Special Education Service Delivery Model in the OCDSB: A Guide for Parents
Of Secondary Students with Autism Spectrum Disorder
Description
The Ministry of Education defines the exceptionality of Autism as:
A severe learning disorder that is characterized by;
a) disturbances in:
· rate of educational development;
· ability to relate to the environment;
· mobility
· perception, speech, and language
b) lack of the representational symbolic behavior that precedes language
The OCDSB supports students in a variety of ways, including in a regular class environment or a specialized program class environment. These students may have some of the following characteristics: impairments in communication skills; significant difficulty with social interactions; and challenges with self-regulation. Students may also have significant sensory needs. The OCDSB Autism Spectrum Disorder Secondary Credit Support specialized program class is for those students who, in addition to targeted Tier 1, 2, and 3 interventions, would still benefit from specialized support while they attend regular secondary school credit courses.
Here Is What We Do To Support Secondary Students with Autism Spectrum Disorder (Tiered Intervention Approach)
There is no specific time requirement for each intervention; the length of time an intervention should be tried is dependent on the individual strengths and needs of the learner. Which interventions are tried also depend on the individual strengths and needs of the learner; there is no one-size that fits all.
School Based Support (Tiered Intervention) MAY include but not limited to:
· Classroom Teacher
· Learning Support Teacher
· Learning Resource Teacher
· Principal/Vice Principal
· Educational Assistant
· Early Childhood Educator
· ESL Teacher
· Multi-Disciplinary Team (Psychologist, Speech/Language Pathologist, Social Worker, etc.)
· Parent(s)/guardian(s)
Classroom based supports (Tier One Interventions) for secondary students with Autism Spectrum Disorder in the regular classroom MAY include but not limited to:
· Identification of strengths and needs
· Classroom observation and tracking
· Parent/guadian consultation/feedback
· Classroom assessments
· Differentiation of instruction, environment and/or assessment (e.g. ability grouping, visual supports, use of assistive technology)
School based supports (Tier Two Interventions) for secondary students with Autism Spectrum Disorder MAY include but not limited to:
· In-School Team Meeting Referral
· Targeted, precise specific instruction to adhere to need
· Development of Individual Education Plan (IEP)
· Educational Assessment (e.g. Wechsler Individual Achievement Test, third edition (WIAT III), Canadian Achievement Test, fourth edition (CAT/4))
· Specific differentiated supports in place for areas of strength and need (e.g. alter tasks based on ability, social skills building activities, use of assistive technology, visual schedules, organizational skill building)
· Continued parent/guardian consultation
· Consultation with other departments (i.e. Curriculum Services, Business and Learning Technologies, Facilities and Planning)
Other school based supports (Tier Three Interventions) for secondary students with Autism Spectrum Disorder MAY include but not limited to:
· Cognitive Assessment (e.g. Wechsler Intelligence Scale for Children, fourth or fifth edition (WISC-IV/V))
· Counseling (social emotional support as needed)
· Continued development of IEP
· Parent/guardian consultation/feedback
· Multi-Disciplinary Meeting/Updated action plan (e.g. type of assessments used; SEA application; further opportunities to work with other learners; intensive school based support strategies; student-centered project based learning opportunities; referral for community agency support; specialized program class referral)
Criteria for Specialized Program Class: Autism Spectrum Disorder Secondary Credit Support
Specialized Program Classes Available
Grades 9 - 12
Class Sizes
Grades 9 - 12 - ten (10) students
Assessments, Documentation, and Student Profile for Referral
Cognitive Assessment
To ensure best practice, current psychological/developmental assessment (within the last 2 years) or verification from a psychologist/psychological associate that an assessment completed more than two years ago continues to be valid is required. The OCDSB will prioritize assessment, for students being considered for a referral to specialized program classes for the following school year, based on need by the multi-disciplinary team and parent consultation. We support this process internally
Criteria:1) a diagnosis of Autism Spectrum Disorder (ASD), as specified by DSM-5 (Diagnostic and Statistical Manual, fifth edition), indicating the level of severity; 2) an assessment of adaptive functioning (e.g. Vineland 2 Teacher Rating Form), within last 12 months. The psychological and/or developmental assessment must indicate the level of severity; 3) evidence of average to above average intellectual ability.
