2.11 Special Education Staff

The Assistive Technology Consultant (ATC) is responsible for supporting use of personalized equipment for students with special needs. Service is provided to students, teachers and/or educational assistants to ensure use throughout the day.

ATCs provide direct student or group instruction in the use of Assistive Technology (AT), hardware and software, in both elementary and secondary schools. They support teachers with the use of the AT in their program, and support schools with SEA equipment and software by providing follow-up training and problem solving when needed. ATCs work with teachers and Student Services staff to determine students’ needs with respect to personalized equipment and software (including ‘trials’) and track SEA equipment within the YRDSB.

Autism Services includes a Coordinator of Autism Services, Regional Special Education Consultant and a Regional Complex Needs Teacher. The team works together with other members of the Interdisciplinary Team (IDT) to support school teams serving students with Autism Spectrum Disorder (ASD). All school teams have access to these supports to address issues of programming for students with ASD, when the complexity of the student’s needs impact participation in the classroom and access to the curriculum.

Staff from Autism Services will:

• Consult with school administrators, classroom teachers, special education resource teachers, special education teachers, designated early childhood educators, educational assistants, parents and community agencies regarding program strategies, resources, modifications and/or accommodations for students;

• Support the transition of students with Autism Spectrum Disorder into the school system;

• Support families connecting with community services (e.g., Centre for Behaviour Health Sciences, Children’s Treatment Network, Kerry’s Place, York Support Services Network, etc.);

• Work in partnership with school, home and outside agencies servicing students with Autism Spectrum Disorder to ensure support to schools is coordinate;

• Provide professional learning at the system level created yearly by Autism Services; and,

• Support the transition and communication between community services and the School Board.

Complex Needs Services work with Interdisciplinary Teams (IDT) to provide intensive intervention, crisis management and prevention support for students with complex developmental, behavioural and/or mental health needs. Complex Needs Services staff supports the development of comprehensive individualized and specialized programming at school, to promote student skills acquisition, positive behaviours, health, emotional well being, social inclusion, and quality of life. Complex Needs Services staff build staff capacity in the use of best and evidence-based effective practices to support students, by offering staff professional development and training opportunities.

Complex Needs Services staff include Applied Behaviour Analysis Facilitators (ABAF) and Psychological Services staff. Complex Needs Services can be accessed through the In School Team Process after school based services have been fully engaged. Complex Needs Services works closely with community partners and external health providers to ensure coordinated and integrated service delivery in schools for those with complex needs.

Regional

The Coordinator of Student Services provides system level leadership and coordination of special education programs and services. They work with the Special Education Leadership Team, Special Education Consultants, Assistive Technology Consultants, Curriculum Leadership team, and other Student Services staff.

Under the direction of the Principal of Student Services, the Coordinator of Student Services coordinates training and professional development for teachers and educational assistants. They manage and support system level special education projects and the activities needed to support special education funding for personalized equipment. They work with YRDSB departments (i.e., Curriculum and Instructional Services, ITS and LD&D), community partners, vendors and external agencies, as needed.

Autism Services

The Coordinator of Autism Services provides system level leadership and coordination of Autism programs and services, work with the Special Education Leadership Team, Special Education Consultants, Assistive Technology Consultants, Curriculum Leadership team, and other Student Services staff.

Under the direction of the Principal of Student Services, the Coordinator of Autism Services coordinates training and professional development for teachers and educational assistants. They manage and coordinate the programs needed for system level Special Education projects focused on Autism. They coordinate service delivery from community partners and work with YRDSB departments (i.e., Curriculum and Instructional Services and Learning Design & Development), community partners, and external agencies, as needed.

The IDT SERT supports and builds capacity of school staff with the development, implementation and monitoring of student support strategies and programs, including Individual Education Plans (IEPs) and Safety Plans. They also support teachers with the development of program responses to support students in classroom settings, as well as demonstrating and facilitating strategies that will enhance student learning and build capacity among school staff. IDT SERTs work with school teams and other members of the IDT to identify a need for on-going education or training and then facilitate the learning.

