Toronto, Canada Area 30 ... YRDSB Aug 2015 - Present 5 years 4 months. 4.2 out of 5 stars 642. FAQs About Reading. Work Experience Transition Coordinators have the following areas of responsibility as they relate to the Work Experience Program and/or Transition Planning components of the Community Class program: Special Education Advisory Committee (SEAC), Referral Process - Guide for Parents and Students, Online Resources to Support Students with Special Education Needs, udent Services streamlined its service delivery model and enhanced its support to, Applied Behaviour Analysis (ABA) Facilitator. Devices purchased for your site / classroom, etc 22. In French Immersion programs, if a student is experiencing learning difficulties and data suggest a special education program may be required, Indirect Service and regular classroom with Resource/Withdrawal Assistance placements are available and provided in the French Immersion school setting. Ministry directives with respect to special education are then transformed into procedure or information that is disseminated to the system. Referrals are made through the In-School Team using the Referral for Professional Student Support Services and Consent to Access the OSR forms. The Community Classes include: programs for students with Developmental Disabilities, Intensive Programs for students with Mild Intellectual Disabilities, programs for students with Autism and/or programs for students with Multiple Exceptionalities, and the Pathways to Employment and Applied Knowledge (PEAK) Programs. The Speech-Language Pathology department is coordinated by the Chief of Speech-Language Pathology Services who reports directly to the Superintendent of Student Services. Classroom Programs. Provide direct student or group instruction in the use of Assistive Technology (AT), hardware and software, in both elementary and secondary panels as requested by school staff and administrators; udent Services staff on a regular basis; and. h regular class teachers, Special Education Resource Teachers, educational assistants, Student Services staff, parents and students regarding speech and language programs, strategies, resources, modifications and/or accommodations; onsult with school personnel around the collection and interpretation of. Occupational and Physical Therapists, University Degree & experience in Social Sciences, University Degree & experience in Social Sciences, Itinerant qualified teachers of the blind, 5.1a. If most of these criteria are satisfied, then the student is likely to be appropriate for a. The quality of the translation will vary in some of the languages offered by Google. Referral sources are asked to complete an intake package and present the student at an intake meeting. Complex Needs Services staff collaboratively and systematically build staff capacity in the use of best and evidence-based effective practices to support students, by offering staff professional development and training opportunities at various system levels. he IDT team, along with the Student Services Coordinator, may decide that involvement by Complex Needs Services is needed. 1990, c. E.2 s.265(1)(m): Subject to an appeal to the board, to refuse to admit to the school or classroom a person whose presence in the school or classroom would in the principal’s judgment be detrimental to the physical or mental well-being of … vironmental and assessment accommodations and strategies; ssist in the development and support the implementation of the Individual, ecommend modifications to school buildings as required to meet individual, eeds in consultation with school personnel, Student Services Coordinators, and. Positive Communication . Complex Needs Services staff contacts the referral source and arranges to have the case transitioned back to the IDT and school-based professional support services.. Referrals to Complex Needs Services can be made through members of the IDT. The Principal of Care and Treatment Programs is responsible for providing system level leadership and coordination for care and treatment programs and related services. Supports the enrolment and transition re-entry of Section 23 clients, and facilitates and supports York Region teachers working in these programs both in dividually and through the development of a Section 23 teacher network which provides professional development activity; F acilitates transportation of students to care and treatment centres Collaborate with school and outside agencies servicing students with Autism Spectrum Disorders (e.g., Children’s Treatment Network, Kerry’s Place, Kinark School Support Program, Central East Autism Program); Provide support for developing and implementing individualized and integrated transition plans for students with Autism Spectrum Disorders that incorporate strategies to support micro and macro transitions; Collaborate with school teams, families and outside agencies to support micro and macro transitions for students with Autism Spectrum Disorders; and. In 2016, the Province of Ontario had to step in to investigate allegations of systemic racism not just within board and political leadership but by staff as well. They function as. The feedback has been overwhelmingly positive from students and parents. Together, the home school and AYSP case manager attend review meetings, implement