leveraging our power today as parent advocates in ontario · leveraging our power as parent...

Leveraging Our Power as Parent Advocates

in Ontario

Integration Action for Inclusion www.inclusionontario.com

Erin Sheldon, M Ed [email protected]

IAI AGM 2018 Erin Sheldon advocacy - July 4, 2018

Erin Sheldon, M Ed• CEO, Integration Action for

Inclusion

• Union negotiator before Maggie was born

• Emigrated to Canada in 2006

• Earned Masters of Education studying the learning needs of students with Angelman

• Both daughters have special education needs & require AT


What is IAI?

• Ontario’s family organization for school inclusion

• 30 years of advocating for inclusive schools & communities in Ontario

• www.inclusionontario.ca

• All kids belong in the school and classroom they would attend if they did not have disabilities


Today• Planning tools to support our advocacy

• Focused on how to get the just-right individualized supports our kids need.

• Understanding the Ontario legislation and policies that give us more leverage to be stronger advocates

• See how our knowledge of our student and our vision for their life can be the driving force in planning their education


Systems-centred vs Person-centred

• Placement within programs

• Eligibility-based support, funding & access based on deficits

• Person is fit into program

• Paid staff provide services to clients

• Everyone in program does same or similar activities

• Support the person to do stuff

• Case management

• People do stuff together,in community places, in ordinary & valued roles

• Planning shaped around person

• Person directs support

• Activities & roles are unique to the person and community

• Support others to build relationship with the person

• Develop common vision


Core concept

ImportantFOR

ImportantTO


Important TO

• People & relationships

• Status, control & autonomy

• Things to do

• Places to go

• Rituals and routines

• Rhythm or pace of life

• Things to have

Those things that make me feel satisfied, content, comforted, fulfilled and happy:


Important FOR

• Prevention & treatment of illness

• Wellness

• Safe in my environments

• Safe & healthy in my relationships

• Free from fear

• Valued, welcome, and contributing

Those things that are required so I am healthy, safe, and valued:


All important TO


All important FOR


Learning to balance TO and FOR is universal


The question is control

& autonomy.



Person-centred planningis a process and commitment

to listen, learn, & act to maximize each person’s

control & autonomy over their own life.


Changing meetings with school into a process and commitment

to listen, learn, & act to maximize each student’s &

family’s control & autonomy over their own life.


How do we do this?


Start with:Who is this student?


One Page

Profile

Captures the most essential information

about a person in one place, on one page.


What we like and admire about Ella Observant, sensitive, empathetic, imaginative.

She thinks deeply & feels intensely about complex topics.She has read 1000s of books. She is reasonable & logical.She is highly-motivated, self-directed, & prefers to work alone. She works hard as a champion for the value and rights of all animals. Especially cats. She is a cat. You can often find her up a tree or quietly observing from behind tall grass.

What is important to Ella Fairness & respect for all, including animals.

Having the time to learn in-depth about interesting things that matter. Her online classes. Having enough time and her technology so that she can do her best. Knowing the rules so she can follow them. Telling her side of the story before she is scolded. Having adults explain why, especially for the purpose of arbitrary rules. Teachers who talk with, not at. Teachers who are more personal. Peers who show respect to the teacher and for the rules. A work environment that is quiet, dimmed, and private.

How you can best support Ella Provide time, technology, and privacy.

Embrace and support her online classes. Partner her with kids who follow the rules. Encourage her to create a private or enclosed work station. Create a system so she can decompress/refocus without explanation. Let her read or journal to decompress. Before scolding or criticizing, ask her to explain what she was doing. Provide critical feedback in private. Don’t scold in public. Don’t make her talk about intense feelings until she feels safe. She eats slow! Remind her to eat & allow her to snack in class.

Ella Hickey


One page profile for

Maggie HickeyWhat we like

and admire about Maggie She is fun to be with. She is optimistic and cheerful.

She is confident and authentic.She is persistent and resourceful.