An IDT Intervention Support Worker is an Educational Assistant who works as a member of IDT to help school staff in the assessment and management of individual cases through observation, case conferences and data collection. They support school staff with the development of programs to support students in classroom settings and demonstrate and facilitate the implementation of strategies. IDT ISWs model and coach staff to build capacity and help with the preparation of materials for programs.

The Role of The Principal of Student Services

The Principals of Student Services coordinates special education services and communicates with the Ministry of Education with respect to the operation of special education programs and services. They present information to Superintendents and Principals with respect to implementation of Ministry and Board policies and regulations related to special education and work with other Student Services staff to determine the best method for informing the system of changes in special education. They collaborate with the SEAC to inform members of changes to special education programs and services and ensure that the SEAC is represented on Board committees involving special education concerns and provide the Board with special education statistics required for the Board or Ministry. Working with the Coordinating Superintendent of Student Services and Well-Being, the Principals of Student Services oversee the special education budget in cooperation with Business Services. They supervise and evaluate regional Student Services staff. They assist in the preparation of the Board’s annual review of its Special Education Report as set out in Ministry Regulation 306; and communicate to the system any new initiatives or current practices related to special education.

Working in cooperation with the Principals of Student Services and the Superintendents of Schools, the Principal of York Academy and Education and Community Partnership Programs (ECPP) provides system level leadership, coordination and supports transitions of students to ECPPs and related services. They facilitate the development, annual negotiation and implementation of the contract agreements between the York Region District School Board and ECPP facilities located within York Region. They develop Ministry of Education funding applications, complete Ministry reporting requirements and monitor program budgets. They also support collaborative budget planning processes with approved providers and support activities of the York Region Central Intake Committee.

The staff of Physical Therapy and Occupational Therapy (PT/OT) Support Services include physiotherapists, occupational therapists and PT/OT Assistant. Each therapist is responsible for an assigned group of elementary and secondary schools. The goal is to enable students to participate fully in their school program and all school environments. 

PT/OT staff develop and support individual student programs in the following areas:

• Physical abilities and safety needs;

• Lifting and transfers;

• Position and mobility skills;

• Self-help skills including toileting, dressing, feeding;

• Environmental adaptations;

• Computer and technology access;

• Accommodations and/or alternative programming for sensory, physical and motor needs; and

• Fine, gross and sensory motor skills when these skills are impacting a student's ability to access the curriculum and participate in their school environment.

PT/OT staff work with school staff and other members of IDT to provide evidence-based student specific recommendations and strategies. PT/OTs help school staff and families understand relevant medical information. They provide individualized safety assessments for students. They recommend specialized equipment to enable individual students to access the curriculum and school environments. The PT/OTs ensure the provision of essential equipment and training for school staff to ensure safety, access and supported transitions.

The Physical Therapy/Occupational Therapy Assistant maintains the PT/OT loaner equipment and ensures the department resources are in good working order. Also, they maintain an asset management database. They inspect the safety of PT/OT equipment prior to loan/use, make simple repairs, and arrange for repairs as needed. They monitor equipment re-assignments.  At the request of a therapist, the PT/OT Assistant assists with the identification of equipment best suited to a student’s needs, prepares materials/resources aligned with PT/OT recommendations, and provides training to school staff in the use of loaned equipment or routine physical management techniques. They also assist with the determination of accessibility needs and the use of equipment in alternative settings for school programming (e.g. school trips, Arts Camp, etc.).

The staff of Psychological Services includes Psychologists, Psychological Associates and Psycho-Educational Consultants. Staff members provide evidence-based practices and resources, supports and services in order to meet the needs of students and families and Board staff. 

The Psychological Services team assigned to each Community Education Centre (CEC) is supervised by a Coordinator of Psychological Services who reports to the Chief Psychologist. The Complex Needs (CNS) Psychology Staff and Coordinator of Psychological Complex Needs Services work closely with the Chief Psychologist.

