1.0 The Board’s Consultation Process

Student Support and Special Education in York Region Schools

York Region District School Board’s planning, program development and service delivery processes have a strong tradition of including students with special education needs as an integral part of our culture. This tradition is based on a belief that every student can learn and succeed with appropriate accommodations and modifications that address individual strengths and needs. Inclusiveness relies on strong learning communities that promote identity affirming spaces, based on a respect for differences and communities that recognize, value and validate all children’s right to belong at school. Allowing students to experience and thrive in accessible, equitable, and inclusive learning environments builds confidence, skills, a sense of belonging and more equitable outcomes for students. Educators using a tiered approach with good for all strategies, provide a pro-active and a collaborative approach to support students.

Schools demonstrate inclusiveness when they invite and support students to be active participants in all aspects of school life, both inside and outside the classroom. Inclusive schools breed understanding, compassion and emotional intelligence. They multiply these benefits to school culture when they engage all staff, students, parents and other partners to focus on shared understandings and common goals. Classroom and Special Education Resource Teachers, special education teachers, Educational Assistants, Speech and Language Pathologists, Occupational Therapists, Psychologists and others throughout our district are leading the way with outstanding service to our students, and we can support and applaud their efforts every day.

The diversity of ability in our schools poses opportunities for all. Inclusiveness is purposeful, intentional and committed action to ensure that everyone is made to feel that they belong. Further, inclusive environments are fundamentally altered, not only for those whom we initially strive to “include”, but, importantly, for the benefit of all.

Special Education ​Plan

In accordance with Regulation 306, the annual review of the York Region District School Board Special Education Plan has been conducted as required by Regulation 464/97, ensuring that the Special Education Advisory Committee (SEAC) was provided with the opportunity to participate in the review process. The Plan outlines the Board’s philosophy of special education and describes the programs and services provided for students with special education needs.