She has the confidence to ask for the help she needs and decline the help she doesn’t need.

She has wicked skills on an iPad.

What is important to Maggie

Being with her friends and other young people

Being in control of her own body, including being able to move around

Always having her iPads & hammock, riding the bus, and swimming

Having many choices, including “none of the above”

Maggie likes to be with the crowd. Let her be last so she can see everyone in front. Offer support under her elbow on uneven surfaces. Warn her when a floor has step downs or step ups. Let her decide whether to enter a space, particularly if is noisy or bright. Dim the lights when possible.Remind Maggie what to do (rather than what not to do) in new or stimulating environments. Tell her if its OK for her to touch things.

Make videos of whatever you want Maggie to understand or attend to. Its OK if she appears to not attend in the present; ensure she can re-experience the activity later on her iPad.

Listen to Maggie’s body and her voice. If she refuses, she has a reason.

Verbalize what you think she is expressing and reflect it back to her on her AAC. Apologize if you don’t understand. Let her take breaks.

Communicate with your body and voice as much as your words. Be her zen calm centre.

Don’t ask Maggie to look and listen at the same time. If she seems to be ignoring you, then remove some of the demands on her vision and hearing before trying again. Explain what you are doing and why. Be concise! She does not appreciate inane small talk.

How you can best support Maggie


What is important and possible for this

student in the future?


Life Trajectory


Community:Familiar, understood,

supported

Friendships & social networks, recreation

Autonomy:communication, housing,

education

Employment

Isolated & lonely

Unknown & scary

Bored Passive


Support, environments, & technology that were not successful in the past

Support, environments, & technology

that were successful in the past

The life that the studentand family

are striving for

The life the team knows is possible

The life we are all trying to avoid


Developing a Vision

Role of the family to develop the vision;

Role of professionalsto raise expectations& share information

about what is possible.


What support do they need?


Integrating Supports


Integrating Supports

ParentsSiblings

Extended familyClose friends

Mentors

Educational assistant

Support workerSpecial education

teacher

This student:strengthsqualitiesinterests

skills

AACsmart phonelaptop/iPadvisual schedulessocial mediaIEP

Principalregular teachersBoys & Girls ClubYMCAfaith communityParks & Rec


Regular bus

City transit

iPhone Video model

Video walk-thus

My Transit app

Kingston Transitdrivers & regulars

EnjoymentKnows stops

& expectationsFamily

Friends & peers

Co-op student

EA

Support worker

Special education teacher


Grade 8 grad

& dance

iPad or iPhone

Video modelwalk-throughData plan

Social scripts

3 decks: dance, top, and bottom

Chaperones

Cruise staff

Self-regulation and self-calming strategies

Enjoyment

Friends & peers

Older student

Volunteer

Support worker


Relationship Circle

Identify the most important people in

the person’s life. Plan how to maximize time with these people,

& increase the total # of important people.



Employment: Vet, animal care, writer

Education: college/university

Own own home: fully accessible

Independent, direct supports

Friends, marriage, family

Poor health

Isolated, lonelyUnemployed, not-contributing

Cameron Grade 6


Cameron Grade 6

Great vocabularyLearning to keyboard

Determined EngagedCreative

Mom scribes

Educational assistant or

special educator scribes

Keyboarding practice

Google Read & Write

available to all students


Cameron’s writing

Great vocabularyLearning to keyboard

Determined EngagedCreative

Mom will scribe using

STT & word prediction

Edit after, not during

Scribes will model STT &

word prediction; edit after, not during

Keyboarding & text prediction practice

Trial STT againConsider more STT and word

prediction engines if necessary(Co:Writer)

Teacher & peers will model STT

& word prediction

Teach editing separate from writing


A peek at Shawna’s one page profile:







How do we bring this to school and make it part of our student’s

IEP and IPRC?


PPM 156: Transition Planning, 2013• Individualized plan, developed from individual student profile

• Must be developed, must be part of IEP. Must be reviewed in IEP meetings. IEP must specify if not needed.

