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The Ottawa-Carleton District School Board offers an Asperger’s Syndrome Program for exceptional students at the secondary level. The Asperger’s Syndrome Program is a system-based program located in designated schools across the OCDSB.
Assessment Procedures
A primary diagnosis of Asperger’s Syndrome is required before a student may be considered for placement. In addition, educational and psychological assessments are also required before a student may be considered for placement in the program. Other relevant documentation such as speech/language, social work reports, will be considered if necessary. Assessment reports from hospitals, private practitioners and other educational jurisdictions may also be considered.
Placement Procedures
Entry into this program is based on both the student's specific needs and the availability of space in an Asperger’s Syndrome Program. An application for placement in the program is made by the student's community school principal in collaboration with the in-school team and in consultation with the multi-disciplinary team. The application must be supported by the student's parent(s)/guardian(s). If the application is approved according to placement criteria and the availability of a space is determined, the Central Recommendation Committee will contact the community school in order to confirm placement with parent(s)/guardian(s). This will be followed by an Identification, Placement and Review Committee (IPRC) meeting.
In-school teams, in consultation with the multi-disciplinary team, will consider recommendation for change in a student’s placement based on the following criteria: a) no longer benefiting from specialized placement, b) evidence of on-going successful integration, or c) not complying with program expectations.
Transportation is provided according to the applicable OCDSB policy.
Program
The Asperger’s Syndrome Program is a semi-integrated program in which students are expected to integrate into regular high school credit courses. Learning Strategies courses are offered by the Asperger’s Syndrome Program teacher with a focus on age-appropriate social communication and self-regulation.
Programming is based on the learning expectations outlined in the Individual Education Plan (IEP), which is developed and coordinated by the special education teacher in consultation with parent(s)/guardian(s), the psychologist and subject area teachers. An IEP is designed for each student according to their individual learning needs and strengths. This plan is revised and updated based on the results of ongoing assessment and evaluation.
The program is taught by teachers with special education qualifications. Learning Support Services personnel provide assessment and consultative services to the special education teacher.
The Asperger’s Syndrome Program is limited in size as outlined in the OCDSB’s Special Education Plan and is located in classrooms equipped with special education resources.
Evaluation Methods
Ongoing assessment and evaluation occurs throughout the year.
Student progress is formally reported as per the reporting structure of the OCDSB on the provincial report card and alternative reports.
The progress of an IPRC’d student is formally reviewed on an annual basis through the IPRC process. It is expected that students will integrate into regular classrooms and/or school activities to the greatest extent possible.
For Further Information:
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Consult the OCDSB Learning Support Services Parent Guide about the Identification, Placement and Review Committee (IPRC) process |
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For more detailed information, contact the school principal or the OCDSB Learning Support Services personnel serving the school |
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