class. If the recommendation is for a special education class, the board must provide written reasons for this recommendation. Placements are required to be reviewed at least once each school year; this usually occurs in the spring of each year, unless the parent provides the principal with written notice dispensing with the review.

What is required from the School Board?

  • School Boards must give you 10 days notice, in writing, of the date of the meeting. If you cannot attend the meeting you should let the principal know as soon as possible so that another date and/or time can be arranged.
  • The notification of the meeting date is to be accompanied by the School Board’s “Parent Guide to Special Education”. As well, this document is available at every school or may be downloaded from the Board of Education web sites.
  • 5 days before the IPRC, the parent should receive a copy of any information about their child that the Chair of the IPRC has received and the committee will be considering
  • To provide an interpreter if you require and request one

How is my child referred to an IPRC?

  • You may ask that your child be referred to an IPRC by informing the principal of your request, IN WRITING. The principal must honour this request and cannot deny an IPRC. The principal must respond within 15 school days giving you an approximate date for the IPRC.
  • A school principal may, upon written notification to you, refer your child to an IPRC when the school staff believe your child will benefit from a special education program
  • You can request a review IPRC every 3 months

What are the Parents’ rights?

  • Parents have the right to be present and participate in all discussions and decisions about their child. Do not hesitate to ask for clarification during any discussions. (If the scheduled time of the IPRC is not convenient for you, notify the principal as soon as possible to make alternate arrangements)
  • Community Living Toronto strongly recommends that parents always attend the IPRC meeting and that parents should never sign the form giving permission for the IPRC meeting to happen without them present.
  • Government regulations state that if you want your child in a regular class, you have the right to request this placement. The IPRC is required to consider placement in a regular class before making a recommendation for a special education class placement. If a decision is made in favour of a special education class, the IPRC must state the reasons for this on the decision sheet.
  • You have the right to have a person(s) present who may provide you with support. Community Living Toronto strongly recommends that you take someone with you, even if it is just to listen, take notes, or help you remember and understand what happens at the meeting.
  • You are to receive all information that the IPRC will be considering, during the meeting at least 5 days before the meeting

What to expect from the meeting?

  • The meeting begins with a discussion of the strengths and needs of your child. Annual review meetings should also include a discussion of the achievements that occurred during that school year.
  • The IPRC members will then discuss the type of placement they feel will best meet the needs of your child. Be sure that you request the type of placement you desire for your child.
  • In making its decision, the IPRC may consider a range of options, but must consider regular class as the first choice. The other options include:
    • A regular class with indirect support. The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services.
    • A regular class with resource assistance. The student is placed in the regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.
    • A regular class with withdrawal assistance. The student is placed in the regular class and receives instruction outside of the classroom for less than 50% of the school day, from a qualified special education teacher.
    • A special education class with partial integration. The student is placed in a special education class for at least 50% of the day, but is integrated with the regular class for at least one instructional period daily.
    • A special education class full time. The student is placed in a special education class for the entire school day.

Understanding “Special Education Program” vs. “Placement”

  • A special education program is a plan based on and modified by results of continuous assessments and evaluations to meet the needs of the student (see IEP section)
  • Placement is the physical location that the student attends school, either in the regular class in the neighbourhood school or a special education class

The IPRC Decision Sheet

The IPRC decision sheet will include the following information:

  • Whether your child has been identified as exceptional and the category as defined by the Ministry of Education
  • A description of the strengths and needs as described during the meeting
  • Placement decisions, including reasons if the recommendation is for a special education class
  • Recommendations with regards to special education programs and services

The Review IPRC

  • The Review IPRC is conducted in the same manner as the original one and must discuss, strength and needs, exceptionality, and placement
  • Parents can request a discussion of support services and have these recommendations included on the second page of the IPRC decision sheet

Other suggestions for parents

  • You may wish to bring a picture of your child to the meeting. This will help to remind committee members that they are discussing a person not just a placement, especially as some of the professionals may not have met your child.
  • Community Living Toronto recommends that you focus on the positives of your child and that you stop conversations that are focusing only on the negative by asking people to talk about accomplishments and what has worked.
  • Community Living Toronto also recommends that parents do not sign the paperwork presented in the meeting, but instead, take it home, review it and make sure that you understand what has been recommended.
  • Any additional information that you want included with the IPRC decision sheet (e.g. additional strengths/needs; service recommendations etc.) must be attached using the Ministry of Education language as an “addendum”.
  • The strengths and needs from the IPRC decision sheet, are used as the basis for the development of the IEP (see next section)
  • There is also an appeal process in the event that you disagree with either the exceptionality or the placement decision. This process is outlined in both the parent guide from the boards of education and in the Ministry of Education documents as listed below.