• Parents must be involved. Student and community partners should be involved.

• Must consider student’s emotional, physical, and learning needs.

• Must consider various contexts of transition: entry to/exit from school; class to class; subject to subject; grade to grade; changes in staff support.

• Principal is responsible for transition plan.


Date of Issue: February 1, 2013 Effective: Until revoked or modified

Subject: SUPPORTING TRANSITIONS FOR STUDENTS WITH SPECIAL EDUCATION NEEDS

Application: Directors of Education Supervisory Officers and Secretary-Treasurers of School Authorities Superintendents of Schools Principals of Elementary Schools Principals of Secondary Schools

PURPOSE

This memorandum sets out for school boards1 and schools new requirements for transition plans for students with special education needs from Kindergarten to Grade 12.

Effective transition planning is important. Individualized transition plans that reflect a student’s strengths and needs provide the foundation for successful transitional experiences that support the building of student resiliency. Articulating student transition needs can also be a valuable component of developing an individual student profile. It is expected that the implementation of the requirements set out in this memorandum will result in continuity of programs and services for students with special education needs and will support improved student achievement and well-being.

CURRENT CONTEXT

Transition requirements are set out in the following regulatory and policy documents.

Ontario Regulation 181/98 states that, for exceptional students who are age 14 or over and who are not identified solely as gifted, the student’s Individual Education Plan (IEP) must include a transition plan for the student’s transition from school to work, further education, and/or community living.

Policy/Program Memorandum No. 140, “Incorporating Methods of Applied Behaviour Analysis (ABA) into Programs for Students with Autism Spectrum Disorders (ASD)”, May 17, 2007, states that school board staff must plan for the transition between various activities and settings involving students with autism spectrum disorders.

1. In this memorandum, school board(s) and board(s) refers to all district school boards and the following school authorities: James Bay Lowlands Secondary District School Area Board, Moose Factory Island District School Area Board, Moosonee District School Area Board, and Penetanguishene Protestant Separate School Board.

Ministry of Education Policy/Program Memorandum No. 156


Ministry of Education Policy/Program Memorandum No. 156 Page 2

For students in care and/or treatment, custody, and correctional facilities, the document entitled Guidelines for Approval of Educational Programs for Pupils in Government Approved Care and/or Treatment Custody and Correctional Facilities (2005–06) outlines how the facility and the board that is providing the educational program will work together to create transition plans for students in these facilities.

REQUIREMENTS

The school principal is responsible for ensuring that student transition plans are developed, implemented, and maintained in accordance with the requirements of this memorandum.

A transition plan must be developed for all students who have an IEP, whether or not they have been identified as exceptional by an Identification, Placement, and Review Committee (IPRC) and including those identified as exceptional solely on the basis of giftedness. The transition plan is developed as part of the IEP.

At the discretion of the board, a transition plan may also be developed for students who receive special education programs and/or services but do not have an IEP and have not been identified as exceptional.

All transition plans must be developed in consultation with the parent(s),2 the student (as appropriate), the postsecondary institution (where appropriate), and relevant community agencies and/or partners, as necessary.

For students who have an IEP, the transition plan must be reviewed as part of the review of the IEP. The results of each review should be used to update the transition plan.

The physical, emotional, and learning needs of the student are considered when developing a transition plan, to determine if the student requires support when making transitions. Students make transitions in a variety of contexts: upon entry to school; between grades; from one program area or subject to another; when moving from school to school or from an outside agency/facility to a school; from elementary to secondary school; and from secondary school to the next appropriate pathway.

If the student has no particular need of support during transitions, the transition plan should state that no actions are required. When transition needs are identified for the student, school board staff must ensure that a transition plan is in place that addresses those needs.

Every transition plan will identify specific transition goals, support needs, the actions required to achieve the goals, roles and responsibilities, and timelines for the implementation and/or completion of each of the identified actions. The transition plan must be stored in the Ontario Student Record (OSR) documentation folder.