Consultation services can support prevention, intervention, triage and/or crisis response strategies. These strategies are designed to address student learning, behaviour and social/emotional well-being. Consultation can involve a review and help staff and families to understand information including professional reports. 

Individual psychological assessment of referred students involves use of a variety of standardized and/or informal instruments and techniques designed to provide insight into the student’s learning strengths and needs, social and emotional development, behavioural presentation and/or mental health status. The goals of assessment activities are to provide staff and parents/guardians with programming, counseling or other recommendations that will assist the student in reaching their potential. 

Where indicated, and when needed, Psychological Services staff provide short-term individual or group counselling to support students with problems of everyday life (i.e. peer relations problems, bereavement, school adjustment problems, etc.). When it is determined that treatment or therapy is needed for a student, Psychological Services staff will assist in making referrals to appropriate programs and/or community agencies, and will work with the student and their family members as well as community-based professionals to support the student and school staff.

Teachers of Students with Visual Impairments (TSVI)

Teachers of Students with Visual Impairments provide service to students whose visual impairment affects their educational performance. They help staff and families understand medical information and assessment data from outside services. They share relevant departmental assessment data with members of the educational team, families, students and appropriate medical and community agencies. They assess student use of functional vision and sensory efficiency, access to literacy and instructional media. They also assess the use of adaptive technology as it relates to accessing the curriculum as well as indoor and outdoor travel skills by certified Orientation and Mobility Instructors. These teachers support the development and implementation of the Individual Education Plan (IEP) in collaboration with school teams with a focus on the Expanded Core Curriculum. They recommend modifications to school buildings as well as provide Assistive Technology to meet individual student needs. They provide classroom support, adaptive or alternative materials and program accommodations as set out in the IEP and provide direct instruction to students who are visually impaired on a resource and/or withdrawal basis. 

Central Braillist and School Braillists

The Central Braillist and School Braillists provide braille support to the Specialty Teachers of Students with Visual Impairment through the transcription of print materials into braille. They edit scanned material and convert it into braille, large print, and electronic and auditory formats. They transcribe materials into braille and convert materials into a variety of formats and convert graphics into tactile graphics.

Coordinator of Blind/Low Vision and Deafblind Services

The Coordinator of Blind/Low Vision and Deafblind Services works with the Principal of Student Services and the Student Services Coordinators regarding student funding, achievement data and instructional interventions, and identification and placement recommendations. They provide instructional support for teachers on specialized assessments in blind/low vision and on all areas of the Expanded Core Curriculum. They also ensure that Functional Vision Assessments and Learning Media Assessments are completed to inform IEP goals and coordinate the SEA claim processes. They communicate with Provincial Schools, University  programs and community organizations regarding students, partnerships and programs that will enhance the level of support available to York Region staff and students.

Intervenors for Students with Deafblindess

Intervenors for Students with Deafblindness provide support to students with Deafblindness. The Intervenor provides access to and communication between students with Deafblindness, other students, parents and staff using the student’s preferred mode of communication. In partnership with the TSVI and the classroom teacher, the Intervenor supports the educational program by adapting and modifying instructional materials (visual and/or tactile) to meet the specialized needs of students with Deafblindness.

Teachers of Students who are Deaf and Hard of Hearing

Teachers of Students who are Deaf and Hard of Hearing support students with hearing loss. They consult with school administrators regarding special needs related to deaf and hard of hearing students (i.e. equipment, structural changes, kindergarten options). These teachers help staff and families understand medical information and assessment data from outside services. Along with the Educational Audiologist, they assess functional hearing and how the student uses hearing aids, residual hearing and how the student communicates. Teachers of Students who are Deaf and Hard of Hearing teachers support the development and implementation of the Individual Education Plan (IEP) in collaboration with school teams with a focus on the Expanded Core Curriculum. These teachers provide language, speech and auditory support to preschool deaf children through home or daycare visiting. They work with the Educational Audiologist to assess students’ needs with respect to personalized equipment for Special Equipment Amount funding.