The School Day

The Education Act requires that children over the age of 6 attend school for a full day. It defines a “full day’ as 300 instructional minutes. This does not include recesses or lunch breaks.
If your child has medical concerns or is unable to cope with the full day, there is a provision for their school time to be shortened. School boards cannot use lack of support, or funding as a reason to shorten a student’s day.

Resources

The Ministry of Education website has information available on the IPRC process, how the process should work, and if necessary the appeal process.

Highlights of Regulation 181/98
www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html

Special Education in Ontario: Kindergarten to Grade 12
http://edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs
www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf

TDSB – Parent guide: Link

TCDSB – Parent guide: Link

ConnectABILITY – www.connectability.ca

Individual Education Plans (IEP)

What is an IEP?

  • An IEP is a written plan of learning goals and expectations for a student who requires modifications or accommodations to the regular school program. These goals and expectations may differ from those defined in the appropriate grade level of the Ontario curriculum.
  • An IEP describes the strengths and needs of an individual exceptional pupil, the special education program and services established to meet that student’s needs, and how the program and services will be delivered. It also describes the student’s progress.
  • IEP’s are required for any child who has been identified through the IPRC process. However, a student who has not been identified may also receive an IEP.
  • IEP’s are to be completed within 30 school days of the start of a placement; this is usually at the start of the school year.
  • Principals are legally required to make sure that, as a parent, you are consulted in the setting of the IEP goals. (The IEP Resource Guide and the Shared Solutions documents elaborate on the consultative and cooperative approach that should be used.)
  • The IEP is required to be reviewed at each report card time and revised to reflect progress; or to break the goals into smaller steps if learning is proceeding at a slower rate. The grade on the student’s report card for subjects identified in an IEP should be based on the learning goals in the IEP.

What does an IEP look like?

  • The IEP will include the exceptionality as stated in the IPRC, the type of placement, any relevant medical or assessment data, the subjects to which the IEP applies and the student’s strengths and needs.
  • IEP’s should only contain subjects or goals that are different from everyone else in the class.
  • The IEP will identify whether each subject or goal in the IEP will differ from the Ontario curriculum by being modified or by applying accommodations, or whether the goal is an alternative to the curriculum.
    • Accommodated – refers to subjects/courses in the Ontario curriculum that require accommodations only for the student to access the regular grade expectations. For example, more time to write tests, allowing oral responses, or using audio-visual equipment in class.
    • Modified – refers to subjects/courses from the Ontario curriculum that require the development of modified expectations that differ from the regular grade expectations. The student may also require specific accommodations for these subjects/courses.
    • Alternative – refers to programs that assist students to develop skills/knowledge and that are not included in the Ontario curriculum. Examples of alternative programs include: speech/language therapy, occupational therapy, behaviour management or personal care programs.
  • Learning expectations are to be written in such a way that you are able to understand exactly what they mean. They must be observable and measurable
  • In addition to goals or learning expectations, the IEP should also include what strategies the teacher will use and how the student’s knowledge will be assessed, as well as the current level of achievement, which acts as a baseline from which to measure progress.

Transition Plans

Every identified student who is 14 years of age or older, is required to have a Transition Plan. The purpose of this plan is to ensure that the student is prepared to meet post-secondary goals, such as work, further education, and community living.

Transition plans must contain:

  • Specific goals that are realistic and reflect the strengths, needs and interests of the student
  • The actions required, now and in the future, to achieve these goals
  • The person (people) or agency responsible or involved in completing or assisting in the completion of each goal
  • Timelines for the implementation for each of the identified actions

Resources

The Individual Education Plan (IEP): A Resource Guide (2004)
www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf

Special Education in Ontario: Kindergarten to Grade 12
http://edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs
www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf

Learning for All
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

The Ministry of Education publishes curriculum expectations for every grade, these are available at:
www.edu.gov.on.ca/eng/parents/curriculum.html

Secondary School

As your child enters the later years of elementary school (grade 7 & 8), you will need to begin to think about the next phase; secondary school.

