Education

Your child’s involvement in school is an important milestone. In this section, you will find information regarding transitions from home, daycare and school according to your child’s age. A transition may occur any time a child enters a new school. The Ministry of Education has developed a transition guide. From this link: www.edu.gov.on.ca please follow the following links: English, parents, special education, transition planning, and select Planning Entry to School: A Resource Guide.

In elementary school years, difficulty with school work and underachievement may signal a more serious symptoms of learning problems. Students with learning disability symptoms that do not improve over time with appropriate interventions may have learning disabilities. Suspect learning disability symptoms when students:

  • Make poor grades despite significant effort;
  • Need constant, step-by-step guidance for tasks;
  • Cannot remember problem solving steps because they do not comprehend tasks or the logic behind them;
  • Have poor memory of spoken or written material;
  • Have difficulty mastering tasks or transferring academic skills to other tasks;
  • Cannot remember skills and facts over time;
  • Have strong general knowledge but cannot read as in dyslexia, write as in dysgraphia, or do math as in dyscalculia at that level;
  • May have difficulty with communication and language processing, expressive, and receptive language;
  • May be very frustrated with school and homework; and
  • May have low self-esteem.

Junior Kindergarten – High School

This period is usually defined by your child’s transition from an elementary setting to an intermediate setting. The following schedule is recommended by the Timmins Transition Committee partners:

January of the year of entry to the new school:

  • All appropriate assessments need to be completed. Please access referrals for more information.
  • Parents/caregivers meet with the present school principal to initiate the transition process to the new school.

February:

  • A case conference is scheduled with the new school and with all current and potential service providers/educators to discuss the strengths and needs of your child.
  • Develop an action plan for steps to be taken to ensure all supports and services are in place for transition to the new school.

May/June:

  • A follow up case conference is scheduled to review documentation and ensure support is in place for a successful entry to the new school.
  • The school or parents/caregivers can request a meeting to review their child’s IPRC.

September:

  • Another case conference is scheduled to review transition process and strategies/recommendations with teachers and support personnel to ensure a successful transition.
  • The school or parents/caregivers can request a meeting to review their child’s IEP.

High School – Adulthood

This period is usually defined by your youth/young adult’s transition from an intermediate setting to a secondary setting.

The following schedule is recommended by the Timmins Transition Committee partners:

January of the year of entry to the new school:

  • All appropriate assessments need to be completed. Please access referrals for more information.
  • Parents/caregivers meet with the present school principal to initiate the transition process to the new school.

February:

  • A case conference is scheduled with the new school and with all current and potential service providers/educators to discuss the strengths and needs of your youth/young adult.
  • Develop an action plan for steps to be taken to ensure all supports and services are in place for transition to school.

May/June:

  • A follow up case conference is scheduled to review documentation and ensure support is in place for a successful entry to school.
  • The school or parents/caregivers can request a meeting to review their child’s IPRC.

September:

  • Another case conference is scheduled to review transition process and strategies/recommendations with teachers and support personnel to ensure a successful transition.
  • The school or parents/caregivers can request a meeting to review their youth/young adult’s IEP.

Guidance Counsellors at a high school level and / or the resource department special needs in post secondary settings may be helpful to guide the individual with the appropriate services and supports needed to attain educational goals.

*At age 14 the transition plan must be in their IPRC out of high school

Addition resource for students going to post secondary. This can help a parent/student figure out how to get support when transitioning to post secondary.

Ontario Ministry of Training, Colleges and Universities
http://www.edu.gov.on.ca/eng/tcu/students/transitions/whodoitalkto.html

Beyond Secondary School

  • Updated assessments may be necessary to ensure continuation of services in the post-secondary setting and/or workplace environment.
  • Please access employment for transition to the workplace.

Below are suggestions to follow should your youth/young adult be transitioned to post-secondary education:

This process should be initiated preferably more than one year before entry to post-secondary school as extensive planning may be required.  As soon as the student is aware of their choice of study:

  • The student is encouraged to visit or contact the schools’ special needs/resource department in order to see what services they may be able to offer.
  • Updated assessments may need to be completed. Please access referrals for more information.
  • Case conference with service providers/student to detail all the components to consider for the student to make an informed decision in their transition to post-secondary education.
  • Develop an action plan for steps to be taken to ensure all supports and services are in place for transition to school.
  • Student to follow application process.

At the time of acceptance:

  • A case conference is scheduled with all current and potential service providers/educators to review and implement the plan of action and ensure the supports and services are in place for the student’s transition.

September:

  • Another case conference is encouraged to review the action plan to ensure a successful transition.

Resources / Links

Local School Boards

Northeastern Catholic District School Board (NCDSB)
268-7443
www.ncdsb.on.ca

District School Board Ontario North East (DSBONE)
360-1151
www.dsb1.edu.on.ca

Conseil scolaire public du Nord Est de l’Ontario (CSDNE)
264-1119
www.csdne.edu.on.ca

Conseil scolaire catholique de district des Grandes-Rivieres (CSCDGR)
267-1421
www.cscdgr.on.ca

Colleges and Universities

Northern College of Applied Arts and Technology
www.northernc.on.ca

College Boreal
www.borealc.on.ca

Universite de Hearst
www.uhearst.ca

Ministry of Training Colleges and Universities (MTCU)
www.edu.gov.on.ca/eng/tcu

Educational Resources

Special Education Advisory Committee (SEAC)
www.wrdsb.ca/programs-and-services/special-education/special-education-advisory-committee-seac

Ontario Ministry of Education
www.edu.gov.on.ca

What is an IPRC? What is an IEP?
www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html

Comhnadh Consulting
www3.sympatico.ca/l.moir/

Equipment Assistance

Equipment and Resource Catalogues for Children with Special Needs:

Flaghouse
1-800-795-7900
www.flaghouse.ca

Sammons Preston
1-800-665-9200
www.pattersonmedical.ca

School Specialty
1-866-519-2816
www.schoolspecialty.ca

Jennifer Ashleigh Foundation
(905) 852-1799
www.JenniferAshleigh.org

Bridges Assistive Technology Sourcebook
1-800-353-1107
www.bridges-canada.com

OT ideas
1-877-768-4332
www.otideas.com

Spectrum
1-800-668-0600
www.spectrumed.com

Microcomputer Science Centre Inc.
1-800-290-6563
http://microscience.on.ca/

Dragonfly
http://www.dragonflytoys.com/