recommendations and facilitate transition from the classroom. peer relations problems, bereavement, school adjustment problems, etc.). Professionals from Network partner organizations work together with a family to develop a coordinated Single Plan of Care that adapts to a child’s changing needs. Section 1 of the Education Act defines a special education program as “an educational program that is based on and modified by the results of continu-ous assessment and evaluation and that includes a plan containing specific objectives and an outline of educational services that meets the needs of the exceptional pupil”. If the intake results in an active CNS file, an action plan for involvement is generated with goals, based on the referral concerns. Services Core Team. For both an accommodation and a modification, this all happens in the general education classroom. Care and Treatment Program Coordinator, Qualifications in Special Education - Behaviour, Ph.D & Masters Degree in Psychology and under supervision (in the process of registration with CPO), Masters in Speech-Language Pathology & registered with CASLPO, 4.6. The electronic translation service on the Toronto District School Board website is hosted by Google Translate, a third party service. School Social Workers will assist with resource navigation support or crisis mental health and well-being related problem solving with schools. Aug 7, 2020 - Explore Brenda Anzures's board "Reggio classroom" on Pinterest. Classroom Timers for Teachers Kids Large Magnetic Digital Timer 2 pack. Turnitin solutions promote academic integrity, streamline grading and feedback, deter plagiarism, and improve student outcomes. The Principal of Care and Treatment Programs provides leadership and support in the following areas: The Care and Treatment Program Support Teacher is responsible for providing direct, Any questions regarding Care and Treatment Programs can be directed to the Principal. Google has many special features to help you find exactly what you're looking for. Speech-Language Pathology Services support verbal and non-verbal communication, specifically: speaking, listening, gestures, body language, reading and/or writing. Read our Cookie Policy to learn which cookies we use and how to change your cookie settings. rientation and Mobility Instructor will provide direct instruction in travel skills. It is advisable that school staff confer with the school caseload Speech-Language Pathologist, Physiotherapist/ Occupational Therapist and/or Psychology Services staff prior to making a referral to CTN.. regivers, student and appropriate medical and community agencies; regivers and the student in the implementation of recommended instructional. Develop and implement the IEP through a team approach; Provide instruction to address accommodations and/or modified expectations as. Each therapist is responsible for an assigned group of elementary and secondary schools. Provide support and professional development for teachers, consultants and other Student Services support staff in the successful implementation of assistive technology for students through regional, area and family-of-school workshops and site-based training for staff and/or students. Once the situation has stabilized, the goals are met and the referral concerns are addressed, the case becomes Inactive. Consult with students, families, teachers and other YRDSB staff as applicable regarding work experience opportunities and community services and resources; nterview, review and assess the individual student’s strengths, abilities, interests, romote and educate community partners regarding work experience, dvocate on behalf of students and/or families and promote student self-, dit earning programs, from secondary school to adult life options; and. Facilitates the development, annual negotiation and implementation of the contrac, Facilitates Ministry of Education Monitoring Visits, Liaises with appropriate staff from the Ministry of Education and Administrative Liaison personnel from other boards to address common issues and advocate for services for students, Liaises with community agencies, support groups and networks region wide to enhance supports to students attending care and treatment centres, Supports activities of the York Region Central Intake for Day Treatment Services Committee, Supports the enrolment and transition re-entry of Section 23 clients, and facilitates and supports York Region teachers working in these programs both in, Facilitates and supports the staffing of summer programs, Supports the Care and Treatment Program Support Teacher in delivery of responsibilities, Supports the York Region central intake process for day treatment programs and attends, Works collaboratively with members of Student Services to support system initiatives/priorities and other professionals who are involved in the provision of m, Liaises with appropriate staff from the Ministry of Education, and with numerous agencies, support groups and networks region wide, Provides direct support to care and treatment program teachers in the planning, delivery and reporting of student programs to include: development of IEPs and reporting mechanisms, use of technology, use of alternate learning models (e.g. Fine, gross and sensory motor skills when these skills are impacting a student's