2. In this memorandum, parent(s) refers to parent(s) and guardian(s).


Ministry of Education Policy/Program Memorandum No. 156 Page 3

IMPLEMENTATION

The requirements of this memorandum take effect September 2, 2014.

RESOURCES

School boards and community partners have developed a wide range of strategies, tools, and resources to provide effective transition planning for students. School boards are encouraged to continue to collaborate with community partners and to utilize these resources and supports when implementing the requirements for transition plans set out in this memorandum.


Creating Pathways to Success, 2013• All About Me Portfolio, JK-Gr 6.

Individual Pathways Plan, Gr 7-12.

• Must Review Portfolio/IPP with student, twice per year. Involve families if possible.

• Grades 10-12: One annual review must be made part of annual course selection process so that courses/programs selected that best support education/career/life goals.

• Course selection should align with strengths, interests, and aspirations.

• Goals should include community involvement, extracurricular activities and leadership opportunities.


Creating Pathways to Success

P O L I C Y A N D

P R O G R A M

R E Q U I R E M E N T S ,

K I N D E R G A RT E N

T O G R A D E 12

AN EDUCATION AND CAREER/LIFE PLANNING PROGRAM FOR ONTARIO SCHOOLS

2 0 1 3


22 C R E A T I N G P A T H W A Y S T O S U C C E S S

evidence of their investigations and reflection, in the four areas of learning, to support them in:

U selecting secondary school courses; U setting goals for community involvement (which can begin during the

summer before Grade 9); U identifying areas of interest for extracurricular activities and leadership

opportunities.

Their investigations can include gathering information and relevant materials through activities such as secondary school visits, classroom presentations by secondary school students and/or guidance staff, and reach-ahead opportunities (see OS, section 2.5.2.1).

Elementary and secondary schools should work collaboratively to develop strategies that support student planning for successful transitions from elementary to secondary school. All students need information about:

U the Ontario Secondary School Diploma (OSSD) requirements; U types of courses offered, and how best to design their personal secondary

school program based on their interests, strength, needs, and aspirations; U specialized programs and board-wide programs, extracurricular activities,

and additional support programs; U strategies for completing the community involvement requirement; U the full range of postsecondary opportunities (apprenticeship training,

college, community living, university, and the workplace); U the education and career/life planning process and strategies for the effective

use of education and career/life planning resources.

All secondary schools are required to provide orientation programs for students and their parents to help students make a smooth transition from Grade 8 to Grade 9 (see OS, section 2.4.1). Orientation programs should be tailored to meet the needs of the student and parent population. Some students will require additional time and support to make a successful transition. Section 3.2.1 of Ontario Schools, Kindergarten to Grade 12 provides direction regarding the provision of additional support to students deemed to be at risk.

4.2 Secondary to Postsecondary Transition PlanningAs students move into the senior grades, they enter an exciting yet challenging period of transition that calls for special consideration and support. Planning for the transition from secondary school to postsecondary endeavours must be included as part of student learning in the compulsory Grade 10 Career Studies course. It must also be made part of the school’s established process for course selection by students, in consultation with their parents, for Grade 11 and Grade 12.


evidence of their investigations and reflection, in the four areas of learning, to support them in:

U selecting secondary school courses; U setting goals for community involvement (which can begin during the

summer before Grade 9); U identifying areas of interest for extracurricular activities and leadership

opportunities.

Their investigations can include gathering information and relevant materials through activities such as secondary school visits, classroom presentations by secondary school students and/or guidance staff, and reach-ahead opportunities (see OS, section 2.5.2.1).

Elementary and secondary schools should work collaboratively to develop strategies that support student planning for successful transitions from elementary to secondary school. All students need information about:

U the Ontario Secondary School Diploma (OSSD) requirements; U types of courses offered, and how best to design their personal secondary

school program based on their interests, strength, needs, and aspirations; U specialized programs and board-wide programs, extracurricular activities,

and additional support programs; U strategies for completing the community involvement requirement; U the full range of postsecondary opportunities (apprenticeship training,

college, community living, university, and the workplace); U the education and career/life planning process and strategies for the effective

use of education and career/life planning resources.