Educational Assessment
To ensure best practice, an educational assessment, Wechsler Individual Achievement, third edition (WIAT III), is required in a referral. The educational assessment may be included as part of a psychological report. An educational assessment may be completed at your child’s school.
Criteria: Evidence that an Individual Education Plan (IEP) is required for accommodations and/or modifications.
Academic Profile
The student requires intensive support to complete tasks and when attending or participating in group situations. A current report card and Individual Education Plan (IEP) is required in a referral. Also, if the student has earned secondary credits, a Credit Counseling Summary should be included. If there is an ASD Team Action Plan(s), completed at the student’s school, it is required in a referral
Social/Communications Profile
Social and communication factors warrant being explained as part of a referral process. This information is necessary to provide a fulsome picture of the learner. Observations may be from within the classroom and/or at home and may include significant difficulty with social interactions, and impairment in basic communication skills. If available, a Speech/Language Assessment should be included in a referral.
Behavioual Profile
The behavioural needs of the students should be included in a referral. The information should indicate there are marked difficulties in unstructured situations (e.g. recess, lunch time, in hallways). The student may also engage in behaviour that threatens their own safety or the safety of others. They may also engage in behavior that is injurious to themselves or others. The school may have developed a Safety Plan and/or a Behaviour Management Plan. This should be included in a referral.
Additional Supporting Information
Additional information may be helpful to provide a fulsome picture of the student. This information may be relevant to the student’s needs and programming requirements. These may include a medical report, IBI report, Occupational/Physiotherapy assessment.
Note: The progress of a student in a specialized program class will be monitored regularly and reviewed through the Individual, Placement, and Review Committee (IPRC) process to ensure appropriate placement to support student learning needs.
Specialized Program Class Referral Process
Referral Process for the Autism Spectrum Disorder Secondary Credit Support Specialized Program Class for OCDSB students:
· OCDSB referrals to an Autism Spectrum Disorder Secondary Credit Support Specialized Program Class will be coordinated by the multi-disciplinary team at your child’s school.
· All questions relating to this process can be directed to your child’s current school.
· Referrals are considered throughout the year on a case by case basis.
· Parent(s)/Guardian(s) must give signed consent for a referral to be submitted to Learning Support Services.
· Placement in an Autism Spectrum Disorder Secondary Credit Support specialized program class will be determined at a Superintendence Based Identification, Review, Placement Committee (IPRC)
Referral Process for the Autism Spectrum Disorder Secondary Credit Support Specialized Program Class for non-OCDSB students:
· Parent(s)/guardian(s) should discuss a possible referral with the principal at their OCDSB community school.
· Please review OCDSB criteria for our programs on the OCDSB website prior to requests for referral consideration.
· The referral documentation must be completed as a joint effort between parents/guardians, the OCDSB community school, and child’s current school/program.
· Preference for placement is given to current OCDSB students who meet criteria.
· Referrals will be considered throughout the year, on a case by case basis.
· Please note: further information about referrals can be provided through Learning Support Services (LSS) upon request.
Other Information Regarding Referral Process
· Superintendency Based IPRCs are held throughout the school year. Parent(s)/Guardian(s) participate in this process, their input is required as part of a referral.
· The wide range of services provided in the OCDSB will be carefully considered for students who are not placed in the Autism Spectrum Disorder Secondary Credit Support specialized program class through a Superintendency Based IPRC.
· Referrals may be submitted at any time throughout the year.
· Please note: further information about referrals can be provided through Learning Support Services (LSS) upon request.
Final Note:
We support learners in a variety of ways within the OCDSB. We recognize that each learner has their individual strengths and needs and that what works for one may not work for another within a similar profile. We allow external referrals to the specialized program classes and welcome students within the Ottawa area to consider any OCDSB school as we endeavor to support our learners, both within the regular class program and within a specialized program setting.