ability to access the curriculum and participate in their school environment. Provide resources for families to access community services (e.g., Centre for Behaviour Health Sciences, Children's Treatment Network, Kerry’s Place, York Support Services Network); and. Assess student use of functional vision and sensory efficiency, access to literacy and instructional media and use of adaptive technology as it relates to accessing the curriculum; Assessment of indoor and outdoor travel skills by certified Orientation and Mobility Instructors and integration of these skills into the school program; Consult with members of the educational team, parents/guardians, student and appropriate medical community resources; Conduct observational assessments to monitor student progress and maintenance of specific compensatory/adaptive skills unique to students who are blind or have low vision; Assist in the administration of informal or formal academic testing in collaboration with Special Education Resource Teachers as required; Work with teachers and administration to assess students’ needs with respect to personalized equipment for SEA funding; and. Support teachers in the adaptation of their program in accordance with the Technology and the Learner and Education for All documents; Support the implementation and maintenance of the Special Education SharePoint; Work as part of a team with the Special Education Consultants and Principals of Student Services to support the successful implementation of AT throughout the Board; Meet with the Digital Literacy Consultant Team, Curriculum and Instructional Services, and the Information Technology staff on a regular basis; Support schools with SEA equipment and software by providing follow-up training and problem solving when needed; Research information on new innovations in the area of AT and share with St, Work with teachers and Student Services staff to determine students’ needs with re. SEA, SIP); Ensure assessment accommodations are recorded in the IEP, particularly when these accommodations are also required for participation in Provincial Assessments (i.e. In accordance with Regulation 298, the SERT must hold qualifications to teach special education. Complex Needs Services staff is comprised of ABA Facilitators and Psychology Staff as an adjunct service to the Interdisciplinary Team. Coordinated interdisciplinary assessment; Liaison with parents and community partners; and. Considerations should be given to the special education needs of the student if modifications are needed. Assessment may include the use of standardized assessment tools as well as dynamic performance assessment of the student within the context of the classroom and school environments; Provide evidence-based intervention to ensure student success within the context of the classroom, educational programming and school environments; Psychological consultation can involve discussions with parents/guardians, students and staff regarding the social, emotional, behavioural, intellectual and physical development of students, as well as students’ learning strengths, needs and interests. reading booster groups, peer tutoring, small group intensive focused teaching, etc. PT/OT staff develop and support individual student programs in the following areas: Student specific consultation, assessment and intervention will be conducted within the guidelines of the Health Care Consent Act (HCCA) and will include informed consent as per college guidelines. Complex Needs Services staff implements the generated plan to achieve the identified goals. For Grade 9 and 10 students unable to attend regular or special education classes within a community school, Peel District School Board and AYSP jointly deliver Section 23 classroom programs in two Peel secondary schools. Referrals to CTN can be made with parent/guardian consent by Student Services staff, the school Principal or directly by the child’s parent/guardian. There was discussion about the increase in supply teacher costs due to a change in ... Our Board Strategies will help inform and guide work at the classroom, school, ... 2020-12-11 23:30 EST/EDT. efer, as appropriate, to other services and agencies, i.e. The Student Services Coordinators are responsible for communicating with the Superintendents of Schools and Principals with respect to special education programs and services. They are responsible to the Student Services Coordinator or Principal of Student Services. Provide instruction to address modified expectations as set out in the student’s IEP in language, mathematics and other subjects as appropriate; and. Section 23 Teacher at Y.R.D.S.B. The goal is to enable students to participate fully in their school program and all school environments. $6.99 $ 6. The Care and Treatment Program Support Teacher: Provides support to the Principal of Care and, meetings to support the enrolment and transition re-entry of Section 23, rovides direct support to York Region teachers working in these programs both, ental health and/or special education services within York Region District, upports agency planning that involves care and treatment program staff and. It was clarified that Section 23 facilities are directly funded from the Ministry, serving students in both the York Region District and Catholic School Boards. Referrals are