KPRDSB Special Education Program Delivery Model


The Kawartha Pine Ridge District School Board (KPRDSB) is committed to programming to best meet student needs. Effective programming includes early identification of learning needs, differentiated instruction, universal design for learning, materials to support programs, ongoing assessment for learning, professional learning, and ongoing communication with parents/guardians and students.

What action is taken should a child require support? 

Programs should provide an opportunity for students to achieve the greatest potential of which they are capable.

When challenges affecting learning arise, the school takes action to assist the student. Should these challenges persist, and the parents/ guardians, the student and/or school have concerns about achievement, they must discuss the situation and share all data related to the student's progress and program. These discussions typically start between parents/guardians and classroom teachers.

Ongoing communication with parents/guardians is one of the roles and responsibilities of teachers. Consultation with parents is to begin as soon as academic or behavioural difficulties arise. If there are further concerns after initial consultation, parents will usually be invited to attend a case conference.

Inclusion in the Regular Classroom

The regular classroom continues to be the primary learning environment for all students, including those with special education needs. It is within the regular classroom that most students with special education needs will work through the Ontario Curriculum and/or an Alternate Curriculum designed for their needs.  Classroom teachers will, through the delivery of differentiated instruction using the philosophy of universal design, provide quality programming for students with IEPs to maximize their learning potential.  They will determine the appropriate programming for students using assessment for and of learning.

To facilitate inclusion of students with special needs in the regular classroom, the following may occur:

·         creation of entry plans in collaboration with all partners, including parents/guardians, school staff, community agencies,                and Board staff

·         development, implementation, and review of an Individual Education Plan (IEP)

·         establishment of more intensive supports, if required

·         deliberate transition and exit planning in collaboration with all partners


Intensive or Specialized Supports

There may be pupils who require more intensive support. The school principal can guide parents/guardians in understanding the placements available to students. In addition to placements in KPRDSB, such as Learning and Life Skills programs, consideration may be given to opportunities in Ministry of Education and Training Provincial or Demonstration Schools.

In both the Elementary and Secondary panels, the placements provided in the Kawartha Pine Ridge District School Board for students who are presented to the Identification, Placement and Review Committee (IPRC) are:

·         Regular Class with Indirect Support

·         Regular Class with Resource Assistance

·         Regular Class with Withdrawal Assistance

·         Special Education Class with Partial Integration

·         Full-time Special Education Class (Learning and Life Skills Class)


The alternatives to the Board’s range of placements may include:

·         SAL (Supervised Alternative Learning)

·         Home Instruction (in accordance with the Board Policy)

·         Provincial Demonstration Schools (i.e., Sagonaska, Trillium, Sir James Whitney)

·         Campbell Children’s School (Clarington)

·         Care, Treatment, Custody and Corrections facilities, often referred to as Section 23 programs (admissions by the agency) 

Discussion of placement options beyond those provided by the Board commence at the school level.