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Special Education

The Role of the SERT (Special Education Resource Teacher)

  • to provide support to identified and at-risk students in partnership with teachers and parents
  • to facilitate referrals to board support services, community agencies and coordinate the identification process
  • to collaborate with teachers in the development of Individual Education Plans and implementation of accommodations and modifications
  • to administer formal and informal assessments at the individual and group level

Need More Info?  For more information around Special Education in the DDSB, please refer to the Parents Guide to Special Education



The Durham District School Board remains committed to special education and to offering parents and students a range of placement options.
 
All students brought to Identification, Placement and Review Committees (I.P.R.C.s) in Durham are identified using the Ministry Categories of Exceptionalities.
 
These include:

  • behaviour;
  • communication (autism, deaf and hard of hearing, language impairment, speech impairment, learning disability);
  • intellectual (giftedness, mild intellectual disability, developmental disability, intellectual disability);
  • physical (physical disability, blind and low vision); and
  • multiple (multiple exceptionalities).

Each school board is required to prepare a report on the special education programs and special education services provided by the Board, and to submit a checklist outlining the report to the Ministry. One of the purposes of a school board's special education report is to inform the Ministry of Education and the public about special education programs and services that are provided by the Board in accordance with legislation and ministry policy on special education.

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