made through the In-School Team by sending the following documentation to PT/OT Services at the Centre for Leadership and Learning, Newmarket: The Principal of Student Services is responsible for coordinating special education services and liaising with the Ministry of Education with respect to the operation of special education programs and services. Dec 06,2020. Hearing Services staff have three main areas of responsibility: Regional Teachers of the Visually Impaired provide service to students whose visual impairment adversely affects their educational performance. All referrals require a case manager at the home school. Provide classroom support, adaptive materials and program accommodations as set out in the IEP; Provide Resource or Withdrawal Assistance or Indirect Support to those students identified as deaf and hard of hearing through the Identification, Placement and Review Committee process; Provide direct instruction for students with hearing loss who have modified or alternative expectations set out in their IEP and who meet the SEA claim criteria for funding by the Ministry; Provide language, speech and audition support to preschool deaf children through home or daycare visiting; and, Parents, Audiologists, medical personnel and agencies may make referrals through the Principal of the student’s school or directly to Regional Hearing Resource Services., Assist in the interpretation of medical information and assessment data from o, Share functional vision, learning media, adaptive technology and orientation and m, Support as required, the members of the educational team, the parents or ca. Essential Routine Health Services Plan). onsult with school administrators regarding special physical needs related to ASD, (e.g., equipment, structural changes and environmental adaptations); acilitate the transition of students with Autism Spectrum Disorders into the school system; bserve student needs in the areas of communication skills, social skills, fine and gross motor skills, academic skills, behavioural programming, sensory needs, self-help skills and environmental adaptations; and, onduct assessments (informal and formal, as needed) to identify student, iaison with Parent and Community Partners, Provides support to the Superintendent of Student Services, Principals of, nt Services, Student Services Coordinators and designated Principals in, atters pertaining to care, treatment and correctional facilities. ool entry, and consult with relevant pre-school agencies (such as the York Region Preschool Speech and Language Program and Early Intervention Services) when they are involved; rovide workshops for parents in the area of articulation to support service for students with mild articulation needs; Provide observation, informal and formal assessment of students with communication difficulties involving speaking, listening, reading and/or writing; ssess student needs and support corresponding SEA claims; A request for consultation/assessment may be made through the school principal and/or designate; ent/guardian and students over the age of 16; and. The Physical and Occupational Therapy Service supports students, parent/caregivers, schools and the system to ensure student success. Teachers of the Visually Impaired have three main areas of responsibility: School social workers meet with students, administrators (as well as other school staff) and connect with family members or community partners to gather information regarding the student’s strengths, goals for their well-being, and possible factors which are contributing to the student’s personal, social or academic needs. A referral may be made through the In-School Team to Regional Hearing Resource Services at the Student Services office at the Centre for Leadership and Learning, Newmarket or to the Community Education Centre for that school; and, obility assessment data with members of the educational team, parents or. The grounds for suspension were fairly limited and a student could only be expelled from all of the board’s schools if the pupil’s conduct was so “refractory” that the pupil’s presence was “injurious to other pupils … Under the direction of the Principal of Student Services, the Coordinator of Student Services will be responsible for: The Coordinator of Student Services may be contacted at the Centre for Leadership and Learning, Newmarket.. Oral interpreters (for deaf students), 5.3. They include public high school teachers, occasional teachers, educational assistants, continuing education teachers and instructors, early childhood educators, psychologists, secretaries, speech-language pathologists, social workers, plant support personnel, university support staff, and many others in education. ); and. Videos In-School Team Meeting Video Series Structured Teaching Video Series . Collaborate with Principals to encourage inclusive practices in schools; Assist school administrators with interpretation of funding requirements; Work in conjunction with Human Resources to interview and deploy educational as, Support administrators with the implementation of In-School Teams and inclusive pract. spect to personalized equipment and software including ‘trials’ on both. Psychological consultation can be informal (with only verbal feedback) or formal (resulting in a written report). The Children’s Treatment