Coordinator of Deaf and Hard of Hearing

The Coordinator of Deaf and Hard of Hearing provides system level leadership for programs that support students who are deaf or hard of hearing using the Expanded Core Curriculum. They support the coordination of case-loads and case management based on student need and assist in the mentoring of new itinerant staff. They also ensure that audiological assessments are completed to inform IEP goals and coordinate the SEA claim processes. They communicate with Provincial Schools, University preparation programs and community organizations regarding students, partnerships and programs that will enhance the level of support available to York Region staff and students.

Access Notetaker

Access Notetakers provide access through text interpretation for deaf or hard of hearing students to ensure they receive the oral communication between students, teachers, support staff, parents and others involved in educational programs and the school community. They provide real time print transcription of spoken language by providing a representation of the content and intent of what is spoken in the classroom to the deaf or hard of hearing student.  They also communicate between the Teacher of Students who are Deaf or Hard of Hearing and classroom teachers regarding any issues arising in regular classes which may impact on student progress (i.e. student skill development; behaviour, peer interactions, etc.).

Sign Language Interpreters

Sign Language Interpreters translate spoken language to American Sign Language (ASL) and ASL to spoken language between people who are hearing and people who are deaf or hard of hearing. They provide sign interpretation services in a variety of settings, first and foremost facilitating the integration of students who are deaf or hard of hearing with their peers. They ensure appropriate seating, lighting and unobstructed space is available to students who are deaf or hard of hearing in order to access the interpreted message. 

Assistive Technology (SEA) Technicians

Assistive Technology (SEA) Technicians are responsible for the maintenance and service of auditory amplification systems and equipment used by students. They respond to and track all service calls regarding current equipment, troubleshoot breakdowns of auditory equipment and if necessary send out the equipment  for repair and arrange for a loaner auditory transmitter for the student in a timely fashion. They assist classroom teachers and students in the use of the equipment as well as the understanding of the importance and effects of auditory equipment.  They provide guidance to the classroom staff on the different uses of the auditory transmitter in conjunction with other classroom/school technology such as computer and television, when necessary.

The York Region District School Board school social workers provide service to all schools in the region. School social workers meet with students, administrators (as well as other school staff) and connect with family members or community partners to gather information regarding the student’s strengths, goals for their well-being, and possible factors which are contributing to the student’s personal, social or academic needs. The school social worker will work collaboratively to determine a plan of action to support the student’s well-being and success. School social workers are responsible for assessing and intervening in cases of significant non-attendance and will visit homes when necessary to meet with families or at times when students are not in attendance at school.

They also provide assessment and counselling to students in circumstances which impact their personal well-being and success at school. Issues that might be addressed include mental health concerns, family, peer and/or school related conflict, and resource navigation/coordination. They will provide consultation support to determine appropriateness of cases for referral to School Social Work and/or community partner resources for ongoing intervention and support.

School social workers are knowledgeable about school board and community resources and are able to assist with and share information regarding the referral and intake processes for these resources with families and school staff.

The Special Education Consultants work with members of the Student Services staff and Curriculum Consultants to support programming for students with special education needs. Special Education Consultants provide consultation and respond to board, area, school and educator requests to collaborate in the development and delivery of:

• programming to support individual students and/or classrooms;

• instructional and assessment practices;

• Special Equipment Amount, Special Incidence Portion (SIP), Safety Plans, Transition planning, Specialized Health Support Services (e.g. Essential Routine Health Services Plan); and,

• professional learning opportunities.

The speech-language pathology team consists of Speech-Language Pathologists (S-LPs), Communicative Disorders Assistants (CDAs) and an Educational Audiologist who provide services to all schools in the region. The goal is to assist students with communication needs to be successful in their school program. Priority is given to the early years (Kindergarten-Primary division) as part of a preventative approach. Speech-Language Pathology Services support verbal and non-verbal communication, specifically: speaking, listening, gestures, body language, reading and/or writing. 

