Page 103 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Draft Part C: Early Identification, Assessment, and Transition Planning Work Experience and Cooperative Education
Learning Plans
Students participating in work experience and cooperative education programs have learning plans that outline their learning goals and activities. Details of the requirements for these learning plans are set out
in the Ministry of Education policy document Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools (2000).
Work experience and cooperative education programs provide students, including students with special education needs, with an opportunity
to learn more about themselves (their strengths and interests), their communities, and the nature of the workplace. To ensure a meaningful learning experience for the student, educators who are involved in developing the student’s learning plan and establishing the student’s placement must ensure that both are consistent with the student’s goals, strengths, and needs, as documented in the student’s IPRC statement of decision and the student’s IEP, including the transition plan.
Students’ work experience can affect their interests and goals. Consequently, the perceptions of the student, parent, job coach (where applicable), and teachers about the student’s recent work experience or cooperative education experience may help shape the next year’s transition plan and IEP.
Health and Safety Support Plans
Other planning and administrative documents may be associated with
the health and safety supports required by some students with special education needs. The services outlined in these documents form part of the framework of support for the student and should be integrated into the planning process so that they are consistent with the IEP. These plans may include the following:
• A safety plan: A safety plan is developed for students whose behaviour is known to pose an ongoing risk to themselves, other students, staff,
or other people in general. It can serve as a crisis-response plan that outlines the roles and responsibilities of the staff in dealing with specific problem behaviours. The development of a safety plan involves all
staff members who work on an ongoing basis with a student, as well as
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