  • Talk to other parents in the area, guidance counsellors, special education department staff etc. about the kinds of programs and/or courses that are available at that school.
  • Attend information sessions hosted by the school for parents of grade 8 students. This is an important time for you to explore the options available.
  • Students with special education needs are legally entitled to remain in school until June of the year in which they will turn 21.

Graduation

There are three ways in which student achievement is recognized in Ontario.

  • The Ontario Secondary School Diploma (OSSD) is granted to students who earn a minimum of 30 credits , pass the secondary school literacy test and complete 40 hours of volunteer community service
  • The Ontario Secondary School Certificate (OSSC) is given, on request, to students who are leaving secondary school with a minimum of fourteen credits (7 of which are compulsory and 7 that are optional credits)
  • Students who leave school before fulfilling the requirements for the OSSD or OSSC may be granted a Certificate of Accomplishment. This certificate may be used to recognize achievement for students who plan to take certain vocational programs or other kinds of further training, or who plan to find employment after leaving school.

Resources

Ministry of Education – Ontario Secondary Schools, Grade 9 to 12 Program and Diploma Requirements http://www.edu.gov.on.ca/eng/document/curricul/secondary/oss/oss.pdf

Ontario Student Record – OSR

  • The OSR is the ongoing, confidential record of a student’s progress throughout school. It is filed in the school office. All students and their parents (if the student is under 18 years of age) have a right to review the contents.
  • The OSR file may include:
    • Identifying information such as name, address, telephone numbers, and emergency contacts, as well as a picture of your child.
    • Report Cards
    • Any additional information considered relevant for improving the instruction of the student
    • If, in examining your child’s OSR, you feel that certain kinds of information are not relevant, you may submit a written request to the principal asking to have it removed.

General Resources

Complete information on the OSR is available on the Ministry of Education website at:
www.edu.gov.on.ca/eng/document/curricul/osr/osr.html

Documents related to the Ontario Human Rights Code are available at:
http://www.ohrc.on.ca/english/index.shtml

All Ministry of Education documents are available at the Government bookstore or may be downloaded from the Ministry of Education website: www.edu.gov.on.ca

Community Resources

Community Living Toronto
www.communitylivingtoronto.ca
Membership Services: 647-426-3220
Education Liaison; Tracey O’Regan 416-371-3162

Holland Bloorview Kids Rehabilitative Hospital
Phone: 416-425-6220
www.hollandbloorview.ca

Canadian Association for Community Living & the Roeher Institute
Phone: 416-661-9611
www.cacl.ca

CACL – Inclusive Education Canada
www.inclusiveeducation.ca

Community Care Access Centres
Phone: 416-506-9888
healthcareathome.ca/

Community Living Ontario: Education Advocacy
An inclusion resource library. https://communitylivingontario.ca/en/inclusive-education/
Phone: 416-447-9576
www.communitylivingontario.ca

ConnectABILITY
www.connectability.ca

Down Syndrome Association of Toronto
Phone: 416-966-0990
http://dsat.ca

Extend-A Family
Phone 416-484-1317
www.extendafamily.ca

Family Alliance Ontario
Phone: 416-661-9611
www.family-alliance.com

Geneva Centre for Autism
Phone: 416-322-7877
www.autism.net

Ontario Coalition for Inclusive Education
Phone: 416-531-8553
www.inclusive-education.ca

Ontario Ministry of Education
Mowat Block, 900 Bay Street
Toronto, Ontario ,M7A 1L2
Phone:(416) 325-2929 or 1-800-387-5514
www.edu.gov.on.ca

Parent Outreach Program
Phone: 416-645-6000 ext. 1167
www.woodgreen.org

People First of Ontario
Phone: 416-441-6172

Surrey Place Centre
Phone: 416-925-5141
www.surreyplace.ca

Toronto Catholic District School Board
Phone: 416-222-8282
www.tcdsb.org

Toronto District School Board
Phone: 416-397-3000
www.tdsb.on.ca

Toronto Family Network
Phone: 416-484-1536
e-mail: torontofamilynetwork@gmail.com

Facilitating Friendships between Children


Before your child begins school you may want to provide him with opportunities to spend time with other children his age. This is the best way to help him develop the social skills he will need to make friends and get along with his classmates in kindergarten. Children learn different things from each other than they do from adults. Think back to your childhood friendships. There is nothing like sharing a silly joke with your friends.

Keep in mind that friendships are like plants. They take time to grow and require special care and effort to blossom. When helping your child make friends follow his lead and respect his comfort level. Pushing him to befriend a particular child or participate in activities he doesn’t enjoy may lead to disappointment and rejection. Taking things slowly and focusing on fun are more likely to lead to success in the long run.

