Page 223 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Special Education in Ontario, Kindergarten to Grade 12 Draft
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• develops any modified or alternative learning expectations that fall within areas for which the special education teacher has direct responsibility;
• plans instruction to address those expectations and assesses the student’s achievement of the expectations;
• provides advice about materials and resources;
• works with the classroom teacher(s) to maintain ongoing communication
with the student’s parents and other teachers.
The educational assistant:
• helps the student with learning activities, under the direction and supervision of the teacher;
• assists with providing appropriate accommodations as described in the IEP;
• monitors and records the student’s achievements and progress relative to the expectations described in the IEP, under the direction and supervision of the teacher;
• maintains ongoing communication with the student’s teacher(s). Other professionals:
• participate in the IEP process and serve on the in-school team, if requested;
• help to determine the student’s learning strengths and needs;
• develop strategies for use in the school environment to assist the
student in acquiring the knowledge and skills described in the learning
expectations, and to demonstrate that learning;
• train staff to implement the strategies;
• provide advice about materials and resources;
• provide technical assistance;
• act as a resource and support for the student’s family;
• maintain ongoing communication with the student’s teacher(s) and the
in-school team;
• conduct assessments, as necessary, with informed parental consent.