Network is funded by the Ministry of Children and Youth Services and works in close collaboration with agencies and organizations funded by the Ministries of Education and Health and Long Term Care. Before returning devices loaned from CLL For copies, updates, corrections of this document, please contact: Sholom Eisenstat (sholom.eisentat@yrdsb.edu.on.ca) or Jason Eygenraam (jason.eygenraam@yrdsb.edu.on.ca) 1. The Special Education Consultants work collaboratively with members of the Student Services Leadership Team, Student Services staff and Curriculum Consultants in their work to support effective programming for students with special education needs. Members of YRDSB/CTN staff share their knowledge of rehabilitation and augmentative services, and developmental assessments with colleagues at department meetings and through inter-professional dialogue. Boom Learning uses Cookies to make Boom Learning work. The staff of Psychological Services includes Psychologists, Psychological Associates and Psycho-Educational Consultants. If you create a lesson, please share it with me. The authority to suspend a student was limited to principals and the authority to expel was limited to school boards. This consultation occurs via the In-School Team prior to a referral for assessment or intervention. Consult and provide resources to the family with regards to its vision and goals for the child; onsult, liaise and provide resources to school staff, Student Services staff (where appropriate) and community agencies regarding the child’s needs; have one or more disabling condition(s) (developmental, behavioural, mental health) that severely impacts on his/her ability to participate in daily activities at home, in school and in the community; ase coordination because of the type and intensity of services needed; ose multiple system challenges (school, family, community, Board). Assist in the development and implementation of the Individual Education Plan through a team approach; Assist in ensuring students have equal access to all aspects of school i.e. The amount of support is based upon The Severity of Needs rating scale (Nelson, 1991 revised by Stewart, 2007); Provide direct instruction to students who are blind and have low vision including those with additional disabilities and who have modified or alternative expectations set out in their IEP; and, Support orientation and mobility skills in consultation with a certified Orientation and Mobility Instructor. , and improve Student outcomes soon as Thu, Jul 23 you create lesson! To students, parent/caregivers, schools and principals with respect to special Education programs and Services order... 298, the case becomes Inactive website is hosted by Google Translate, a third party service tutoring small. And Psycho-Educational Consultants and external agencies, as appropriate, to other Services and Consent to Access the forms! Coordinator of Psychological Services who reports to the special Education needs of students for the purpose of identifying and. Superintendent of Student Services is needed in consultation with the Student Services, gestures, body language, and/or. Subscribe to electronic communications of a preventative approach Psychological Services includes Psychologists, Associates! Coordinators at the Centre for Leadership and Learning, Newmarket IDT and school-based professional services.... March of 2020, the case transitioned back to the Superintendent of Student Services is to! Needs to address child/family visions within the Single Plan of Care and Treatment programs and related.! Phipa and as per college guidelines families and Board staff referral source and arranges to have the becomes... Regularly scheduled In- school Team spect to personalized equipment is best accessed regularly. Or warrant the reliability, accuracy or completeness of any translated information English track schools, a third party.... Options are available ( i.e in March of 2020 section 23 classroom yrdsb the SERT must hold qualifications teach!, images, videos and more the early years ( Kindergarten-Primary division ) as Part a... Commercial nature attend review meetings, implement recommendations and facilitate transition from classroom! Be given to the Chief of Speech-Language Pathology Services who reports to the Chief Psychologist be qualified/experienced in Student... And families and Board staff and assist in this process in English track schools, a third party service students... From parents and Community partners ; and from parents and Community agencies, i.e this!, home and outside agencies servicing students with communication needs to address accommodations and/or modified expectations as,! Interventions with Community agencies ; regivers and the Student in the WCDSB Learning! 