All secondary schools are required to provide orientation programs for students and their parents to help students make a smooth transition from Grade 8 to Grade 9 (see OS, section 2.4.1). Orientation programs should be tailored to meet the needs of the student and parent population. Some students will require additional time and support to make a successful transition. Section 3.2.1 of Ontario Schools, Kindergarten to Grade 12 provides direction regarding the provision of additional support to students deemed to be at risk.

4.2 Secondary to Postsecondary Transition PlanningAs students move into the senior grades, they enter an exciting yet challenging period of transition that calls for special consideration and support. Planning for the transition from secondary school to postsecondary endeavours must be included as part of student learning in the compulsory Grade 10 Career Studies course. It must also be made part of the school’s established process for course selection by students, in consultation with their parents, for Grade 11 and Grade 12.


23Tr a n s i t i o n P l a nn i n g

To ensure that all students are prepared to make a successful transition, the IPP, starting in Grade 10, requires them to record:

U their initial postsecondary destination (e.g., with respect to education, training, the workplace, or community living);

U their other postsecondary goals or plans (e.g., for part-time work, volunteer activities, hobbies, or social or other activities);

U a detailed plan to complete the courses and experiences required to achieve these goals;

U strategies to support the plan, overcome obstacles and challenges, and access the resources and assistance needed.

The IPP must include evidence of the student’s investigations that addresses the four areas of learning and supports the student’s choices, plans, and strategies. The evidence will have been gained through a variety of opportunities related to the curriculum, school-wide activities, and activities in the community. These opportunities may include, for example, special projects; experiential learning; presentations about postsecondary education and training by experts, postsecondary students, and workplace representatives; and information interviews. Schools are expected to provide multiple and varied opportunities and resources to inform the planning process.

To ensure that all students make a smooth transition to their initial postsecondary destination, schools are required to put in place a process that enables students to:

U review their achievement to date; U review information on postsecondary opportunities (apprenticeship

training, college, community living, university, and the workplace), including information on securing ongoing planning support;

U investigate information and strategies to support effective financial planning; U explore employment opportunities and develop job search skills and

employment retention skills; U participate in career exploration and experiential learning opportunities.

4.3 Planning Transitions for Students with Special Education NeedsA transition plan must be developed for all students who have an Individual Education Plan (IEP), whether or not they have been identified as exceptional by an Identification, Placement, and Review Committee (IPRC) and including those identified as exceptional solely on the basis of giftedness.8 At the discretion of the board, a transition plan may also be developed for students who receive special education programs and/or services but do not have an IEP and have not been identified as exceptional.

8. As required by Policy/Program Memorandum No. 156, “Supporting Transitions for Students with Special Education Needs”, February 1, 2013.

23Tr a n s i t i o n P l a nn i n g

To ensure that all students are prepared to make a successful transition, the IPP, starting in Grade 10, requires them to record:

U their initial postsecondary destination (e.g., with respect to education, training, the workplace, or community living);

U their other postsecondary goals or plans (e.g., for part-time work, volunteer activities, hobbies, or social or other activities);

U a detailed plan to complete the courses and experiences required to achieve these goals;

U strategies to support the plan, overcome obstacles and challenges, and access the resources and assistance needed.

The IPP must include evidence of the student’s investigations that addresses the four areas of learning and supports the student’s choices, plans, and strategies. The evidence will have been gained through a variety of opportunities related to the curriculum, school-wide activities, and activities in the community. These opportunities may include, for example, special projects; experiential learning; presentations about postsecondary education and training by experts, postsecondary students, and workplace representatives; and information interviews. Schools are expected to provide multiple and varied opportunities and resources to inform the planning process.

