Established over 50 years ago by parents to offer support to other families with children who were deaf and hard of hearing, VOICE has supported thousands of members during its existence and has expanded to several local chapters across Canada.  VOICE for deaf and hard of hearing children is an organization committed to advocating on behalf of deaf and hard of hearing children and their families. VOICE offers support by providing access to information, education, and self-advocacy skills training.

VOICE has provided referrals to professionals, published books (including Learning to Listen: A Book by Parents for Parents), newsletters and “Sound Blasts”. In addition to the many published materials, VOICE organizes an annual conference for parents and professionals, provides a Teen Outreach Program that connects youth living with hearing loss, and hosts the Parent-Child Mother Goose Program which helps foster more opportunities for parents to interact with their children using rhymes, songs and stories. Due to the impacts of the COVID-19 pandemic VOICE has pivoted on the delivery of these programs and moved many of them to an online environment. One event that has been suspended due to COVID-19 is the annual VOICE Camp. Normally held over a weekend in the summer, the camp is a wonderful opportunity for families of children with hearing loss to come together and reconnect with friends, enjoy the outdoors. With plenty of activities for children and parents alike, VOICE Camp has been a popular event for members for over 20 years. VOICE is hopeful that the annual camp can continue when it is once again safe to gather together beyond the current pandemic.

Dress LOUD Day is one of the most successful VOICE events on the annual calendar. Occurring in May (Speech and Language Awareness Month) Dress LOUD Day encourages schools and businesses to participate in a day where participants dress in their wackiest, loudest, and wildest clothing to encourage donations to support programs for children with hearing loss. It is a great opportunity to increase awareness and understanding of the needs of students with hearing loss in schools. Look for a future Dress LOUD Day event at your school in May 2022!

VOICE has active representation on Special Education Advisory Committees (SEAC) across the province, providing input and advice to ensure the provision of special education services by local school boards. The main purpose of SEAC within HCDSB is to advise on the Special Education Plan and Special Education Budget for every school year. Additional information on SEAC is available on the HCDSB website

The resources and supports available for parents, professionals and educators through VOICE are substantial and range from social supports and events to continuing education and ongoing advocacy.  Parents of children with hearing loss, educators and other professionals are encouraged to visit the VOICE website for information and resources including guidance on how to create an effective Individual Education Plan (IEP). VOICE is dedicated to a world where deaf and hard of hearing children have the opportunity to maximize their listening and spoken language potential.  The organization is governed by a Board of Directors composed of parents of children with hearing loss and friends of the organization. Join us and become part of the future for children who are deaf or hard of hearing and their families.

Submitted by Rhonda Quesnel and Rick Barreiro, SEAC members representing VOICE for deaf and hard of hearing children

World Down Syndrome Day is a United Nations sanctioned observance celebrated on March 21st with the goal to create a single global voice for advocating for the rights, inclusion and well-being of people with Down Syndrome.

Halton Down Syndrome Association (HDSA) is a Registered Charity working to improve the quality of life for people with Down syndrome and their families. HDSA is an active and vibrant leader in advocacy, awareness, education and support within the Halton community. Our mission is to empower individuals with Down syndrome to reach their full potential through all stages of life.

The Halton Down Syndrome Association is launching their 8^th Annual World Down Syndrome Day (WDSD) School Contest.  The contest encourages participants to celebrate World Down Syndrome Day, by showing creativity and spreading awareness about Down Syndrome throughout the community. This year’s theme is: Share the Beauty of Down Syndrome.  Schools and students are encouraged to celebrate WDSDin February and/or March by sharing the beauty of Down Syndrome. It could be an act of kindness, a loving memory, a piece of art, a favourite activity, or more. Submissions can then be posted to social media by April 15th, 2022. The contest is open to all Elementary and Secondary schools throughout Halton.  Due to the nature of this school year, students can also enter the contest as individuals.  The ultimate goal is to spread awareness about Down Syndrome, inclusion, and diversity.  The project is about building character and showing students the concepts of equality, empathy, respect, friendship, acceptance, and responsibility. 

