The provisions of special education programs and services within the District School Board of Niagara (DSBN) are mandated by the Education Act; the regulations contained within Regulation 181/98 is the provincial legislation which determines special education operating procedures within Ontario. The practices and procedures of the DSBN strive to encompass both diverse and individualized supports, while reflecting the intent of this legislation. The Ministry of Education requires that all school boards have available, both an annual Special Education Plan as well as a guide for parent(s)/guardian(s) to inform them of Special Education services in their board. These resources are revised yearly and posted on the DSBN Webpage.
In the DSBN, Special Education is a collaborative process that encompasses the supports, services, and strategies that provide the opportunities for each student to reach their potential. Each student is a unique individual with their own strengths and needs and some students may require special education supports and services to achieve success. The DSBN has a full continuum of services available to help support the unique needs of each child.
The general philosophy and service delivery model for the DSBN is based on the following premises:
- That supports, services and strategies are implemented that inspire and engage students, which shall be free from discriminatory or harassing behaviour. Services and strategies are responsive to the strengths and needs of each student and ensure a caring learning environment where every student can achieve.
- That parents/guardians are an important part of student success and are therefore invited and encouraged to be involved with their child's/ward’s education through ongoing communication between the family and school personnel.
- That an In-School Team is expected to facilitate collaborative problem solving, decision making and planning for students who are experiencing difficulty in their learning environment.
- That an Individual Education Plan (IEP) be established for every identified exceptional student and where required, as determined by the In-School Team, for any other student. Under Ontario Regulation 181/98, “Identification and Placement of Exceptional Pupils”, principals are required to ensure that an IEP is developed for every student who has been identified as exceptional by an Identification, Placement, and Review Committee (IPRC), within 30 school days of the student's placement in a special education program.
- That all students identified by an exceptionality, as defined by the Ministry of Education, are served in the most enabling environment available.
- That a range of placements including indirect support, resource assistance and withdrawal assistance be available across the DSBN. Special Class placement may also be available to meet the needs of some students, provided such a placement is approved by Special Education Support Services.
- That opportunities for integration be planned, consistent with the learning needs of the student, age appropriate, and part of the IEP for each student, as determined by the In-School Team.
When supporting students with special education needs, the DSBN expects staff to use positive behaviour support plans as well as student safety plans where appropriate. Positive proactive strategies to support students that include de-escalation techniques, and a supportive approach are thoroughly explored and expected. Physical intervention techniques are to be used only, if necessary, to ensure the health and safety of students and staff. Training will be provided to staff regularly to ensure they have access to the most up to date strategies and practices in de-escalation.