To ensure that all students make a smooth transition to their initial postsecondary destination, schools are required to put in place a process that enables students to:

U review their achievement to date; U review information on postsecondary opportunities (apprenticeship

training, college, community living, university, and the workplace), including information on securing ongoing planning support;

U investigate information and strategies to support effective financial planning; U explore employment opportunities and develop job search skills and

employment retention skills; U participate in career exploration and experiential learning opportunities.

4.3 Planning Transitions for Students with Special Education NeedsA transition plan must be developed for all students who have an Individual Education Plan (IEP), whether or not they have been identified as exceptional by an Identification, Placement, and Review Committee (IPRC) and including those identified as exceptional solely on the basis of giftedness.8 At the discretion of the board, a transition plan may also be developed for students who receive special education programs and/or services but do not have an IEP and have not been identified as exceptional.

8. As required by Policy/Program Memorandum No. 156, “Supporting Transitions for Students with Special Education Needs”, February 1, 2013.


27Suppo r t i n g E du c a t i o n a nd Ca r e e r/ L i f e P l a nn i n g : T h e “Whe r e” o f L e a r n i n g

programs include various forms of experiential learning and programs such as the cooperative education, dual credit, Specialist High Skills Major (SHSM), Ontario Youth Apprenticeship (OYAP), and school-work transition programs. Finally, students’ activities and experiences in the community, including their required community involvement activities, volunteering activities, and part-time work experiences, can provide important information for students as they apply the four-step inquiry process.

The comprehensive education and career/life planning program can be imple-mented in a variety of ways, to ensure that all students in Kindergarten to Grade 12 have multiple and varied opportunities to develop their knowledge and skills, to demonstrate the full range of their learning, to gather evidence of that learning in their “All About Me” portfolio or Individual Pathways Plan, and to share their learning with teachers and parents as they plan their next steps for learning, work, and life.

5.1 Education and Career/Life Planning through Activities and Programs Related to the Curriculum

The Ontario curriculum provides students with a wide range of opportunities in and outside the classroom to practise education and career/life planning.

5.1.1 Opportunities for Learning through the Ontario Curriculum, Kindergarten to Grade 12

Early learning programs in Ontario schools encourage children to discover who they are and to reach their full potential, and so provide an underpinning for the development of knowledge and skills related to the four areas of learning in education and career/life planning. Children begin their personal and social development by learning not only about themselves but also about themselves in relation to others and in relation to the world. The Kindergarten classroom creates an environment where children are affirmed as individuals and as members of a diverse community of learners. The program provides opportunities for them to discover their strengths and abilities, to inquire about things that pique their interest, and to develop their relationships with others.

The curriculum policy documents for Grades 1 to 12 support the development of the knowledge and skills related to the four areas of learning in education and career/life planning in various ways, depending on the subject or discipline. In some, relevant knowledge and skills are outlined in the overall expectations (e.g., in the elementary Language curriculum, an overall expectation requires students to “reflect on and identify their strengths as listeners and speakers …”). In many disciplines at the secondary level, specific expectations and examples detail learning related directly to career planning (e.g., a specific expectation from a Grade 11 Construction Technology course in the technological education document reads

27Suppo r t i n g E du c a t i o n a nd Ca r e e r/ L i f e P l a nn i n g : T h e “Whe r e” o f L e a r n i n g

programs include various forms of experiential learning and programs such as the cooperative education, dual credit, Specialist High Skills Major (SHSM), Ontario Youth Apprenticeship (OYAP), and school-work transition programs. Finally, students’ activities and experiences in the community, including their required community involvement activities, volunteering activities, and part-time work experiences, can provide important information for students as they apply the four-step inquiry process.

The comprehensive education and career/life planning program can be imple-mented in a variety of ways, to ensure that all students in Kindergarten to Grade 12 have multiple and varied opportunities to develop their knowledge and skills, to demonstrate the full range of their learning, to gather evidence of that learning in their “All About Me” portfolio or Individual Pathways Plan, and to share their learning with teachers and parents as they plan their next steps for learning, work, and life.