Practicing Social Skills with Your Child

Before introducing your child to other children, it may be a good idea to practice his social skills at home. This way he will ‘know what to do’ when he meets other children.

As adults, we sometimes confuse social skills with manners. While knowing the ‘magic words’ is certainly helpful, saying ‘please’ does not guarantee a child will be included in play. As young children spend a lot of time playing with each other, this is a good place to start when developing your child’s social skills.

Whatever your child’s skill level, praise him for positive behaviour such as sharing and taking turns with others. If your child misbehaves by doing things such as grabbing or pushing to get toys, show him more appropriate behaviours. A fun way to teach social skills is to ‘act out’ social situations with your child using dolls or puppets.

Here are a few examples:

  • Asking someone to play.
  • What to do when you want to play with someone’s toy.
  • What to do when someone takes your toy.

In the beginning, you should play all the ‘parts’ to show your child what he can do or say in certain situations. Maintain his interest by using characters from his favourite television shows. Be sure to speak in an animated voice and use words that your child can understand. Try to act out situations with both positive and negative responses. This will help your child understand that other children will not always be willing to share or play with him. Here is a sample situation you can act out using characters from the television show, “Sesame Street”.

Ernie: “Hi Oscar! Want to play ball?”
Oscar: “I don’t like ball.”
Ernie: “Hmmm….Oscar doesn’t want to play.
I’ll ask Big Bird. Hi Big Bird! Want to play ball?”
Big Bird: “OK Ernie. Roll me the ball!”

After you have ‘acted out’ a few social situations for your child, you can encourage him to join in. You may also want to view the on-line story “Play Time” with your child to show him how a communication book can be used during play.

Choosing Playmates and Activities

Like adults, some children find it easier to make friends and meet new people than others. Some people naturally prefer to spend time on their own while others are more out-going. When thinking of potential playmates for your child, consider his personality, age, and interests. A child of the same age with a similar personality and interests should be a good match.

If you are having difficulty thinking of children your child might enjoy spending time with, you might want to try:

  • Visiting neighbours or extended family members with young children.
  • Visiting a local park, Ontario Early Years Centre, library story hour, family resource centre, or childcare so he can see and be around other children.
  • Meeting other parents whose children have special needs.
  • Attending ‘parent-and-child’ swimming or music lessons together.

Make a note of children your child seems comfortable with and those he tends to stay away from. You may find that an older sibling or neighbourhood child will take your child ‘under her wing’ and include him in activities.

Once you have chosen a few playmates for your child you can begin to plan some activities for them to enjoy together. Introduce your child to one new playmate at a time. Inviting several children over at once may be overwhelming. Try to plan activities that suit your child’s personality and social skills. If your child is quiet and doesn’t talk much, inviting a friend over to watch a video may be a good idea. On the other hand, if your child is very active and energetic, an outdoor activity might be more enjoyable. For children who are most secure at home with a familiar caregiver in the room, planning activities such as baking that require adult supervision can be helpful.

Finally, if you find that your child becomes extremely anxious or upset when he is introduced to new people or is separated from familiar caregivers, you may want to contact a professional for some advice and support.

At School

When your child is ready to begin school it is a good idea to meet with your child’s teacher and other adults that may be working with him in the classroom. You can discuss ways to develop your child’s social skills and help him make friends. Sharing information about your child’s skills and interests is important. He is more likely to use his social skills at school when he is doing something he is good at and enjoys. Sometimes children misbehave to avoid activities they dislike. You can also ask which activities and games are popular at recess and in the classroom. If possible, you can introduce your child to these games at home.

It is also helpful to provide information on things that may affect your child’s ability to get along with his classmates. For example, if he does not like to be touched a lot, he can be seated beside classmates that are able to keep their hands to themselves. If he is more comfortable playing with one child than a group he may be encouraged to ask one child to play rather than join in a group.

It may be a good idea for you or a family member to attend a field trip or school concert with your child. This will give you a chance to get to know the other parents and children in his class.

Child-Friendly Clothing

We all have our own sense of style. For many young children clothing is a way for them to express themselves. While this is wonderful, it can be a challenge when you are trying to get your child ready for school in the morning. Some children may insist on wearing the same t-shirt day after day. Others may insist on wearing ‘dressy clothing’ to school.

