Special Services

Philosophy: Framework for the Provision of Special Education Services

In the District School Board of Niagara (DSBN), Special Education is a collaborative process that encompasses the, services and strategies that provide the opportunities for each student to reach his/her potential.

The general philosophy and service delivery model for the District School Board of Niagara is based on the following premises:

• Parents are an important part of a student’s success and are therefore invited and encouraged to be involved in their child’s education through ongoing communication between the family and school personnel.
• An In-School Team is expected to facilitate the collaborative problem solving, decision making and planning for students who are experiencing difficulty in their learning environment.
• An Individual Education Plan (IEP) is established for every student identified as Exceptional and any other students requiring an IEP as determined by the In-School Team.
• All students identified by an Identification, Placement and Review Committee (IPRC) as Exceptional as defined by the Ministry of Education, are served in the most enabling environment available.
• A range of placements (Board Policy D-9) available across the District School Board of Niagara:
  • Regular class placement with an Individual Education Plan (IEP).
  • Special class placement with an Individual Education Plan (IEP).
• Opportunities for integration are planned, consistent with the learning needs of the student, age appropriate, and part of the Individual Education Plan for each student.

Governor Simcoe offers a full education program for Deaf students. In doing so, our students are supported with an ASL (American Sign Language) Interpreter and a Note Taker. An interpreter facilitates communication between Deaf or Hard of Hearing students and hearing persons. The interpreter must accurately interpret all information by faithfully conveying the content and spirit of the language in which it was presented. In addition, the interpreter must adhere to the Code of Ethics outlined by the Association of Visual Language Interpreters of Canada (AVLIC) as it pertains to educational interpreting. A note taker makes every effort to record information 'meaning- for- meaning' and communicates the information in a manner in which it is intended. He/she will have an accurate record of oral and written presentations during class time, ensuring that the notes are representative of the material presented. A note taker provides written verification of concepts and takes detailed information on explanations of processes. It is imperative that our Deaf students have both an interpreter and a note taker as it is impossible for the student to focus on the interpreter and follow the successive events of the program while taking notes at the same time. Between teacher, interpreter and note taker, our Deaf students are exposed to the full curriculum including extra curricular activities they may participate in throughout their high school career.

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