Page 20 - 43321_TDCSB_PARENT_TEXT_OCT27.20_NO_BLEED_Neat

“Start by doing what is necessary, then what is possible, and
Transition Guide suddenly you are doing the impossible.”
— St. Francis of Assisi

Specialized Programs (cont’d)

Supports for Learners Deaf and Hard-of-Hearing
Each Secondary school has in place a number Students receiving Deaf and Hard of Hearing (D/HH)
of programs to assist students identified with Itinerant support in their local elementary school will
exceptionalities or who have non-applicable continue to receive support from a D/HH Itinerant
designations. Teacher at the secondary level.
Supports for exceptional students may include the Students attending the Intensive Support Program for
following: D/HH elementary school have the option to attend their
local secondary school and receive Itinerant suport
• support for literacy and numeracy development
from a D/HH Teacher or attend the secondary D/HH
• access to technology which supports student ISP program offered at Dante Alighieri Academy.
learning and assessments
Students receiving D/HH Itinerant support in an
• time extensions for assignments and elementary school may be eligible to attend the Dante
assessments ISP. This option must be discussed and explored with
• instructional accommodations, e.g., prompting, the student’s elementary D/HH itinerant teacher and
visual cueing, organization supports, etc. the D/HH School Based Support Learning Team.

• alternative methods for assessment
Transition Planning for Special Education Students
• some curriculum modifications as permitted moving from Elementary to Secondary Schools.
under the Ontario Secondary School policy and
Transition plans are developed for all students who
supported by the student’s Individual Education receive Special Education services. An exchange of
Plan (IEP) information meeting between the elementary and
• Learning Strategies courses (GLE for students secondary schools are conducted when students move
with an IEP): Curriculum for these courses that from grades 8 to 9.
are available to provide students with a range of More Intensive transition planning supports begin
strategies and skills to improve their learning and in May and June, for students identified as having
achievement particularly in literacy, numeracy, Multiple Exceptionalities, a Developmental Disability,
communication and planning. The course also Autism Spectrum Disorder or signifigant difficulties in
prepares students to make successful transitions to the social-emotional domains which could impact on
work or post-secondary education. school success. Parents are encouraged to participate
in this process.
Gifted Program
Students who have been identified as Gifted are
offered enrichment opportunities through differentiated
instruction, which is further supported by co-
instructional activities. Secondary gifted programming
focuses on the development of skills and abilities in the
cognitive, affective, spiritual, social, and interpersonal
domains. The Special Education teacher monitoring
the student identified with a Gifted exceptionality, will
collaborate with subject teachers and the student to
develop an IEP which may alter any curriculum in areas
such as: content (subject matter), process skills (critical
thinking, creative thinking, problem solving, logic and
research skills) product and evaluation.

16 The Complete Picture … Your Child’s Future The Complete Picture … Your Child’s Future 17