Children who are learning to dress themselves need more time to get ready in the morning. When choosing your child’s outfits for school, think of what he can easily do on his own and what he needs help with. It is also helpful to keep in mind what clothing he might have to remove at school. A shirt with buttons is OK but pants with buttons may be difficult for your child to undo in a hurry when he needs to use the washroom.

Teaching Dressing Skills

When teaching your child dressing skills, make sure you have plenty of time, patience, and, a sense of humour. Most preschool and kindergarten age children need some help with getting dressed whether or not they have special needs. If your child has a physical disability that makes it difficult for him to move, grasp, or pull, you may want to speak to an Occupational Therapist (O.T.). An O.T. can provide you with information on techniques and devices that will make it easier for your child to dress himself.

Here are some questions to help you decide which dressing skills to focus on with your child:

  • Does he know where clothing goes on the body?
  • Can he tell when clothing has been put on backwards or inside out?
  • Does he know how to put on or take off clothing in the right order?
  • Can he take off clothing?
  • Can he put on clothing?
  • Can he attach clothing using Velcro, zippers, or buttons?

In general, children learn how to take off clothing before they learn to put it on. Children who get hot easily or do not like the feel of fabric against their skin, may try removing their socks or a sweater. Most children learn dressing skills that require gross motor movements before ones that require fine motor movements. Pulling pants up or down is easier than zipping them up! When helping your child get dressed, provide him with opportunities to participate and describe your actions. Be sure to emphasize body and clothing words. For example, you can hold out a shirt and say, “Joey, put your arms out. Now, you can put your shirt on. That’s right, one arm at a time!” Provide your child with assistance as needed.

Here are some fun ways to practice dressing skills.

Dolls
Use a doll to show your child where clothing goes on the body and how to put it on. Let him practice dressing and undressing the doll on his own. Keep in mind that buttons and snaps on doll clothing are hard to do because they are so tiny.

Cut-Out People
Cut some people shapes out of felt or cloth. Put a piece Velcro on the chest and at the waist of each person. Next, cut shirts, pants, and skirts out of fabric scraps and put Velcro on each piece of clothing. Your child can practice attaching the clothing to the people using Velcro. This will help him learn where clothing goes on the body and how to use Velcro.

Dress Up
Young children love dressing up in adult clothing and pretending to be ‘grownup’. This is a fun and creative way for your child to practice putting on and taking off clothing. The larger clothing will be easier for him to put on. Just make sure that it is not long enough for him to trip over.

Button Train
Cut a few train shapes out of coloured pieces of felt. Take half of the train shapes and sew a large button onto the back end of each one. Take the rest of the train shapes and make a vertical cut on the front end of each one. The cut should be just wide enough for the button to go through. Show your child how to ‘button’ together the train.

Organizing for Independence

You can involve your child in his dressing routine by grouping together outfits and allowing him to choose one to wear each day. This provides him with a choice and ensures that he is wearing clothing that is suitable for school and the weather. Some parents prefer to lay out an outfit the night before.

If your home has the room, you can set up an area for your child’s outerwear and backpack near the doorway. Put a small mat on the floor for his shoes and attach hooks to the wall for his backpack and coat. Place a picture of a coat and backpack underneath the hooks to remind your child to hang them up. During the winter, you can add a bin for his hat or scarf. Your child may find it easier to identify his belongings and practice dressing himself if he has his own space.

Tips on Choosing Clothing for School

Young children love to explore when they are at school. They often participate in messy activities such as painting or water play. Clothing should be comfortable and allow your child to move. You may want to send a change of clothes with your child to school in case he gets very wet or messy.

Tops

  • Snap buttons are easier to use than regular ones.
  • If buttons are difficult for your child to manipulate, stick to shirts and sweaters that he can pull on.
  • Sweaters or light shirts with a ‘half-zip’ at the neck are easier for your child to pull over his head because they have a large neck hole.

Bottoms

  • Choose pants or skirts with elastic waistbands.
  • Choose pants that seal with Velcro.
  • ‘Cargo’ pants that have several pockets make it easy for your child to carry a communication book or ‘fidget’ toy with him.

Outerwear

  • Tie a colourful ribbon or zipper pull to the zipper on your child’s coat. This will make it easier for him to pull the zipper up and down.
  • Attach mittens to a string and feed it through the arms of your child’s coat. This way he will not lose his mittens.
  • A coat with a hood is useful if your child tends to pull off or forget his hat.
  • A coat that zips all the way up to the chin is good if your child does not like the feeling of a tightly wound scarf against his neck.

