General Learning Program

 
The Ottawa-Carleton District School Board has a General Learning Program for identified students at the junior, intermediate and secondary levels.
The General Learning Program is a system-based program located in designated schools across the OCDSB.
 

Assessment Procedures

Educational and psychological assessments are required before a student can be considered for placement. These assessments are arranged through the school principal.
 

Placement Procedures

Entry into this program is based on both the student's specific needs and the availability of space in a General Learning Program (GLP). An application for a General Learning Program is made by the student's community school principal and must be supported by the student's parents. Once an application is approved according to placement criteria, and the availability of a space is determined by the General Learning Program Selection Committee, a placement can be recommended and confirmed at an Identification, Placement and Review Committee meeting at the community school.
Transportation is provided according to the applicable OCDSB policy.
 
Program
General Learning Programs are provided for elementary and secondary exceptional students who:
  • experience serious difficulties acquiring basic academic skills because of their intellectual ability
  • require specialized instruction to grasp basic concepts because their intellectual functioning results in slower information processing
  • score significantly below the average range, but above the developmentally disabled range on a standardized individual psychological test of intellectual ability
  • are in the age-equivalent range of grade 4 to secondary
The focus of the program is to develop basic academic skills and life skills. An Individual Education Plan (IEP) containing specific expectations is designed for each student according to their learning needs and strengths. This plan, shared with parents, is based on and modified by the results of continuous assessment and evaluation. It allows for integration into regular classrooms and/or school activities.
Curriculum is modified to meet the individual needs of students.
The program is taught by teachers with special education qualifications. Learning Support Services personnel provide assessment and consultative services to the Special Education teacher.
Programs are limited in size and located in classrooms equipped with special education resources.
 

 Dual Support Program

 

Dual Support Program

 
The Ottawa-Carleton District School Board has Dual Support classes for exceptional students with significantly below-average intellectual potential, as measured on a psychological assessment, and a history of socially unacceptable behaviour.
 

Assessment Procedures

Educational, psychological and social work assessments are required before a student can be considered for placement in a Dual Support class. These assessments are arranged through the principal of the school. Other relevant documentation may also be considered.
 

Placement Procedure

Entry into this program is based on both the student's specific needs and the availability of space in a Dual Support class. An application for a Dual Support class is made by the student's community school principal and must be supported by the student's parents. Once an application is approved by the Dual Support Selection Committee as meeting placement criteria and the availability of a space is determined, a placement can be recommended and confirmed at an Identification, Placement and Review Committee meeting at the community school.
Transportation is provided according to the applicable OCDSB policy.
 

Program

Dual Support classes are provided for exceptional students at the junior, intermediate and secondary levels. This program is designed to address the needs of students who meet criteria for a General Learning Program (GLP) placement, but who also require a more structured learning environment due to co-existing moderate to severe behaviour issues.
These students will typically exhibit some or all of the following behaviours: serious delays in the acquisition of fundamental academic skills exacerbated by behaviour problems, impaired adaptive functioning (e.g. coping with life demands, personal independence), history of requiring frequent discipline due to disruption, non-compliance, verbal and physical aggression, impulsivity, etc.
The focus of the program is to provide a structured learning environment and an opportunity to develop appropriate life and social skills.
This program allows for integration into school activities.
An Individual Education Plan (IEP) containing specific expectations with a focus on behaviour is designed for each student according to learning needs and strengths. This plan is based on, and modified by, the results of continuous assessment and evaluation including consultation with parents.
Programs are taught by teachers with Special Education qualifications. Additional support is provided by two educational assistants. OCDSB Learning Support Services personnel provide assessment and consultative services to the programs.
Programs are limited in size as stated in the Special Education Plan.
 

Evaluation Methods

Student assessment and evaluation are ongoing throughout the year.
Student progress is formally reported, as per the reporting structure of the OCDSB, on Report Cards and Individual Education Plans (IEPs).
The progress of an IPRC'd student is formally reviewed on an annual basis through the IPRC process. It is expected that students will integrate into the community school as soon as it is feasible.

For further information:

  • Consult the OCDSB Learning Support Services Parent Guide about the Identification, Placement and Review Committee process
  • For more detailed information, contact the school principal or the OCDSB Learning Support Services personnel serving the school​
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