5.1 Education and Career/Life Planning through Activities and Programs Related to the Curriculum

The Ontario curriculum provides students with a wide range of opportunities in and outside the classroom to practise education and career/life planning.

5.1.1 Opportunities for Learning through the Ontario Curriculum, Kindergarten to Grade 12

Early learning programs in Ontario schools encourage children to discover who they are and to reach their full potential, and so provide an underpinning for the development of knowledge and skills related to the four areas of learning in education and career/life planning. Children begin their personal and social development by learning not only about themselves but also about themselves in relation to others and in relation to the world. The Kindergarten classroom creates an environment where children are affirmed as individuals and as members of a diverse community of learners. The program provides opportunities for them to discover their strengths and abilities, to inquire about things that pique their interest, and to develop their relationships with others.

The curriculum policy documents for Grades 1 to 12 support the development of the knowledge and skills related to the four areas of learning in education and career/life planning in various ways, depending on the subject or discipline. In some, relevant knowledge and skills are outlined in the overall expectations (e.g., in the elementary Language curriculum, an overall expectation requires students to “reflect on and identify their strengths as listeners and speakers …”). In many disciplines at the secondary level, specific expectations and examples detail learning related directly to career planning (e.g., a specific expectation from a Grade 11 Construction Technology course in the technological education document reads



5.1.3 Education and Career/Life Exploration Activities10

Education and career/life exploration activities give students an opportunity to connect what they learn in school with the world beyond school.

Such activities should be planned in ways that best meet the learning interests, strengths, needs, and aspirations of the students. Learning activities can be planned for the classroom (e.g., guest speakers, simulations) or for the whole school (e.g., career fairs, postsecondary opportunity fairs); or they can take place in the community (e.g., workplace visits, meetings with career mentors in their work environments).

Community partners play a critical role in supporting schools in the planning and delivery of effective, ongoing education and career/life planning programs. Schools will benefit by building on existing links with their local communities and by creating new partnerships, consistent with ministry and school board policies on partnership development.

5.1.4 Experiential Learning11

Experiential learning programs provide students with rich opportunities to see how their classroom learning applies in a workplace setting. In Kindergarten to Grade 6, teachers help students make connections between their learning in school and opportunities outside school through field trips, simulations, and authentic tasks. In Grades 7 and 8, students can deepen their understanding of a particular occupational area of interest by participating in a job-shadowing/job-twinning opportunity, which allows them to spend anywhere from half a day to several days observing an employee or a cooperative education student in a specific occupation. In secondary school, students can participate in job shadowing/job twinning and also get hands-on experience in a particular area of interest through “work experience”, which can be a component of any course and which provides students with a learning opportunity in the workplace for a limited period of time (usually one to four weeks). They can also participate in a cooperative education program (see section 5.1.5).

Experiential learning is particularly helpful in developing self-knowledge and awareness of opportunities – two areas of learning in the education and career/life planning framework – which are critical steps that precede setting goals and making plans. Teachers support students in reflecting on their experiential learning activities and capturing their learning in their “All About Me” portfolio or Individual Pathways Plan. For information and requirements concerning experiential learning programs see Ontario Schools, Kindergarten to Grade 12, section 8, and Cooperative

10. Education and career/life exploration activities and experiential learning are delivered in connection with the Ontario curriculum, but they may also be organized and delivered on a school-wide basis, as part of the school’s guidance and career education program.11. See note 10, above.


5.1.3 Education and Career/Life Exploration Activities10

Education and career/life exploration activities give students an opportunity to connect what they learn in school with the world beyond school.

Such activities should be planned in ways that best meet the learning interests, strengths, needs, and aspirations of the students. Learning activities can be planned for the classroom (e.g., guest speakers, simulations) or for the whole school (e.g., career fairs, postsecondary opportunity fairs); or they can take place in the community (e.g., workplace visits, meetings with career mentors in their work environments).

