A Message for Parents/Guardians of Exceptional Children
In Rainbow Schools, our vision is to inspire success for all students. Young learners have varying needs and may require special programs and services to benefit fully from their school experience. Some students may need the extra support of teachers, classmates, family and friends. Others may rely on the use of assistive-technology and the expertise of special education staff in order to thrive.
From behavioural to communicational, intellectual, physical or multiple exceptionalities, each student who benefits from special education programs and services participates as a valued and active member of his/her school community.
As leaders in learning, we are committed to delivering programs designed to meet a wide range of exceptionalities. Student needs may be met in a variety of settings through modified curriculum expectations (below or above the students grade level), alternative curriculum expectations (outside of the Ontario curriculum), accommodations, as well as other programs and services. Regardless of their exceptionalities, all learners in Rainbow Schools are supported by an inclusive learning environment, which recognizes individual needs.
Rainbow Schools provide special education programs and services based on the following philosophy:
- All students with an exceptionality have a right to quality education.
- The education of children with exceptionalities is a responsibility shared by the school, the student, parents/guardians and Rainbow District School Board.
- All students with an exceptionality are an integral part of society, entitled to respect and dignity.
- All students with an exceptionality should have quality educational opportunities regardless of class, economic status, gender, ethnicorigin or religion.
- The majority of students with an exceptionality can best be served within an inclusive education program.
- The array of needs of students with an exceptionality can best be served by a continuum of support.
- Programming is of utmost importance in any assessment or diagnostic procedure undertaken on behalf of students with an exceptionality.
- Communication and interaction amongst special education and regular education personnel must be ongoing and goal directed in support of students with an exceptionality.
- All students with an exceptionality share in the responsibility for learning and in the planning of their program, based upon maturity and capability.