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Regular Class with Indirect Service
- a regular class with indirect support where the student is placed in a regular class for the entire day and the classroom teacher receives specialized consultative services;
- support is provided by the classroom teacher in consultation with the Special Education Resource Teacher (SERT);
- accommodations are monitored by the classroom teacher, supported by the Special Education Resource Teacher;
- an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher and parent;
- the Special Education Resource Teacher in consultation and the classroom teacher monitor the student’s progress and make program adjustments;
- ongoing consultation among the teachers, parents and student is integral to the student’s progress; and
- regional support staff serve as a resource to school staff.
Regular Class with Resource Assistance
- a regular class with Resource Assistance where the student is placed in a regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified Special Education Resource Teacher;
- an Individual Education Plan, as required by the legislation, is developed by the special education staff in collaboration with the classroom teacher and in consultation with the student and parent;
- instructional interventions and accommodations are also provided and continually assessed and evaluated by the classroom teacher, and/or the special education teacher;
- ongoing consultation among the teachers, parents and student is integral to the student’s progress; and
- regional support staff serve as a resource to school staff.
Regular Class with Withdrawal Assistance
- a regular class with Withdrawal Assistance where the student is placed in a regular class and receives instruction outside the classroom, for less than 50% of the school day;
- an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher, student and parent;
- the exceptional student receives instruction from a Special Education Resource Teacher for a portion of his/her time;
- instructional interventions, modifications and/or accommodations are also provided and continually assessed and evaluated by the classroom teacher and/or supported by the special education personnel;
- ongoing consultation among the teachers, parents and student is integral to the student’s progress; and
- regional support staff serve as a resource to school staff.
Partially Integrated
- a special education class with Partial Integration where the student is placed by the IPRC in a special education class in which the student-teacher ratio conforms to Regulation 298, section31, for at least 50% of the school day, but is integrated with a regular class for at least one instructional period daily;
- support is provided to the student by special education personnel as defined by the Individual Education Plan;
- an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher, appropriate support staff and parent;
- special education personnel are responsible for developing, implementing, evaluating and reporting on the special education portion of the program;
- instructional interventions, modifications and/or accommodations are also provided and continually assessed by the classroom teacher and supported by the special education personnel;
- ongoing consultation among the teachers, parents, student and support staff is integral to the student’s progress; and
- regional support staff serve as a resource to school staff.
