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Special Education

Programs and Planning

 

Special Education Programs

Community Based Programs

Individual Education Planning

Transition Planning (Planning for change)

 

Special Education Programs

 

Where would parents find Special Education supports for their
children?

The Division offers a number of Special Education programs for students living within the Division. Access to these programs is through an established referral system.

The Special Education model provides for a range of student placements ranging from accommodation in regular programs, to very specialized settings, according to the unique learning needs of each individual child.

Essentially there are two types of placement within the Division for students with special education needs:

A. Integrated Special Education Services

Integrated Special Education Services are designed to meet the special educational needs of students in their neighbourhood school by providing adapted, modified or individualized programming (see Individual Educational Planning).

This may mean supplementary instructional services, special materials and/or equipment, adapted physical facilities and access to trained specialists in education and therapy.

B. Special Education Programs

Special Education Programs are established throughout the Division to meet the needs of students for whom the intensity of service required cannot be provided in their home school. This may occur when a school does not have sufficient numbers of students to provide a very specialized program to meet a student’s intensive learning and/or physical needs. Referral to a Special Education Program is based on severity of the need and intensity of programming required.

Some of these programs are self-contained. These low enrolment programs have a smaller student/teacher ratio than a regular classroom.

Why should my child go to a low enrolment program?

To be considered for a low enrolment program the school team, including the parent,
must agree that the student meets several of the following criteria:

• The student requires a specialized program which is only available on a Division-wide basis;
• The student needs intensive, multiple resources;
• The student requires an unusually high amount of structure and individual supervision;
• A large group setting, even when geared for multi-level instruction, impedes achievement of the goals in the student’s individual education plan;
• The school’s efforts to program for the student in a mainstream setting have not been successful;
• The student demonstrates the need for frequent adult feedback and frequent reinforcement;
• The student requires a learning environment with reduced stimulation.

Program Descriptors

Programs for students with significant cognitive disabilities

1. Some students with significant cognitive disabilities are included in regular classrooms within neighbourhood schools.
2. Some students with significant cognitive disabilities are served in low enrolment programs. These include: Special Education Centres, Community Oriented Development Education Programs, Life Skills Programs and Autism Centers.

Special Education Centres

These centres are designed for students between the ages of 6 and 21 who have a mild mental handicap and who require more supports than are available in their neighbourhood school. These students are unable to function successfully in a regular classroom, but are not physically aggressive. The goal of the program is to provide a modified academic curriculum and for students to make gains in communication, social skills and self-management skills. At the secondary level, the goal is to include pre-vocational/vocational skills and consumer skills.

Location of Programs

 

Primary	Intermediate	Junior High	Secondary
Dufferin	Cecil Rhodes	Cecil Rhodes	Churchill
Faraday	Faraday	Churchill	Daniel McIntyre
Principal Sparling	George V	Elmwood	R.B. Russell
Strathcona	Isaac Brock	General Wolfe	Sisler
	Lord Nelson	Gordon Bell	St. John's
	Luxton	Hugh John Macdonald
	Principal Sparling	Isaac Newton
		St.  John's

Life Skills Programs

These programs are designed for students who have a moderate mental disability and are between the ages of 6 and 21. The students may also have one or more of the following disabilities/disorders: communication, physical or behaviour. The goals of the program are to provide an individualized curriculum in functional academics, communication, self-management, social skill development, motor skills (physical), community awareness, leisure/recreation and preemployment skills.

Location of Programs

 

Elementary	Junior High	Secondary
Mulvey	Hugh John Macdonald	Andrew Mynarksi
Robertson		Churchill
		Elmwood
		Gordon Bell
		Grant Park
		Kelvin
		Sisler
		St. John's

 

Programs for children with language disorders include:

The Early Childhood Language Centre (ECLC)
The Primary Language Centres (PLC)
The Intermediate Language Centres (ILC)

These low enrolment programs are designed for students between the ages of 5 and 12 who have been diagnosed with severe language disorders, who require more intensive supports in academics and language development than is available in the regular classroom.

ECLC is a one year kindergarten program. Students attend ECLC half days and their home school kindergarten the other half day. Parents are encouraged to participate in the school/home program.

