Setting Directions

School and system leaders set direction for supporting students with special education needs in a number of ways, including

  • working with stakeholders to identify specific school and system goals related to supporting all learners, including students with special education needs
  • ensuring learning goals are clearly communicated
  • encouraging staff to evaluate their progress as they work toward the shared learning goal(s)
  • referring frequently to the school vision when making decisions about programs and directions for students with special education needs

Policy/Program Memorandum 8 (PPM 8): Identification of and Program Planning for Students with Learning Disabilities   PDF
Principals Want to Know - IEPs: Principal Roles/Responsibilities   PDF
Principals Want to Know - IPRC and IEP   PDF
Principals Want to Know - IEPs: Development and Implementation: Shared Solutions   PDF

Integrated Transition Planning   

What is Integrated Transition Planning?
Integrated transition planning is for young people (age 14 and older) who meet the definition of having a developmental disability under any of the EDU, MCSS and MCYS legislation frameworks or agency criteria. In the education sector, schools may consider the target population to include students identified in other exceptionality categories besides Developmental Disability who have similar needs in cognitive or adaptive functioning, e.g. Communication – Autism, Multiple and Intellectual – Disabilities.  Community agencies responsible for creating transition plans are expected to continue to use the current practice regarding definitions of developmental disability.

Integrated transition planning for adulthood and service planning for specific developmental services are different. Integrated transition planning is a broad, holistic, person-centred process that considers all opportunities that may be available to an individual. It looks at an individual as a whole as opposed to preparing them for a specific situation or service.  Service planning for receipt of specific adult services begins when an individual has been linked to a specific adult service provider. The transition planning process will consider the young person’s goals for work, further education and community living and the steps needed to attain these goals.

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