Glossary S Words
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School Support Team (SST) – Principal, special education teacher, member of Student and Community Services and possibly others who work with classroom teachers.
School Team – is composed of teachers and support staff for the school. They assess student needs and plan services for students within each school. These teams have various terms in different boards, such as Program Development Team, In-School Team, and School Based Support Team.
School Meeting – a meeting of internal school staff held to talk about the needs of an individual student. They are generally attended by the parents, classroom teacher, resource teacher, and principal/vice-principal. This meeting is also sometimes called a "team" meeting.
Special Education Per Pupil Amount (SEPPA) – a Special Education Grant provided to a school board based on the total enrolment and intended to meet the needs of the majority of exceptional students .
Special Education Plan – legislation requires every school board to develop and publish this document. It must be available to the public upon request. Some school boards have made them accessible on line. Search for ‘special education’ on your local board’s website. All programs and services provided for exceptional students by the local school board must be described in this document.
Special Education Programs – As defined by the Education Act in Sec. 1(1). An educational program that is based on and modified by the results of continuous assessment and evaluation and that includes a plan containing specific objectives and an outline of educational services that meets the needs of the exceptional pupil. A range of support programs for students with special needs. May include a range of placements, such as regular classroom settings, withdrawal, and self contained classes. These programs are detailed and monitored through the student’s IEP.
Special Education Resource Teacher (SERT) – a teacher who has education and qualifications in special education programs and services, based in a school or a field office, providing supports for regional and school-based programs for one or more program (e.g., learning disabilities, physical disabilities). SERTs also look after IPRC preparation; arrange in-school review committees (ISRC) and case conferences; assist in ongoing assessment, evaluation and reporting; facilitate placements; and liaise with external service agencies.
Special Education Teacher – a teacher who has education and qualifications that are recognised by the Ontario College of Teachers in the provision of special education programs and services. Usually assigned to classes or groups of students with specific needs for the majority of the school day (e.g., learning disabled, language impaired, multiple handicapped, or gifted). (Compare to LRT / LST)
Special Education Tribunal - provides a final avenue of appeal in disagreements between a parent and school board following the decision of an Identification, Placement and Review Committee (IPRC).
Special Needs Committee (SNC) – Participants of Tracking Meetings, often composed of the principal, a SERT and the classroom teacher.
Superintendant of Education (SOE) – Reports, is accountable to, and advises the Director of Education on all matters pertaining to the specified catchment area and designated portfolios that they are responsible for overseeing. In some school boards, Special Education is the portfolio of one designated SO.
Supervisory Officer (SO) –same as SOE above
System Meeting – This refers to a meeting that is held in order to better meet the needs of an individual student. These involve both school staff as well as external board staff. They would be attended by parents, classroom teacher, school resource teacher, principle/vice-principal, and any relevant board special education consultants. One step beyond a "school meeting"; usually required if self-contained class placement is being considered.
Section 27, Section 19 – Day Treatment and Residential Programs
Self-contained placement – placement of the student for more than 50% of the day in a class with others of the same exceptionality and needs, taught by a teacher with special education qualifications. (See also Congregated class)
Special Education Advisory Committee (SEAC) – By law, each Ontario board of education must have a Special Education Advisory Committee composed of some school trustees and representatives from community advocacy groups that represent exceptional children. This committee advises the trustees and school board administration about special education programs and services.
Special Education Consultant – a teacher working at the school board level who has extra qualifications in special education programs and services, who plans and provides specialized supports for regional and school-based programs for one or more special education category (e.g., learning disabilities, physical disabilities, gifted).
Special Education Folder – Contains the individual educational plan for an identified student.
Special Education Handbook – "Special Education: A Guide for Educators" is a guide that provides comprehensive information about legislation, regulations, policies, program planning, and resources related to the education of Ontario students with special needs. Intended primarily for the use of administrators, special education professionals, teachers, and special education advisory committees (SEACs). Parents of special needs students may also find it useful. Available at http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html