Community partners play a critical role in supporting schools in the planning and delivery of effective, ongoing education and career/life planning programs. Schools will benefit by building on existing links with their local communities and by creating new partnerships, consistent with ministry and school board policies on partnership development.

5.1.4 Experiential Learning11

Experiential learning programs provide students with rich opportunities to see how their classroom learning applies in a workplace setting. In Kindergarten to Grade 6, teachers help students make connections between their learning in school and opportunities outside school through field trips, simulations, and authentic tasks. In Grades 7 and 8, students can deepen their understanding of a particular occupational area of interest by participating in a job-shadowing/job-twinning opportunity, which allows them to spend anywhere from half a day to several days observing an employee or a cooperative education student in a specific occupation. In secondary school, students can participate in job shadowing/job twinning and also get hands-on experience in a particular area of interest through “work experience”, which can be a component of any course and which provides students with a learning opportunity in the workplace for a limited period of time (usually one to four weeks). They can also participate in a cooperative education program (see section 5.1.5).

Experiential learning is particularly helpful in developing self-knowledge and awareness of opportunities – two areas of learning in the education and career/life planning framework – which are critical steps that precede setting goals and making plans. Teachers support students in reflecting on their experiential learning activities and capturing their learning in their “All About Me” portfolio or Individual Pathways Plan. For information and requirements concerning experiential learning programs see Ontario Schools, Kindergarten to Grade 12, section 8, and Cooperative

10. Education and career/life exploration activities and experiential learning are delivered in connection with the Ontario curriculum, but they may also be organized and delivered on a school-wide basis, as part of the school’s guidance and career education program.11. See note 10, above.


A good friend. Maintain old friends,

make new ones.Skilled on social media.

Support for decision-making.Directors on microboard.

Romantic partner/sexuality.Fun activities, valued roles.

Vacations and travel.Civic engagement, volunteering.Member of my faith community.

Lonely, isolated.Vulnerable on social media, no

access to social media.Someone’s ward.

No vacations or travel.Bored.

PlaydatesRegular class

Religious schoolSelf-regulation &

sensory integration

Invite kids to birthdayBrownies/Cubs/ScoutsParticipating in prayer

& faith traditionsExploring activities

Travel

AAC for social communicationPeer supports

Extracurriculars & clubs

Course selectionFaith tradition rites,

ritualsVolunteering


Adult educationEmployment or entrepreneurshipVolunteering & community servicePersonalized pace/speed of life

Assistive technologySupport for daily activities

UnemployedStagnated education/learning

Lonely, boredPoor fit with daily activities or

pace of lifeFinancially insecure “Eligible for ODSP

& receiving services”

Support to attend preschoolExplore jobs & roles

Make choices

ChoresConsidering jobs when I grow up

Following rulesMaking decisions

Expressing opinionsExpressing what is working

/not working Daily routines

Co-opVolunteering

Experiential learningAssistive technology

Expressing goalsDecision-making

agreementsSupport for decision

making


How can we make this real?


• Cite Ministry/Government documents PPM 156, Creating Pathways to Success

• Recruit our community partners, allies, organizations. Family support staff, Community Living affiliates, etc.

• SEAC: increase our voices Fellow parents at table, holding Board accountable with reports, questions, professional development and curriculum, requests for information.

• Administrative appeals: hold them accountable IPRC, Special education appeals board, Human Rights Tribunal

• Allies in meetings, at SEAC, common message

Our leverage points


• Parent education: workshops/webinars Person-centred planning tools to create individualized plans PPM 156, Creating Pathways to Success

• Build IAI chapters all over Ontario

• Find/coordinate/partner with our allies Family Alliance, Community Living affiliates, Family Support, etc.

• Fill our SEACs: increase our voices Recruit more fellow parents to the table, holding Board accountable with reports, questions, professional development and curriculum, requests for information.

• Administrative appeals: hold them accountable IPRC, Special education appeals board, Human Rights Tribunal

With IAI


leveraging our power today as parent advocates in ontario · leveraging our power as parent...

Documents