The Learning for All, Kindergarten to Grade 12 process is designed to help raise the bar and close the gap in achievement for all students. This guide supports the three core priorities for education in Ontario:
- High levels of student achievement
- Reduced gaps in student achievement
- Increased public confidence in publicly funded education
Students with Special Education Needs
Students with special education needs are all students reported by boards as receiving special education programs and/or services, including:
- Students who have been identified as exceptional (Categories of exceptionalities include Physical, Multiple, Intellectual, Communication and Behaviour) by an Identification, Placement, and Review Committee (IPRC); required to have an Individual Education Plan (IEP) within 30 days or placement,
- Students who have not been identified by an IPRC but require an IEP, and,
- Students who are receiving special education programs and/or services even though they may not yet have an IEP.
Learning for All Programs and Services
Learning for All programs are defined as educational programs that are based on, and modified by, the results of continuous assessment and evaluation and includes a plan containing specific goals and an outline of educational services that meets the needs of all students.
Learning for All services are defined as facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program.
Learning for All is specially designed to provide for the needs of all students in Ontario. The program is well structured and guided by regulation. The program also has the full support of the Ontario government through the Ministry of Education.
Ministry of Education Documents
Furthermore, the ministry publishes resource and policy documents to allow school boards, teachers, support staff, students, and parents, to be informed and involved.
- Learning for All Document (PDF)
- Identification of and Program Planning for Students with Learning Disabilities, Memorandum 8 (PDF)
- Incorporating Methods of Applied Behaviour Analysis into Programs for Students with Autism Spectrum Disorders, Memorandum 140 (PDF)
- Supporting Transitions for Students with Special Education Needs, Memorandum 156 (PDF)
- What Works? Research into Practice: Including Students with Exceptionalities (PDF)
- Policy/Program Memorandum No. 149 on the Ministry of Education Website. Subject of Memorandum 149: Protocol for partnerships with external agencies for provision of services by regulated health professionals, regulated social service professionals, and paraprofessionals.
Special Education Reports
- We Have Something to Say: Young People and Families Speak Out About Special Needs and Change (128 page PDF)
- We Have to Say Youth Advisory Committee Report (28 page PDF)
- Special Education: A People for Education Report (PDF)
Applied Behavioural Analysis Strategies
Superior North Catholic District School Board continues to move forward with the use of Applied Behavioural Analysis strategies to support students with Autism and behavioural needs. Training in Applied Behavioural Analysis is ongoing, and school teams and students are supported through the behaviour specialist and collaboration with Child and Community Care Resources.
Our board also has a Special Education Advisory Committee which provides specific information, advice, and assistance to parents and guardians whose children may require additional support.