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The electronic translation service on the Toronto District School Board website is hosted by Google Translate, a third party service. The TDSB does not guarantee or warrant the reliability, accuracy or completeness of any translated information.

The quality of the translation will vary in some of the languages offered by Google. Google Translate is a free service and currently offers translation in over 100 languages, but does not capture all languages or dialects.

The basic translation goal is to capture the general intention of the original English material. Before you act on translated information, we encourage you to confirm any facts that are important to you or may affect any decisions you make.

The Toronto District School Board is committed to equity and community engagement, and by providing this tool, we are making our information more accessible to families whose first language is not English.

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Inclusion – One Size Does Not Fit All

Inclusion
At the Toronto District School Board we continue to actively review how we address the special education needs of our students and explore new ways to support them.
We know that students with exceptionalities have the same basic needs as their peers.

They need to:
  • Participate and be included as fully as possible in all activities, curricular and co-curricular, of our school communities; 
  • Be valued as individuals for their unique contributions to school life;
  • Have no boundaries placed on, or prejudgments made about, their capacity for learning,
  • Enjoy a safe and secure learning environment;
  • Enjoy a sense of belonging to a school community that accepts ownership and responsibility for their learning; and, 
  • Be unencumbered by stereotypical, outdated perspectives on abilities and disabilities.
Last year, the Board released a research report titled, A Case for Inclusive Education (Parekh, 2013). This report explores the concept of inclusivity – where all students across a spectrum of needs successfully learn side-by-side – a model we are working towards.

Although placement in a regular class with appropriate special education supports is always the first consideration for students , we also recognize that regular class placement is not for all students. In some cases, students may have needs that require more intensive support.  While working with parents/guardians/caregivers to explore available support options, it may be determined that a student’s needs can be best met in a special education class. 

The TDSB is striving to create supportive and inclusive learning environments for our students. In the end, our goal is to determine the most appropriate learning environments for helping all students reach their full potential.



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