Special Education

The Limestone District School Board understands that children develop and learn at different rates and our special education programs and services are designed to meet a wide range of children’s needs. We foster a partnership with all of our families to ensure our students gain full benefit from their school experiences. We are committed to working together to ensure each child thrives and reaches their full potential.
The Board’s philosophy of Special Education programs and services is derived from a mission statement developed collaboratively by the Special Education Advisory Committee (SEAC) and Educational Services. Our mission is to support the creation of equitable, supportive, and fully inclusive learning spaces where all students can achieve their goals, develop to their full potential and experience success. Our purpose is to support staff in recognizing the unique strengths and needs of every student and to enable the conditions for learning, engagement, belonging and achievement.

Limestone District School Board's Special Education Plan and support model

Support model

The philosophy of programs and services results in a delivery model which provides for availability of services to all students regardless of exceptionality. The Identification, Placement and Review Committee (IPRC)’s option of first consideration for placement is the regular classroom with indirect support. Underlying this option is a focus on provision of individualized support through program delivery in the regular classroom.

Individualized support, whether provided in a regular classroom setting or through more intensive resource withdrawal or special education class placements, will be provided to exceptional students within the framework of the Board’s available resources.

The Board will strive to ensure both a range of programs for varying exceptionalities and a balance in programs and services. This balance will ensure that the Limestone District School Board Special Education Plan will comply with Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code and the Education Act and regulations set out under the Act.

Increasing level of student need results in the utilization of more highly intensive supports including resource withdrawal programs, special education class placement and specialized district programs. Special education services are available at each elementary and secondary school in the district.

Tiered approach

Educational Services has organized services and interventions to align with the Tiered Approach to prevention and intervention (Learning For All, 2011). This systematic approach is based on frequent monitoring of student progress and the use of assessment data, focusing on learning rate and level, to identify students who are facing challenges in learning. This allows educators to plan specific assessment and instructional interventions of increasing intensity to address students’ needs effectively. The Tiered Approach can be used to address both academic and behavioural needs. The nature, intensity, and duration of interventions should be based on evidence derived from monitoring student achievement.

The tiered approach can: facilitate early identification of both students who may be at risk and students who may be in need of greater challenges; and ensure appropriate and timely intervention to address these students’ needs and significantly reduce the likelihood that they will develop more intractable problems in the future.

Tier 1: Assessment and instruction are planned in relation to the curriculum for all students, applying principals of Universal Design for Learning and Differentiated Instruction. The teacher observes, monitors student progress, and notes which students may be experiencing difficulty. At this tier, Educational Services resources are focused on supporting classroom teachers as a resource, and in supporting students in the regular classroom.

Tier 2: Differentiated instruction and intervention are planned for students who are facing learning challenges in a particular area, or in general. Students progress in response to these interventions is closely monitored, and instruction is adjusted as needed.

Tier 3: For students who require intense support, to achieve learning goals, even more precise and personalized assessment and instruction are planned, often with the help of the in-school team and other resources.

Additional resources

• Limestone District School Board Special Education Plan 2025-2026
• Ministry of Education Special Education
• Ontario Curriculum and Resources
• Limestone District School Board - Planning for Life Beyond School
• Parents’ Guide to The Identification, Placement and Review Committee (IPRC)
• Student and Family Guide to Identification, Placement, and Review Committee (Video)
• Place Alignment Planner