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Henry Street High School
Success Through Effort
Special Education


The Special Education Department at Henry Street High School offers a variety of programs to meet student needs.  The Special Education teacher is responsible for providing academic and life skills support to students identified as exceptional through the Identification, Placement and Review Committee (IPRC) process.  This involves making accommodations and/or modifications and developing an Individual Education Plan (IEP) for each student.  An exceptional student is one whose behavioural, communication, intellectual, physical or multiple exceptionalities are such that he or she is considered to need accommodations or modifications to services and/or programs. 


Academic Resource teachers provide:

1) academic support and monitoring

2) assistance with assignment completion through use of accommodations as outlined in the student's IEP

3) access to computers and assistive software

4) extra time to write tests and exams in an alternative location

5) study skills and exam writing strategies

6) assistance with organizational skills

7) test/exam writing support (e.g. oral/scribed tests, question explanation, chunking, supervised breaks, etc.)

8) resource support (standardized academic testing, learning style information,  reports/letters of reference, consultation, liaison, etc.)

9) an IEP

10) transition planning

11) an Annual Review of Placement meeting

12) staff in service of student needs

13) accommodations for EQAO testing:  Mathematics (gr.9) Ontario Secondary School Literacy Test (gr. 10)

Area Team

Special Education teachers are supported by members of the "Area Team" from the Education Centre. Further information is available on the Durham District School Board website:  The team meets to provide collaborative problem solving and make program recommendations student needs.  The team is made up of an Instructional Facilitator, Psychological Services staff, Social Worker, Teacher of the Hearing Impaired, Vision Resource Teacher, Facilitator for the Gifted, Speech and Language Pathologist, Administration, Academic Resource teachers and Guidance. 

LEARNING STRATEGIES: Skills for Success in Secondary School GLE1OL (Grade 9)

*access to this course is limited to identified students approved by the Special Education Department Head

This course explores strategies for learning more effectively and helps students become more independent learners while increasing their personal management skills, both in school and in other contexts.  Students will learn to develop and apply a range of strategies to improve their learning and achievement, particularly their literacy, numeracy, communication, and planning skills.  The goal of this course is to increase students' confidence, motivation and ability to learn. 

These course objectives will be accomplished in 3 different but interconnected ways:

1.  Course content - teaching learning strategies.

2Skill development - academic skills such as literacy and numeracy will be practiced and developed through direct instruction, skill building activities and computer programs.

3.  Application of learning strategies - students are given about 1/3 of class time to work on and get support for others courses they are taking in that semester. 



The Modified program is a fully credit bearing program – provided students meet core course expectations – with a focus on employability skills.  Courses are taken at the Essential and Work Stream level.    If a student is unable to achieve the expectations, a K Course - a course with alternative expectations and therefore not for credit - will be assigned. Students are allowed double time to complete English and Math courses in grade 9 and 10.  Students spend a minimum of 50% of the day in a small class with other students in the Modified program.   These students require intensive support on a daily basis to meet their educational and self-care needs. Students in the Modified program are eligible to work toward an Ontario Secondary School Certificate or an Ontario Secondary School Diploma - provided course expectations are achieved.  In grade 11 and 12 students are required to take 2 Cooperative Education credits each year in order to facilitate the acquisition of employability skills.  Students who achieve 30 credits take 4.5 or 5 years to complete the program.

Program goals:

  • Raise academic levels, especially in literacy and numeracy
  • Prepare students for writing the Literacy test
  • Support students in their integrated classes and at both the junior and senior level
  • Make students "employment ready" by provided cooperative education experiences
  • Ensure that students have the necessary life skills to participate in the community (money management, independent living, public transit)
  • Assist parent and student with transition planning (ODSP, course selection, post-secondary programs)


This class focuses on four areas: Functional Academics, Life Skills, Work Experience and Social/Recreational skills.  Community excursions which may include Transit Training and field trips are part of this program, as well as daily living skills. 

The students in the PLP2 class are an important part of Henry Street High School.  A form of "modified integration" occurs when appropriate and students especially enjoy participating in gym and in the arts.  The class also takes responsibility for the recycling program in the school.

Program Goals:

  • Develop and implement individual education plans
  • Teach daily living skills
  • Provides activities within the student's community
  • Provide individual programs that are appropriate to the students' developmental stage
  • Assist students and parents with transition planning (Developmental Services Ontario, Ontario Disability Support Program, accessing community supports, etc.)
  • Teach functional literacy and numeracy to prepare students for daily living during and after high school 


The Practical Learning Program (PLP) provides development in the areas of literacy, numeracy, functional academics, life skills, social/recreational skills and work experience.   Students go to a co-op placement one time per week and are integrated into mainstream courses when appropriate (one, or more, per semester).   Swimming, grocery shopping, meal preparation, bowling, dances and field trips are all part of the social and recreational components of the program. By being part of the community, students are practicing communication skills with different types of people and are learning about opportunities to be involved beyond high school. Students in this program are involved in the Breakfast Program by shopping for groceries, stocking shelves, and preparing for special events.  Students help run the school store known as the "Zoo", by buying merchandise, stocking the room and working in the store at lunch.  These activities also provide an opportunity to learn and practice every day math skills such as identifying costs of items, making change and telling time. As part of the life skills component of the program, students shop for groceries and prepare monthly meals for the class.  Students participate regularly in class discussions about the activities they participate in including topics like safety, character, behaviour and social norms/etiquette.

Program Goals:

  • Teach employability skills by providing work experience and time to reflect on and evaluate their performance
  • Develop self-management, communication and social interactions skills such as team work, patience, flexibility and empathy
  • Life skills development - self-care, transit t training, money management, meal preparation, finding and apartment, etc.
  • Promote active life styles through full class physical activities (Zumba, community walks, swimming, bowling and dances)
  • Provide support in transition planning (Developmental Services Ontario, Ontario Disability Support Program, accessing community supports, etc.



The "Transition To Work Program" is designed for students who have already achieved an Ontario Secondary Diploma or Certificate and who require support to transition to the world of work and independent living.  The Henry Street program provides students with both classroom instruction and work placements in the community.  The in-school component is designed to assess student strengths and needs for the purpose of career planning and developing employability and independent living skills.  Work experience allows these students to build on their strengths and work towards becoming productive citizens within the community.  In addition, on-going programming in the areas of social skills, functional academics and communication are provided.

Program goals:

  • Develop basic employability skills by providing cooperative education experiences in the community
  • Develop student independence in the workplace
  • Support students and employers at placements through daily visits, and the use of various strategies and accommodations
  • Teach daily life skills to prepare students for independent living after high school (transit training, meal preparation, money management, finding an apartment, etc.)
  • Using a team approach, assist students and parents with transition planning (ODSP, community supports, post-secondary education, etc.)
  • Practice age-appropriate social skills and behaviours out in the community through various social and community outings