Student Support and Special Education in York Region Schools
York Region District School Board’s planning, program development and service delivery processes have a strong tradition of including students with special needs as an integral part of our culture. This tradition is based on a belief that every student can learn and succeed with appropriate accommodations and modifications that address individual strengths and needs. Inclusiveness relies on strong learning communities that promote a respect for differences and communities that recognize, value and validate all children’s right to belong at school. The practice of inclusion is more than full integration in regular classrooms. It goes beyond the continuum of service placements available to address individual student needs to include meaningful participation and interaction with others.
Schools demonstrate inclusiveness when they invite and support students to be active participants in all aspects of school life, both inside and outside the classroom. Inclusive schools breed understanding, compassion and emotional intelligence. They multiply these benefits to school culture when they engage all staff, students, parents and other partners to focus on shared understandings and common goals. Classroom and Special Education Resource Teachers, special education teachers, Educational Assistants, Speech and Language Pathologists, Occupational Therapists, Psychologists and others throughout our district are leading the way with outstanding service to our students, and we can support and applaud their efforts every day.
The diversity of ability in our schools poses opportunities for all. Inclusiveness is so much more than the absence of segregation. It is purposeful, intentional and committed action to ensure that everyone is made to feel that they belong. Further, inclusive environments are fundamentally altered, not only for those whom we initially strive to “include”, but, importantly, for the benefit of all.
Special Education Plan
In accordance with Regulation 306, the annual review of the York Region District School Board Special Education Plan has been conducted as required by Regulation 464/97, ensuring that the Special Education Advisory Committee (SEAC) was provided with the opportunity to participate in the review process. The Plan outlines the Board’s philosophy of special education and describes the programs and services provided for students with special education needs.
York Region District School Board values a strong commitment to working collaboratively with the Special Education Advisory Committee (SEAC). During this continuous consultation, the voices of a variety of stakeholders including school personnel, students, parents, SEAC, associations and community agencies provided input to the revision process. Members of the community, and particularly parents of children who are receiving special education programs and services, are invited to provide input into the Board's Special Education Plan. Feedback may be provided at any point in the school year by:
- Complete the Special Education Plan Input Form;
- Share your input form by email or phone with a member of the Board's SEAC; and
- The input will then be brought forward to the next SEAC meeting for consideration.
Amendments to the Special Education Plan are brought forward at Monthly SEAC meetings. SEAC usually meets the first Thursday of each month. Presentation of the Special Education plan and its revision are finalized at the May SEAC meeting in accordance with Ministry timelines. A schedule of upcoming SEAC meetings is available.
During the past school year, at each SEAC meeting, revisions to the Plan were presented and SEAC members were invited to provide feedback in person or via email. Changes were reported back to the committee the following month. In light of the recommendations made at SEAC meetings, amendments have been made to the Special Education Plan 2021-2022, which is now referred to as the Special Education Plan 2022-2023. A summary of feedback received as a result of this consultation with members of the community can be found below.
Copies, in electronic format, of the Special Education Plan are accessible to Board staff through the Board’s intranet as well as at the Community Education Centres and the Learning Resource Centre. Members of the public have electronic access to copies of the Plan through the Board website.
Summary of Feedback for Special Education Plan Amendments; Including Minority and Majority Reports and Board Responses
Every month, amendments made to the Special Education Plan were brought forward to the Special Education Advisory Committee for feedback. The following feedback for the Special Education Plan 2022-2023 was received in response to the changes outlined below:
Monthly Feedback:
Report: NIL
Report: NIL
Report: NIL
Report: NIL
Report: NIL
Report: NIL
Report: NIL
Report: NIL
Report: NIL
Report: NIL
Reviews of Existing Special Education Programs and Services
There were no internal or external reviews of special education programs for the current school year.