Welcome to the Special Education site. There are links to websites of interest and listings of books available in the school and at Huntsville Public Library. If you have any ideas, suggestions, or comments regarding the site or information that you would like to see published on the site, please click the link below.
TLDSB Philosophy of Special Education
TLDSB believes that all children can learn. The Board accepts and supports the belief that every child is an individual with unique strengths and needs.
TLDSB believes that Special Education consists of the programs, services, resources and professional development of staff that will provide the opportunity for pupils identified as exceptional to reach their potential. We believe that students with special needs:
·Belong with their age-appropriate peers
·Should have the opportunity to achieve the expectations of the
·May require the opportunity to achieve alternative expectations
·Benefit from a variety of teaching strategies and use of
differentiated instruction that builds on strengths and interests
·Benefit through the use of technology and adaptive equipment
·Need opportunities for belonging, mastery and independence
·Enhance learning for all through celebrating diversity
Special Education Plan: A Description of Programs and Services in Special Education
A description of programs and services for Special Education is available inside The Special Education Plan. TLDSB has also developed A Parent’s Guide to provide information about the Identification, Placement, and Review Committee (IPRC) and to set out for you the procedures involved with identifying a pupil as “exceptional.”
Annual Accessibility Plan
The Trillium Lakelands DSB has developed an Annual Accessiblity Plan which details the continual improvement of access to school board facilities, policies, programs, practices and services for students, staff, parents/guardians, volunteers and members of the community with disabilities.
In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process and product in anticipation of and response to student differences in readiness, interest, and learning needs.
Source: How to Differentiate Instruction in Mixed Ability
Classrooms, Carol Ann Tomlinson