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Edmonton Catholic Schools provides a variety of special education programming for students with special needs. This ensures the most enabling learning environment for the student. The model includes full inclusion, with support at the classroom/school level, specialized classes integrated in regular schools and out-of-district placements. Programming at the community school is considered as the first option.
Who are Students with Special Education Needs?
"Students with special education needs' means students described in section 47(1) of the School Act as being in need of special education programming because of their behavioral, communicational, intellectual, learning or physical characteristics or a combination of those characteristics." Standards for Special Education (2004)
In determining whether or not a child should be identified as having special education needs the school may consider the following:
- School behavior-how a student responds to the environment and other people, and how his/her behavior affects his/her academic and social progress in school
- Communication-how a student uses language to communicate and make sense of the world
- Intellect-the student's ability to reason and understand information and concepts
- Learning-how a student processes information and links concepts
- Physical characteristics---the student's gross and fine motor coordination, medical conditions, or any physical disabling condition
How are Students with Special Education Needs Identified in our District?
Students with special education needs are often recognized through teacher observations and informal assessments. Classroom assessments, parent checklists, reading observations, portfolios, and inventories may serve as initial screening tools to determine students' education programming needs.
Students are formally identified as having special education needs and assigned an Alberta Education Exceptional Learning code through a variety of assessment practices. Specialized assessments for achievement, reading, language, cognitive abilities, or behavior may be used. Written informed consent from parents is required before assessments are started. Consultations with parents and school staff are part of the identification process.
Many students with special education needs can be supported through classroom or physical accommodations, instructional accommodations, or testing accommodations.
The principal is responsible for ensuring that students with special education needs are identified and provided with appropriate educational programming.
An Individualized Program Plan (IPP) is developed for each student who is identified as having special education needs. The IPP indicates a student's assessment data, current levels of performance and achievement, areas of strength, and areas to develop. Meaningful long term goals and short term objectives are set by the Learning Team, and effective strategies and accommodations to promote student growth are established.
The Learning Team is "a team that consults and shares information relevant to the individual student's education and plans special education programming and services as required. The team may consist of the classroom teacher, parents, students (where appropriate), other school and jurisdiction staff aware of the student's needs and others as required." Standards for Special Education (2004) |
Special Needs Programming consultants within Learning Support Services (LSS) support schools in their work with students with special education needs. Consultants work with district teachers, students, administrators, other consultants, and parents. They provide inservicing for district staff, assist with IPP development, provide information regarding services and resources, and assist teachers in acquiring knowledge and skills regarding differentiated learning strategies.
Information on Special Needs Programs  for children.
Edmonton Catholic school staff also work with local agencies that support students with mild, moderate and severe special education needs.
Alberta Education Recommended Resources
These comprehensive resources can be downloaded free-of-charge at http://www.education.gov.ab.ca/k_12/curriculum/ParentResources.asp or ordered through the Learning Resource Centre at 427-2767.
The Learning Team: A Handbook for Parents of Children with Special Needs (2003).
This handbook offers information and strategies for parents of children with special needs who want to be meaningfully involved in their children's education.
The Parent Advantage: Helping Children Become More Successful Learners at Home and School, Grades 1-9 (1998)
This resource was produced by Alberta Education and the Learning Disabilities Association of Alberta. This guide offers practical strategies parents can use to help their children develop better organizational, reading, writing, spelling, mathematics, test taking and project skills. The French language version is also available.
The Journey: A Handbook for Parents of Children who are Gifted and Talented (2003)
A Handbook for Aboriginal Parents of Children with Special Needs (2000) (Also available - video entitled "Our Treasured Children")
Standards for Special Education (2004)
For further information, contact your community school principal.
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