Submitted by Dan Hotopeleanu, SEAC member representing Halton Down Syndrome Association

The importance of SEAC is our ability to assist the Board in understanding the special needs of exceptional children and youth, and to advise the Board on any matter affecting the establishment and development of special education programs and services.  Essentially, it is our primary responsibility to advise on the Special Education Budget and the Special Education Plan every school year.  Now it is time to take a closer look at what takes place at the SEAC meeting.

The Special Education Advisory Committee comprised of school board staff and trustees and representatives of local associations is the “BRIDGE” between those who make decisions about special education services/programs and the exceptional children who receive these programs and services.  SEAC members representing local associations provide a focused, big picture lens on complex issues related to students with special needs and we stand behind several board-wide programs such as “Best Buddies”, “EMPOWER”, “Special Needs Strategy”, “Accessibility related to in-school and playground development”, “Mental Well-Being”, “Bullying Awareness” and the “Spirit of Inclusion Awards”.  Through a reciprocal and collaborative relationship based on mutual respect, SEAC does not advocate on behalf of individual students or families, but rather advises on matters of significant importance for all children who may need individualized and/or specialized programs for learning. 

One of the highlights to the SEAC year is the selection of the Spirit of Inclusion recipients in March. The Spirit of Inclusion Award is a celebration of students across the Board who demonstrate exemplary inclusive behaviour within their school communities. It is an honour for a SEAC member to take part in the Board-wide selection of an elementary and secondary student and then present these students with an award at both a SEAC meeting and then again at the system wide annual Student Awards of Excellence Ceremony in April.  Be sure to check your school newsletter in the Spring to find out who is the winner at your school.  

SEAC meetings are held monthly (usually the last Monday of each month at 7pm) and while usually held in person, they are currently being held virtually. Meetings are open to the public. SEAC meeting dates and times can be found on the Board Event Calendar at .

Submitted by Brenda Agnew, Chair SEAC and Burlington Trustee

Christmas and winter break can be fun, busy, and exciting but the excitement and change in routine can also be chaotic for many students, especially those with different needs. 

As much as educators do their best to maintain structure for students, the excitement of the holidays, the many special events and activities, and the time off school can be overwhelming.  The change in routine can take a child out of their comfort zone and be difficult to cope with.

Here are some tips to help parents, caregivers and educators get through these challenging times but can be used for other situations that might be overwhelming and sensitive to navigate.

School/Social Events

• Prepare your child in advance for changes in the typical school schedule and special events.
• If possible, have pictures or social stories about what your child can expect.
• Practice and rehearse what is going to happen, especially if your child will be part of a presentation.
• Talk to staff about how your child is going to participate; confirm that supports are in place to help them succeed.
• Plan for a quieter evening after the event, so your child has a chance to decompress.

Social interactions

• Use visuals to help your child understand what is going to happen.
• Count down the days before school ends and then starts back up again.  This makes your child aware that there will be a change in schedules.
• A daily calendar can be very helpful during the break, especially to help your child anticipate parties or family gatherings.
• Start adjusting back to you regular routine (bedtimes, naptimes, and the overall schedule) a few days before school starts back up in January, to facilitate a smoother transition.
• Consider hosting friends and family rather than visiting in a place that is unfamiliar to the child.

Holidays can be a wonderful and memorable time for children, and it is important that they feel included and excited about the experiences during this time.  Hopefully some of these ideas will provide ways to create special memories for everyone.

Submitted by Brenda Agnew, Chair SEAC and Burlington Trustee

The Identification, Placement and Review Committee, “IPRC” for short, is a committee which determines whether or not a student can be identified as “exceptional”, according to Ministry definitions. 

Categories of exceptionalities include behaviour, communication, intellectual, physical or multiple.

The IPRC meeting can be initiated either by the school or parent, if either party feels that the student could benefit from special education programming.  Parent requests should be made in writing to the Principal of the school.  Schools are required to convene an IPRC in response to parental requests.  The IPRC will decide whether the student is an exceptional pupil and, if so, what type of educational placement is appropriate.  The IPRC process also determines the appropriate classroom placement for the student, based on their strengths and needs which are outlined in the student profile.  On the basis of these discussions, the IPRC can recommend the special education programs and/or services that it considers to be appropriate for the student.