Shoes

  • To help your child understand the concepts of left and right, you can put stickers or marks on the inside heels of his shoes and boots. Then he just matches the marks.
  • Shoes that can easily be slipped on or fasten with Velcro instead of laces are practical in the winter when children need to take off their boots when they get to school. You can also buy curly shoelaces that don’t need to be tied.

Sensitivities

  • If your child is sensitive to temperature changes, dress him in layers that he can remove easily. For example, a t-shirt, with a cardigan on top.
  • If your child is sensitive to touch, cut the labels out of his clothing and make sure there are no loose threads. Try to avoid sending him to school in new clothing in case the fabric begins to irritate him.

What is Autism Spectrum Disorder?

Autism Spectrum Disorder (ASD) is a life-long developmental disorder that affects a child’s development in three main areas: social, communication and behaviour/play.

Diagnosis

  • Who can make the diagnosis?
    Diagnosis can be made by a medical doctor, psychologist or psychiatrist, preferably with expertise in ASD.
    A team assessment including a speech and language pathologist, occupational therapist and social worker is preferred but not necessary.
  • How is the diagnosis made?
    Diagnosis is made based on behavioural observation compared to a list of specific characteristics. The specific diagnosis depends on the number and intensity of these characteristics that the child has.
    There is no blood test, medical test, scan or x-ray that can diagnosis autism spectrum disorder.
  • What causes ASD?
    The exact cause is still not known but most experts believe it is caused by multiple, interacting genes leading to a genetic susceptibility triggered by an unknown environmental event.
  • Is there a cure for ASD?
    There is no cure for ASD. However, early intervention that addresses communication and social skills training means that many individuals with ASD can learn the skills necessary to lead full and productive lives.

Characteristics

  • The word spectrum means that any child’s problems may vary from mild to severe.
  • A child with ASD may be late in or may never acquire speech. However, they can learn to communicate.
  • A child with ASD may “echo” or repeat words or phrases. This may be an attempt to communicate.
  • Children with ASD often demonstrate a need for sameness and can be resistant to changes in routine.
  • Children with ASD often experience sensory processing difficulties. They may be over-reactive (hyper-sensitive) or under-reactive (hypo-sensitive) to sights, sounds, smell, touch, taste, movement or gravity.

Source:
Geneva Centre for Autism
112 Merton Street, Toronto, Ontario, M4S 2Z8
Tel: (416) 322-7877 – Toll Free: 1-866-Geneva-9 – Fax: (416) 322-5894
www.autism.net

Visual Schedule Tip Sheet

Many children with ASD are visual learners. This means they understand and remember information better when the see and hear it rather than just hearing it.

Visual Schedules

  • What is a visual schedule: A visual schedule shows what activity is currently happening and what activity will happen next. A schedule might show two events or it might show several. It is based on what the child can understand.
  • Why do visual schedules help: Visual schedules provide information that does not “go away” like words do. This allows the child a longer time to process and understand the information. Visual schedules highlight the important information and provide predictability and structure.
  • Where do I start: You need to teach the child to use the visual schedule starting with two symbols and showing the child that the symbol is related to the activity. Gradually increase the number of symbols. Once the child knows how the use the visual schedule, they may be able to use it independently without adult help.
  • Where should I keep it: Post the visual schedule in an area where all the children can see it and many children in the class will use it. The child with ASD may need to have the schedule brought to them or have a smaller version to keep with them.

Tips for Using a Visual Schedule

  • Visual schedules use a symbol to represent an event. The following symbols are listed in order from easiest (most concrete) to most difficult (most abstract).
    • Real objects
    • Miniature objects
    • Colour photographs
    • Black and white photographs
    • Colour picture drawings
    • Black and white drawings
    • Written words
  • Start with the most abstract symbol the child can understand (each child will be different). Once the child understands the schedule pair that symbol with the next, more difficult symbol and fade the easier symbol. Continue this as long as the child can understand the schedule.
  • Make the symbols on the visual symbol movable. This allows the child to remove the symbol when the activity is completed. It also allows the adult to show the child when a change in schedule has occurred by changing the symbols.

Source:
Geneva Centre for Autism
112 Merton Street, Toronto, Ontario, M4S 2Z8
Tel: (416) 322-7877 – Toll Free: 1-866-Geneva-9 – Fax: (416) 322-5894
www.autism.net

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