Co-ordination of Services with Other Ministries or Agencies
Students with High Needs Transition to School:
When children with high needs transition to Dufferin-Peel, the Family of Schools Special Education Consultant gathers background information and with the school team, arranges a case conference with parents and, as appropriate, early intervention support staff to share information regarding previous interventions. The school team will discuss the student's needs and develop an appropriate program.
Students entering or leaving school require additional attention through the transition period. The principal or designate is responsible for ensuring a smooth transition.
- informal dialogue with parents/guardians
Facilitating Cross-Panel Transitions:
The Board’s commitment to student success for all students, including those with diverse learning needs and/or at-risk factors, is evidenced by effective planning for a smooth transition from elementary to secondary. Meetings, including IPRCs, are held between elementary and secondary staff to share best practices, to address students’ needs, to review program options and pathways, and to plan for a safe and seamless transition.
Transitions to College/University and School to Work/Community:
Transition Advisory Committee: The Board’s ongoing commitment to the smooth transition of all of our students (including those with developmental and intellectual disabilities) as they move to post-secondary or the world of work remains a priority. A Transition Advisory Committee meets regularly with members of the developmental service sector to share information, refine best practices, consider new initiatives and address student needs as they move through this important life stage.
Intensive early intervention programs for children with autism:
A spectrum of programs and services are available for students with ASD (Autism Spectrum Disorder) including, but not limited to, two elementary Boardwide classes and two secondary diploma support programs for students with ASD. They are supported by a Special Services team with experience in working with children with ASD. The team consists of a psychologist, speech language pathologist and a social worker.
Boardwide Itinerant Resource staff consisting of a Special Education qualified teacher and a Child Youth Worker are available to each Family of schools to provide program support, behavioural management strategies and staff development needs.
Dufferin-Peel staff can access the expertise of the ErinoakKids School Support Program for SSP-ASD Consultants through a Central Review Committee SSP-ASD. Geneva Centre in partnership with Dufferin-Peel Special Education Staff provides Professional Development for Board staff. The recent PPM 140 related to the use of ABA in schools will also assist in effective transitions for students with ASD.