Parents are encouraged to attend all IPRC meetings and the school must make every effort to accommodate the parent’s availability when scheduling the meeting. Parents are encouraged to provide their input into developing the student profile and recommending the appropriate placement for their child as parental input is a very important consideration in the process.  All students identified as exceptional through this process must be provided special education programming to be outlined in an Individual Education Plan (IEP).

The IPRC meets annually and parents must be notified of this meeting with the invitation to attend and while parents have the option to waive the meeting, it is a good opportunity to touch base with your child’s Special Education team. 

Parents have the right to an appeal if they do not agree with the IPRC’s decisions.  More information can be found in the Parent Guide, available at your school office or on the Board website.

Submitted by: Brenda Agnew SEAC Chair and Burlington Trustee

FASD Awareness Day is held every year on September 9^th. This day is set aside to increase knowledge and understanding about FASD.   

FASD Awareness Day is an opportunity for schools to support the FASD community in raising awareness, being noticed, and having some fun starting the FASD conversation. To show your support, staff and students are asked to wear red on September 9^th.

Why #redshoesrock?  RJ Formanek, an adult with FASD, decided to wear RED SHOES to stand out, be noticed and have some fun starting the FASD conversation with strangers (). It’s all about turning invisibility into visibility, creating conversation, changing stigma into understanding and acceptance.  

When most people think of special education, they think of Special Education Resource Teachers (SERTs), and while SERTs certainly play a key role, there are many other team members involved in helping your child achieve the best possible outcomes and help set them up for success. 

Parents play the most significant role in their child’s education, but a close second is the classroom teacher.  The classroom teacher should always be the first point of contact for questions or concerns regarding your child’s progress, whether they have been identified or not.  As the educational professional who knows your child best, they are integral in developing and revising programming to continually meet the ongoing and changing needs of students receiving spec ed programming.  Open and transparent communication combined with a collaborative relationship between parent and teacher is critical to ensuring every student’s success.

Exceptional students sometimes require additional support beyond what the classroom teacher can provide.  Educational Assistants (EAs) work directly with those students throughout the school day.

While SERTs are primarily responsible for coordinating special education programming and services, they too may provide extra support to students withdrawn from the classroom for part of the day.  SERTs can also assist parents who have programming concerns.  Itinerant SERTs and Special Education Consultants, operating at the Board level, provide additional support to school level SERTs.

Principals have ultimate responsibility for successful program delivery and would be the next point of contact for issues not resolved at the teacher / SERT level.

Every elementary school has a Child & Youth Counsellor (CYC), either full or part time.  They are there to assist with social, emotional, and behavioural issues and play a key role in the mental health of our students.

There are many other professionals who may provide support to students, depending on their individual needs.  These include:  Communicative Disorder Assistants, Speech-Language Pathologists, Social Workers, Psych-Ed Consultants, Behaviour Analysts, Sign Interpreters and Audiologists, just to name a few.

Submitted by Brenda Agnew, SEAC Member, Trustee Representative

The Association for Bright Children (ABC) of Ontario is a provincial association whose mandate is the healthy development of bright and gifted children and youth. A significant part of our mandate is advocating for gifted children in the education system – through support for families, representation on school board SEACs, and participation in provincial level committees including direct advocacy to the Ministry of Education. ABC Ontario has consistently been represented on the HCDSB SEAC for a number of years. Your current reps are Maria Lourenco and Jessica Lim. Both Maria and Jessica are HCDSB parents, and between them they are parenting an HCDSB Gifted elementary student, secondary student and alumnus, have experienced private as well as school-based assessments, and regular class as well as special education class placements. They haven’t seen it all, but they have seen a lot! Jessica brings her experience as a special education teacher herself to the table. Maria has served on the board of ABC Ontario as well as several provincial level committees, including the Consortium for Ontario Gifted which she currently chairs.

