Page 37 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Draft Part A: Legislation, Policy, and Funding
throughout Ontario. Section 3.3 (“Students with Special Education Needs”), section 3.4 (“Provincial and Demonstration Schools”), section 3.5 (“Education Programs for Students in Care and/or Treatment, Custody, and Correctional Facilities”), and section 7.4 (“Alternative [Non-Credit] Courses”) are of particular relevance to educators working with exceptional students, but the policies outlined throughout the document are relevant to all students, including students with special education needs. Other sections of particular interest are as follows:
✧ Section 6.1.3 (“The Secondary School Literacy Graduation Requirement”), along with Appendix 3 (“The Secondary School Literacy Graduation Requirement – Accommodations, Special Provisions, Deferrals, and Exemptions”), Sections 1, 3, and 4. (The policies outlined in PPM No. 127, “The Secondary School Literacy Graduation Requirement”, 2009, are incorporated here.)
✧ Section 6.4, “The Certificate of Accomplishment”
✧ Section 7.2.5, “Prior Learning Assessment and Recognition (PLAR)”
✧ Section 10.1, “E-Learning”
• The Ontario curriculum policy documents for the various subjects
and disciplines provide grade-by-grade expectations for students in elementary and secondary schools in Ontario. In each of the elementary and secondary curriculum policy documents, there is a section summarizing policies and approaches related to planning programs
for students with special education needs, including those who require accommodations only and those who require modified expectations as well as accommodations.
• Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools – First Edition, Covering Grades 1 to 12 (2010) sets out
policies and practices related to assessment, evaluation, and reporting in all schools and for all students. Chapter 6 (“Reporting Student Achievement”) and Chapter 7 (“Students with Special Education Needs: Modifications, Accommodations, and Alternative Programs”) outline policies and practices for assessment, evaluation, and reporting that are specific to students with special education needs. In conjunction with the release of The Kindergarten Program (2016), the ministry has released the policy document Growing Success – The Kindergarten Addendum: Assessment, Evaluation, and Reporting in Ontario Schools (2016).
• Ontario First Nation, Métis, and Inuit Education Policy Framework (2007) provides the strategic policy context within which the Ministry of Education, school boards, and schools will work together to improve the academic achievement of Indigenous students.
A21