The PLC programs (Grades 1-4) are low enrollment, activity based classrooms. Students integrate into regular classrooms as much as possible. In ILC program (Grades 3-6) students receive small group instruction for part of the day and are integrated into regular classrooms for the rest of the day.

Location of Programs

 

Early Childhood	Primary	Intermediate
Dufferin	Dufferin	Clifton
	Gladstone	Prairie Rose
	Isaac Brock
	Tyndall Park
	Prairie Rose

 

Adaptive Skills Programs

Adaptive Skills Programs are designed for students between the ages of 4 and 21 who have multiple disabilities or are medically fragile and/or have a significant cognitive disability paired with one or more of the following disabilities:

• Communication
• Physical
• Behavioural
• Functional

The goal of the programs is to provide either Manitoba Education, Citizenship and Youth curriculum with adaptations or a modified or an individualized curriculum as is appropriate to the student’s potential in the following skill areas: academics, self-management, social/emotional, communication, preemployment, leisure/recreation, community awareness and motor (physical).

Location of Programs

 

Elementary	Junior High	Secondary
Lord Roberts	Andrew Mynarksi	Grant Park
Prairie Rose	Gordon Bell	Gordon Bell
Norquay	Grant Park	Churchill
Inkster		Sisler
Greenway
Wolseley

 

Autism Programs

Autism Programs are designed for students who are between the ages of 6 and 12 and have a diagnosis of autism spectrum disorder. These students have one or more of the following disabilities/disorders:

• Communication
• Social skills
• Behavioural
• Functional skills
• Cognitive functioning

The goal of these programs is to assist the students achieving success in academics, communication, self-management, social skills, physical skills, leisure skills and community skills to the level of their potential, through individualized programming.

Location of Programs

 

Elementary	Junior High	Senior High
Inkster	Grant Park	Grant Park
Montrose
Robertson

 

Programs for the Deaf and Hard of Hearing

Programs for the Deaf and Hard of Hearing are designed for students between the ages of 5 and 21 who have a diagnosis of bilateral hearing loss with a moderate or greater loss in the better ear or have a severe academic deficit or a severe language delay attributable to the hearing loss. These students require instruction in one of the following modes:

• Oral but requiring intensive supports
• Oral with American Sign Language (ASL)
• ASL as a primary mode in an oral environment

The goal of the programs is to develop optimal academic, communication, selfmanagement, social, pre-employment skills and community awareness skills. Students are integrated.

Location of Programs

 

Elementary	Junior High	Senior High
Grosvenor	River Heights	Kelvin
J.B. Mitchell

 

Developmental Education Learning Assistance Centres

Developmental Education Learning Assistance Centres are designed for students between the ages of 8 and 15 (Grades 3-9) who have very severe to profound emotional or behavioural disorders (EBD). These students have mild mental disability and significant deficits in adaptive skills. The goal of these programs is to provide a modified academic curriculum, with
an emphasis on life skills, social, self-management, self-control skills and community
awareness.

Location of Programs

 

Elementary	Junior High
Lord Nelson	Andrew Mynarksi
	Isaac Newton

Programs for students with very severe to profound emotional behavioural disorders

Learning Assistance Centres

Learning Assistance Centres (LAC) are designed for students who are in Grades 1-S4 and have severe emotional or behavioural disorders (EBD). These students have behaviour that requires intensive support and intervention. The major goal of the programs is to support the students in developing the social, self-management, self-control and problem-solving skills that are necessary to re-integrate into the regular classroom and community.

Locations of Programs

 

Early Years	Middle Years	Secondary
Garden Grove (EYBC)	Andrew Mynarski (LAC/DE)	Churchill
Harrow	Cecil Rhodes	Elmwood (MYS)
Strathcona	Elmwood (LAC)	Grant Park (MYS)
Isaac Brock	Faraday	R.B. Russell
Mulvey	Gordon Bell	Technical Vocational
Pinkham (ECBTP)	Greenway
Rockwood	Hugh John Macdonald
William Whyte	Isaac Brock (2)
Victoria-Albert	Isaac Newton (LAC/DE)
Niji Mahkwa	Kent Road
Weston	Lord Nelson (LAC/DE)
Machray	Luxton
John M. King	River Heights
	Shaugnessy Park
	St. John's

Treatment and Academic Program (TAP)

Treatment and Academic Program is designed for students between the ages of 7 and 9 (Grades 2-4) who show characteristics of, or are diagnosed with severe or complex biochemical/organic or psychiatric disorders. These students display intense emotional responses consistent with these disorders and require a school program with a therapeutic component.