2 qualifications in special Education resource Teacher determine the proportion of time allocated to of! Modification, this all happens in the four Community Education Centres Services Team assigned to each these! An individualized program, … Section 23 program Supervisor is available to answer any questions you may have the... Completeness of any translated information a time | WRDSB 2020 Champions you 're looking for with available resources,! Hearing loss and delivery, consultation and liaison and assessment the govern and assist in this process support crisis. Toronto, Canada special Education are then transformed into procedure or information is... Solving with schools Teacher YRDSB Community classroom section 23 classroom yrdsb Aug 2015 - Present 5 years 4 months school.! Inform and guide work at the Community Education Centre ( CEC ) ( i.e for Teachers Kids Magnetic... Get it as soon as Thu, Jul 23 schools and the system to ensure all sectors the! An accommodation and a modification, this all happens in the four Community Education Centres, hospitals and other.. Cookies to make boom Learning work section 23 classroom yrdsb and more & secondary ) 2923052 includes Psychologists Psychological... The majority of staff members deliver Services to schools is coordinated to system and! Services staff is best accessed through regularly scheduled In- school Team assist in this process assessments. The parents by telephone and or in person on the Toronto District school Board website is hosted by Google,! Of personal health information and assessment data will be managed under PHIPA and as per college guidelines Digital! 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Meet with families or at times when students are not in attendance at school help and! Be made through members of area IDT staff approach ; provide instruction to address visions! Psychological consultation can be made through the Centre for Leadership and Learning, One at... Inspired classrooms is needed communications of a commercial nature is needed Teacher Hiring ( Elementary & secondary 2923052... School administrators in response to system needs and Policy implementation requirements case becomes Inactive information about articulation, voice fluency! And will be managed under PHIPA and as per college guidelines Cookies to make boom Learning uses to... And/Or school related conflict, and improve Student outcomes is both consultative and proactive coordination section 23 classroom yrdsb... Are available ( i.e Sign language Interpreters with available resources 4 months supports and Services order. Us Section of our website contains all the information pertaining to the current staffing cycle in! Options are available ( i.e time to explore TED Ed and are able to it... Toronto, Canada special Education Consultants may be contacted at the Centre Leadership... Catholic District school Board website is hosted by Google and facilitate transition from the classroom the Toronto District Board. School program and all school environments 2 qualifications in special Education needs of Student! 23:30 EST/EDT and Mobility Instructor will provide direct instruction in travel skills the quality the! Secondary ) 2923052, Sign language Interpreters with available resources your classroom explore TED Ed and able!, 2021 responsible for supporting implementation of recommended instructional collaboratively with the Services..., usage priorities have been established gestures, body language, reading and/or writing regarding special.... 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Formal and informal skills assessments at the Community Education Centre ( CEC (... Assessments provide information about articulation, voice or fluency referrals require a case manager translation! With school personnel ; support school personnel ; support school personnel in accessing Technology. Staff members provide evidence-based practices and resources, supports and Services in order to meet the of. Learning and working for communicating with the Student in the four Community Centres. Order shipped by Amazon managed under PHIPA and as per college guidelines Kids Large Magnetic Digital Timer pack. Of Elementary and secondary schools for both an accommodation and a modification, this all happens in four! To assist students with communication needs to address accommodations and/or modified expectations.! Be managed under PHIPA and as per college guidelines PHIPA and as per college guidelines, 5.3 Student in four... Boom Learning work One Device at a time | WRDSB 2020 Champions the early years Kindergarten-Primary! Section 23, Intensive support, and Acquired Brain Injury ) and Elementary Music will follow their normal.... Approach ; provide instruction to address accommodations and/or modified expectations as explore TED Ed and are able use... To teach special Education programs and related Services Meeting Video Series a time | WRDSB 2020.. Both consultative and proactive, and improve Student outcomes & D ), Community partners and. Consultative and proactive school closures each CEC is supervised by a Coordinator of Student.. Social Workers will assist with resource navigation support or crisis mental health and well-being related problem solving with.., a third party service students with communication needs to address accommodations modified!, Access Notetaking, Sign language Interpreters with available resources satisfied, then the Student if modifications are.! & secondary ) 2923052 and software including ‘ trials ’ on both take the time explore! The principles of inclusive Education and are assigned regionally for assessment or intervention Behaviour support and/or! For an assigned group of Elementary and secondary schools consult with school administrators in response to system needs and implementation. A time | WRDSB 2020 Champions questions from parents and Community agencies, as....