Page 96 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Special Education in Ontario, Kindergarten to Grade 12 Draft
Including Students with Special Education Needs in French as a Second Language Programs
It is important that students and parents are aware that all classrooms, including French as a second language (FSL) classrooms, are required to provide appropriate supports for students who have special education needs. Core French, Extended French, and French Immersion are for
all students. In these programs, FSL teachers, often in collaboration with special education staff, plan performance tasks that respect the particular abilities of all students, including students who have special education needs, based on accommodations, modifications, and/or alternative expectations outlined in the Individual Education Plan (IEP).
The document Including Students with Special Education Needs in
French as a Second Language Programs (2015) reflects the Ministry
of Education’s commitment to supporting school boards, educators, and other stakeholders when they are making decisions about participation in FSL programs. These participation and programming decisions should be made on a case-by-case basis, taking into account the strengths, needs, and interests of the individual student. As such, practices regarding transfers, exemptions, and substitutions within FSL programs should not generally exclude students with special education needs from accessing opportunities for second language learning.
C30
School-to-School Transition
Many students change schools, whether because of program considerations or relocation of their family. Regardless of the reason, or whether the move is within the same school board or to another board, the transition can be made more smoothly with advance planning. Such planning is particularly important where students who have special education needs are concerned. To the extent allowed under applicable legislation including the Municipal Freedom of Information and Protection of Privacy Act, and in accordance with The Ontario Student Record (OSR) Guideline (2000), pertinent information about the student should be shared with the receiving school prior to the student’s arrival so that appropriate supports are in place.
In planning programs and/or supports for a student with special education needs who is transferring from another board, the new board should use any assessments available from the originating board.