The goal of this program is to provide adapted or modified academic curriculum as appropriate to the student and to assist each student in gaining the behavioural, emotional and social skills that would help the student be successful in the regular classroom.

Location of Program: Tyndall Park School

Programs for students with Fetal Alcohol Spectrum Disorder (FASD)

These programs are designed for students who have severe emotional/ behavioural difficulties as a result of FASD. They require a self-contained classroom which has a smaller student teacher ratio, that is very structured and has limited environmental stimuli.

The goal of the programs is to provide specialized teaching strategies and adaptation to environment and assessment. Students receive support in developing appropriate social, self-management and problem-solving skills.

Location of Programs

 

Elementary	Junior High
David Livingston (Grades 1 - 5) Bridges	David Livingston (Grades 6 - 8)
Shaughnessy Park (Grades 1 - 6) Right Program	Shaughnessy Park (Grades 7 - 8)

Other Special Education Supports

The MacDonald Youth Services Program serves students with severe behaviour disorder or emotional disturbance in three high schools. All of the students reside in group homes operated by Macdonald Youth Services (MYS). The school programs benefit from a cooperative advisory committee composed of MYS, school and Special Education staff. The program’s success is based on the extensive communication and effective cooperation between the home and the school.

Community Based Programs

Referral to community wide programs occurs when a student is unable to function in a school setting with supports. Community programs include the Coach Program, Marymound Day Treatment Program or the Interdivisional Program for Students with Autism (I.P.S.A.), home bound instruction or hospital instruction.

The Coach Program is a Winnipeg School Division program that was set-up in partnership with Healthy Child Manitoba, MacDonald Youth Services, and Manitoba Education, Citizenship and Youth. COACH offers an educational and individualized treatment program for students ages 6-11 with extreme behavioural needs who cannot be maintained in the existing educational system. The COACH Program is designed to change behaviour and give students strategies to be able to return to a school settings.

The Marymound Program is a treatment program for students between the ages of 11 and 15 who have a history of unsuccessful placements in various educational settings due to severe emotional/behavioural difficulties. The Division has 10 available student placements.

The Interdivisional Program for Students with Autism is a partnership between school divisions and Manitoba Education, Citizenship and Youth. It is designed for students who have a medical diagnosis of Autism Spectrum Disorder and who require intensive programming within a specialized setting with access to teachers and clinicians with expertise in autism. IPSA is available to school divisions that require an alternate setting for students with autism with priority given where local resources cannot meet the student’s programming requirements.
The purpose of the program is to assess each student’s strengths and needs and to identify the best approaches and resources to facilitate his or her development.

Location of Programs

 

Early Years	Middle Years	Senior Years
Oakenwald (K-9) (Pembina Trails School Division)	Leila North (6-8) (Seven Oaks School Division)	Grant Park (7-9) (Winnipeg School Division)
	Glenwood (5-8) (Louis Riel School Division)

 

What does Adaptations, Modification, and Individualized Programming mean?

Adaptation	Modification	Individualized Programming
To Manitoba Education, Citizenship and Youth (MECY) curricula To Manitoba Education, Citizenship and Youth (MECY) curricula	To Manitoba Education, Citizenship and Youth (MECY) curricula To Manitoba Education, Citizenship and Youth (MECY) curricula	No Manitoba Education, Citizenship and Youth (MECY) curricula
The act of making changes in the teaching process, assessment, environment, materials or student products to help students achieve the expected learning outcomes.	Modification refers to the altering of number, essence and content of the curricular outcomes that the student is expected to meet.	Individualized programming is intended for students whose cognitive disabilities are so significant that they do not benefit from participating in curricula developed or approved by MECY. It identifies highly individualized learning experiences that are functionally appropriate.
For students who are cognitively within average range and may have physical, emotional, behavioural or sensory needs. Some students may not be meeting grade outcomes.	For students with identified significant cognitive disability who may also have other needs	For students who have significant cognitive disability so severe (require assistance with all self help, have severe to profound physical and mental disability) that the team determines that they would not benefit from MECY curricula and require individualized programming based on their specific needs and standard domains.