SLPs support literacy and language development by partnering with educators in Building Blocks for Kindergarten (BBFK) and Full Day Kindergarten (FDK) programs using a play-based preventative approach, providing small group intervention for literacy, language and communication. They consult with classroom teachers, Special Education Resource Teachers, educational assistants, Student Services staff, families and students regarding speech and language programs, strategies, resources, modifications and/or accommodations as well as supporting the process for a Special Equipment Amount (SEA) claim.

SLPs support schools in planning for the entry of students with special needs before school entry, and consult with relevant pre-school agencies (such as the York Region Preschool Speech and Language Program and Early Intervention Services) when they are involved.

They provide workshops for parents in the area of articulation to support service for students with mild articulation needs and support the professional learning needs of school staff, students and parents. They partner with and refer to community services and agencies such as the Home and Community Care Support Services (HCCSS), York Region Preschool Speech and Language Program (YRPSLP) and Bloorview Kids Rehab and the Children’s Treatment Network of Simcoe-York (CTN).

The SLP team helps staff and families understand information and assessment reports from outside agencies related to communication, provides observation and assessment of students with communication difficulties involving speaking, listening, reading and/or writing. They assess and program for augmentative and alternative communication needs.

SLPs work with Communicative Disorders Assistants (CDAs) where needed. CDAs support the delivery of Speech-Language Pathology Services for students with communication needs under the supervision of the SLPs. They model language strategies and the use of visual materials, and communication devices/systems to school based staff. CDAs create individualized communication and literacy materials to support a student’s communication and/or literacy development. 

Educational Audiologist 

The Educational Audiologist provides audiology services to students who are deaf or hard of hearing or have an auditory processing disorder (APD). The Educational Audiologist helps staff and families understand results of assessments and evaluations, in order to support auditory access for students. They work with all staff to suggest modifications and strategies to maximize the listening environment and ensure acoustic accessibility. They manage the selection, fitting, validating and troubleshooting of personal and school digital amplification systems. They help to prepare, process and oversee the tracking of SEA claims. They communicate with community audiologists regarding assessment results, recommendations, treatment and management of hearing related concerns.

The Student Services Coordinators are principals responsible for communicating with the Superintendents of Schools and Principals with respect to special education programs and services. Student Services Coordinators are responsible to the Coordinating Superintendent of Student Services and Well-Being, collaborate with the Superintendent of Schools, and work in cooperation with the Principal of Student Services and the Special Education Consultants. They support Superintendents and Principals in ensuring the use of practices that increase achievement for students with special needs and in implementing special education policies. They work in conjunction with Human Resources to interview and deploy educational assistants. Student Services Coordinators problem solve with administrators, SERTS and members of the Interdisciplinary Teams regarding student needs. Student Services Coordinators establish effective working relationships with parents, community partners and support agencies. They coordinate the transfer of students requiring more intensive support programs outside the home school, and participate in IPRCs for student placement in Partially Integrated Community Classes. They liaise with community organizations and agencies.

The Work Experience Transition Coordinator assists school staff with the coordination of Work Experience Program placements for secondary school Community Class students in non-credit earning programs. Work Experience Transition Coordinators also work with teachers and families to help facilitate post-secondary transition planning and ensure families understand Developmental Services Ontario (DSO).

They consult with students, families, teachers and other YRDSB staff as applicable regarding work experience opportunities and community services and resources. They interview, review and assess the individual student’s strengths, abilities, interests and job choices, as well as recruit community/business partners in order to provide work experience opportunities for students aged 15 and over.

Work Experience Transition Coordinators provide public education by promoting the abilities of students with disabilities. They coordinate and present at parent information evenings and advocate on behalf of students and/or families and promote student self advocacy. They collaborate with families and school teams with respect to transition planning for Community Class students, in non-credit earning programs, from secondary school to adult life options.