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Notes on Translation
The electronic translation service on the York Region District School Board's website is hosted by Google Translate. The quality of the translation will vary in some of the languages offered by Google. Google Translate is a free service and currently offers translation in over 50 languages, although an impressive number, this does not capture all languages or dialects. The basic translation’s goal is to capture the general intention of the original English material.
The York Region District School Board does not guarantee the quality, accuracy or completeness of any translated information. Before you act on translated information, the Board encourages you to confirm any facts that are important to you and affect any decisions you may make.
The York Region District School Board is committed to parent, family and community engagement, and it is our hope that by providing this tool on our website that we are making our information more accessible to families whose first language is not English and thereby enabling better engagement in public education.
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Placement Descriptions
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Placement Descriptions
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Page Content Regular Class with Indirect Service
a regular class with indirect support where the student is placed in a regular class for the entire day and the classroom teacher receives specialized consultative services; support is provided by the classroom teacher in consultation with the Special Education Resource Teacher (SERT); accommodations are monitored by the classroom teacher, supported by the Special Education Resource Teacher; an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher and parent; the Special Education Resource Teacher in consultation and the classroom teacher monitor the student’s progress and make program adjustments; ongoing consultation among the teachers, parents and student is integral to the student’s progress; and regional support staff serve as a resource to school staff.
Regular Class with Resource Assistance
a regular class with Resource Assistance where the student is placed in a regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified Special Education Resource Teacher; an Individual Education Plan, as required by the legislation, is developed by the special education staff in collaboration with the classroom teacher and in consultation with the student and parent; instructional interventions and accommodations are also provided and continually assessed and evaluated by the classroom teacher, and/or the special education teacher; ongoing consultation among the teachers, parents and student is integral to the student’s progress; and regional support staff serve as a resource to school staff.
Regular Class with Withdrawal Assistance a regular class with Withdrawal Assistance where the student is placed in a regular class and receives instruction outside the classroom, for less than 50% of the school day; an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher, student and parent; the exceptional student receives instruction from a Special Education Resource Teacher for a portion of his/her time; instructional interventions, modifications and/or accommodations are also provided and continually assessed and evaluated by the classroom teacher and/or supported by the special education personnel; ongoing consultation among the teachers, parents and student is integral to the student’s progress; and regional support staff serve as a resource to school staff.Partially Integrated
a special education class with Partial Integration where the student is placed by the IPRC in a special education class in which the student-teacher ratio conforms to Regulation 298, section31, for at least 50% of the school day, but is integrated with a regular class for at least one instructional period daily; support is provided to the student by special education personnel as defined by the Individual Education Plan; an Individual Education Plan, as required by the legislation, is developed by the special education staff, in consultation with the classroom teacher, appropriate support staff and parent; special education personnel are responsible for developing, implementing, evaluating and reporting on the special education portion of the program; instructional interventions, modifications and/or accommodations are also provided and continually assessed by the classroom teacher and supported by the special education personnel; ongoing consultation among the teachers, parents, student and support staff is integral to the student’s progress; and regional support staff serve as a resource to school staff.
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