 

Individual Education Planning

For every student receiving Special Education supports, an individual education plan (IEP) is written. The first IEP is written annually, then completely reviewed by parents and the school team a minimum of twice a year.

The purpose of the IEP is to:

• Assist the teacher and support staff in program implementation and evaluation;
• Ensure continuity in programming through the provision of essential information when the student transfers from one school to another;
• Monitor the appropriateness of placement in a specific program.

 

What is an IEP? The IEP includes:

• A statement of prime domain program needs (academic, behavioural, social, etc.) and recommended resources;
• Current academic and/or life skills performance profile;
• A list of specific learning/curricular needs that will be targeted for the year;
• A description of student-specific outcomes, strategies, and target dates for achievement;
• Criteria for evaluation.

How is an IEP developed?

The Special Education teacher coordinates the development of the IEP. The teacher collaborates with parents, school staff and other agencies involved.

How is the student involved?

All students receiving special education supports can participate in their education plan. They benefit from understanding their strengths and needs and taking responsibility for their actions.

 

What does a parent need to know about Individual Education Plans (IEPs)?

Parents are valuable members of the IEP process. As a parent, you provide a unique understanding of your child’s past experience and his or her goals, interests and responses. The work you can do with your child at home is often important in meeting the goals set through the IEP process.

You can take part in IEP planning by:

• Having regular contact with the school;
• Taking an active role in the decisions made for your child;
• Asking to be in touch with other parents involved in IEP planning;
• Asking about the services and resources available.

Before going to the IEP meeting, you may want to:

• Ask what will happen at the meeting and who will be attending;
• Ask how your child may be part of the IEP process;
• Write down the thoughts and questions you want to talk about in the meeting;
• Think about your goals and hopes for your child;
• Think about the concerns you want addressed.

At the IEP meetings, feel free to:

• Bring a friend or advocate with you;
• Make it clear how long you can stay for the meeting;
• Provide information about your child and how he or she learns and behaves outside school;
• Ask questions if anything is unclear;
• Ask how you can help work on some goals at home;
• Make notes.

After the meetings, you can help by:

• Keeping in touch with the teacher and/or case manager;
• Working on the goals of the IEP at home;
• Telling the teacher of any change in the home that may affect your child’s ability to work at school.

(Adapted from the Manitoba Education, Citizenship and Youth - Individual Education Planning: A Handbook for Developing and Implementing IEPs).

 

 

Transition Planning (Planning for change)

How does a student progress through school?

How are grade changes handled?

As part of individual education planning, the student is prepared for grade changes. In particular, major moves from elementary to junior high, or junior to senior high, are anticipated by the family and school. If appropriate, options are investigated. There should be plans for introducing the student to new environments and preparing teachers to support the student.

If a student requires a different program or is moving to a different school from an existing program a “Change of Program” request must be completed by school staff with parents’ consent and sent to the Special Education Department.

 

What happens as a student nears the end of public schooling?

Students over age 16 who will require supports as adults have an individual transition plan (ITP) developed. The school initiates planning with the student, parents, and adult services staff. They plan an effective bridge to adulthood. The transition plan identifies which supports will be required for the young adult. It also helps to make the school program more relevant for the final few years of public education.

P.A.T.H. (Planning Alternative Tomorrows with Hope)

There are many ways to plan for a transition in a child’s life. One of the recommended ways is by providing the student and his or her support circle (family, friends and advocates) with a P.A.T.H. process. Many Winnipeg School Division staff have been trained in this process.

It is meant to serve as a transition planning guide especially for students who require considerable support.

It can be used to plan from early childhood to middle years, from elementary school to junior high, from junior high to high school, and from high school to adulthood (post-secondary).

Call the Special Education Department consultants if a P.A.T.H. seems like an appropriate way to plan a student’s future and they will assist you in the process.

What happens if a child moves out of Winnipeg School Division?

All school divisions are required to accommodate students with special needs who live in their division. If you move out of Winnipeg School Division the receiving school division is required to meet your child’s needs. With your written authorization all the information, IEPs etc., except assessments marked “confidential”, will be shared with the receiving school division.

© Winnipeg School Division
1577 Wall Street East
Winnipeg, Mb R3E 2S5 Canada
Phone 204-775-0231, Fax 204-772-6464