This guide is for school and school board staff who are planning and delivering SHSM programs.

Adapt for each student

When designing an SHSM for a student with special education needs, your school SHSM team should consider each student's: 

The IEP includes a transition plan with goals that: 

  • may include the goal of transitioning into a SHSM
  • must be realistic and reflect the student’s strengths, needs and interests

The transition-planning process can help students develop and refine their goals, as they develop strategies to achieve them.

Accommodations

Accommodations help students with special education needs to learn and demonstrate learning.  Accommodations can be:

  • special teaching and assessment strategies
  • human or environmental supports
  • individualized equipment 

Accommodations do not change the curriculum expectations — the student’s grade level or course remains the same.

Experiential learning activities

Consider the needs of students with IEPs when planning for experiential learning activities, such as reach ahead experiences and sector-partnered experiences. As part of this you must:

  • ensure that the student receives the accommodation in their IEP — whether in job shadowing, job twinning, work experience, co-op or apprenticeship training
  • inform the employer and the supervisor of the student's accommodation requirements, following privacy legislation and with the student’s or parent’s consent (as applicable).  

These arrangements should be in place before the student starts their placement. 

With support from their teacher, the student should review their IEP accommodations and identify self-advocacy strategies for their community experience or placement. The teacher, student and placement supervisor should discuss the expectations that are to be achieved.

Help the student be well prepared for what they will be expected to do at the placement. For example:

  • visit the site beforehand to identify any barriers and required accommodations
  • before the placement begins, work with the student at school to model specific work tasks and the use of specialized tools and procedures

Ensure that strategies used in both teaching and placement supervision are tailored to meet each student’s unique strengths, as outlined in their IEP. For example, your school can share strategies with employers to support training and accommodations that help students with special education needs meet expectations.

Your school should ensure that additional supports and resources are provided, where appropriate. For example:

  • the student may need to use specialized equipment or facilities
  • a staff member may accompany the student to the work placement site to support the transition
  • the student may require assistive technology

Tools and resources

Special education in Ontario kindergarten to Grade 12 – policy and resource guide

Learning for all: a guide to effective assessment and instruction for all students, kindergarten to Grade 12