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Spectrum of Service for Students With Developmental Disability

Criteria for Identification:

• Assessed overall intellectual function in the Intellectual Deficient range which results in well below average academic achievement in all areas and the need for extensive curriculum modifications and/or alternate specialized programming;
• significant adaptive behaviour deficit.

Learning experiences for students with developmental disabilities must correspond with the student's needs, abilities and interests, but may differ in content, process, product and evaluation from grade level curriculum expectations.

Elementary and Secondary Supports

a)  in a regular class on an Individual Education Plan (IEP) supports may include:

• in-classroom assistance;
• in-school resource withdrawal;
• consultation with a Learning Coordinator - Special Education.

b)  in a self-contained Developmental class:

Placement in a self-contained class may be recommended at the Primary, Junior, Intermediate, or Senior level through the System IPRC process.

The purpose of the class is to:

• provide a program that reflects the individual student's level of developmental and, in the process, his/her learning needs.

Program focus includes areas of communication and language development, cognitive development, physical development, social and emotional development and community living skills.  Activities may focus on communication skills, life skills, self care, social skills, and/or specialized physical activities and recreation.  Integration into school and regular classroom programs, as well as extra curricular activities is encouraged.

When a student with developmental disabilities has severe or multiple disabilities, he/she may be transported to a self-contained class located in a school or facility which has appropriate plant modifications and/or specialized equipment and facilities.

Criteria for placement in a Developmental class:

A student who:

• is identified intellectual-developmental disability;
• will benefit from extensive levels of support and specialized programs;
• has significant adaptive deficits, in two or more areas of functioning.