(Canada) Algoma, Ont: 30% of students have special needs

June 16, 2025, Ont: Sault This Week: ADSB presents a wide range of special-ed services to students

Nearly a third of board’s students require this assistance

To help students with special needs Algoma District School Board offers a range of services for children in Kindergarten to their senior year.

Approximately 30 to 31 percent of ADSB students—roughly 3,250 in total—currently receive special education services, according to an ADSB guide for parents. Most remain in regular classrooms with support, while others attend specialized programs. Regardless of placement, their progress is reviewed regularly, and plans are adjusted as needed.

The board’s policy statement indicates an early start to special services. If a Kindergarten-aged child is already working with a community agency before registration, the board coordinates a transition plan to ensure a smooth start. This includes meetings with parents in winter and spring prior to registration, followed by a check-in once the child has settled into school.

When a student shows signs of learning difficulties, teachers can refer them to the In-School Educational Programming Team. This team includes the principal, special education staff, and other educators, who work together to develop classroom strategies. If needed, the school may bring in specialists for further assessment and guidance, the policy indicates.

Some students could benefit from an Individual Education Plan, even if they don’t meet the formal criteria for an exceptionality. This plan outlines the supports they’ll receive in a regular classroom or a specialized program.

For students with complex needs, a formal assessment—either by the school board or an outside professional—can provide a clear picture of how best to support the student.

Parents can request these assessments or pursue them privately, with the school offering guidance on the process. If the assessment leads to the recommendation of special education services, the individual plan is updated accordingly.

When it’s clear that a regular classroom, even with accommodations, might not meet a student’s needs, placement in a specialized classroom might be recommended. The decision is made through the Identification, Placement, and Review Committee and parents and students aged 16 or older are invited to participate.

Before such a review, parents will receive background information and an official invitation. They also have the right to request information, offer input, and appeal decisions if needed.

All assessments and reports are stored in the student’s Ontario Student Record, with consent required for any information to be shared beyond the school.

Parents are to be involved at every stage of this process, the policy states.

Classroom teachers, special education resource teachers administrators, and outside professionals all play a role in helping students reach their potential. Assessments, ranging from teacher notes to formal diagnostics, inform instruction and support strategies, the board promises.

Students identified with Autism Spectrum Disorder most often are served in their schools in age-appropriate classes with programming provided by a classroom teacher. Additional supports if needed can be provided through school or system-based resources. Placements in specialized programs is available depending on a student’s needs.

Most students identified with behavioural needs are served accommodations provided by the classroom teacher, the policy statement points out.

Other supports may be provided through school or system-based resources and placements in specialized programs may also be available depending on the student’s needs. Placement in a specialized program outside the jurisdiction of the board may be necessary subject to the admission procedures of the appropriate agency.

The board has arranged for students with speech impairments to have their needs met within the regular class with support provided through the recommendations of a Speech Language Pathologist, or through school-based rehabilitative services provided by Thrive Child Development Centre. . . .