Some people are surprised that gifted students are included in “special education”, but if you are the parent or teacher of a gifted student, you will understand that their intellectual needs do in fact require interventions “beyond those normally provided in the regular school program”, as per the Ministry’s definition of Intellectual Giftedness. But that’s not all. Gifted students have complex needs that often need to be addressed by more than just a challenging curriculum. One of the key characteristics of gifted children is known as “asynchronous development” – meaning that their cognitive and/or emotional development is out of sync with their physical development. Gifted students also tend to have heightened sensitivities, so that they are acutely aware of how they are different from other students – and that other students and adults notice it, too. This combination creates the potential for unique social and emotional issues for gifted children and youth. While there is no universal definition of Giftedness, one that sums up these characteristics, and the resultant needs of these students, is as follows:

Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counselling in order for them to develop optimally. (Columbus Group,
1991)

The journey as parent or teacher of a gifted child has its unique challenges….as well as its unique and incredible rewards. As your HCDSB ABC reps, we are always here to help! Some of the areas in which we can provide assistance include:

• understanding the characteristics and needs of gifted students
• the process of formally identifying your child, including the Identification, Placement and Review Committee
• (IPRC) process
• programming options and strategies for your child, including the development and ongoing review of an
• appropriate Individual Education Plan (IEP)
• how to advocate for your child
• additional resources on all of the above, and
• connecting with other parents of gifted children

For more information or assistance, please reach out to us anytime at GiftedHCDSB@outlook.com.

The Special Education Advisory Committee (SEAC) is a Ministry mandated committee of the Board.  Sounds very official, doesn’t it?  Well it is, but you might be surprised to learn that many SEAC members are parents and members of the community just like you!

As a Board committee, SEAC has two Trustee members as well as two members at large.  However, SEAC membership is primarily made up of representatives from local associations who support individuals with different exceptional needs, with a focus on children and youth.  Many SEAC members are parents of exceptional children or have some lived experience with an exceptionality where special education programs and services would be required for school aged children.  As such, SEAC members bring forth a unique perspective to the special education process, including in many cases direct or indirect experience with the Board’s special education programs and services.

Association members are nominated by their associations to represent the student population of those associations, however, all SEAC members are there to serve the needs of ALL special education students throughout the system.  If you have any questions or concerns about special education at HCDSB, please feel free to contact any one of our members directly. 

SEAC members for the 2018-2022 term are as follows:

The above list includes all associations that were represented at the start of the current term.  The HCDSB SEAC currently has some vacancies, including for alternate positions. Alternates participate fully in SEAC meetings and their contributions are equally valued, however on matters where there is a vote, each association only has one vote.

Legislation allows for up to 12 associations, so HCDSB SEAC also has space for 5 more associations to be represented.  Eligible associations must operate locally and be affiliated with a provincial level association that is incorporated and operates throughout Ontario to further the interests and well-being of one or more groups of exceptional children or adults (excluding associations of professional educators).

If you are affiliated with an eligible association that is not represented or has a vacancy and would like to consider serving on SEAC, please contact your association to discuss a nomination. 

We would love to have you join our team!   

For more information on SEAC meetings, including reports, minutes and recorded and livestreamed meetings, please click here to visit the SEAC section of the board website.

Did you know that there is a committee in each school board or school authority that provides important and relevant advice on Special Education?

This committee is known as the Special Education Advisory Committee or SEAC.  Each school board and school authority in Ontario must establish a SEAC.

SEAC is made up of representatives of local associations, members at large, and school board trustees.Ěý

Associations currently represented on HCDSB SEAC are:

• Association for Bright Children (ABC) Ontario, Halton Chapter
• Autism Ontario
• Easter Seals Ontario
• FASworld Canada
• Halton Down Syndrome Association
• Learning Disabilities Association of Halton-Hamilton
• VOICE for Hearing Impaired Children

The importance of SEAC is their ability to assist the board with understanding the special needs of exceptional children and youth, and to advise the board in matters that apply to the delivery of special education services and program.

SEAC Meetings are generally held on the last, or next to last Monday of each month starting at 7:00 pm.Ěý Meeting dates can be confirmed on the Board’s website, where agendas, minutes and a link to the meeting videos can also be found: /our-board/events-and-meetings.Ěý

SEAC meetings are typically held at the board office in person. With COVID restrictions, meetings have taken place virtually and will continue in a livestream format. Members of the public are welcome and encouraged to attend.   We would love to see you there!

Up Next:   Who is at the SEAC Table? 

Submitted by Maria Lourenco, SEAC Member representing Association for Bright Children (ABC) Ontario, Halton Chapter