The basic philosophy is to provide a quality of life experience that is typically provided for all students in our school division. This is achieved through access to the environments and opportunities that are generally available to all students. A range of placement and program options are provided to meet the diverse needs of students with disabilities, including intellectual and/or multiple disabilities. Particular emphasis is placed on maintaining students, regardless of disabling condition, in a regular classroom, with age appropriate peers. It is this experience that is most typical for school aged students in our culture.

1. Social and Moral Preparation

   If students are to learn the social and moral behavior that is typical of their age group, they have to actively experience that behavior in social contexts that are real and typical. These experiences must take place over a long period of time.
   
   

2. Language Development and Cognitive Development
   
   
   1. Language is best developed in situations that are spontaneous and natural, and in which the learner has an opportunity to be an active participant. Appropriate modeling within social contexts is a critical element. This situation is best provided in an inclusive setting..
   2. Cognitive development is closely associated with language development. Moreover, cognitive development is best fostered within situations and contexts that are stimulating, challenging and natural.
      
      
3. Academic Development

   Functional academics are learned equally as well within integrated settings as they are in segregated settings, if proper support is provided. It is well documented that most of what students learn through direct teaching is consolidated through social interaction with their peers.
   
   

4. School Division Practice

   It is the practice of the Saskatoon Catholic School Division that parents/guardians are involved in the placement of their child.
   
   

5. Basic Human Needs and Values

   Inclusion also provides for the needs and values of all people as “persons”. All people share the same universal need for love and belonging, fun, freedom, and power over one’s own life. All people value the opportunity to:
   
   

   1. grow and develop
   2. build self respect
   3. feel a sense of belonging
   4. be a part of a community
   5. have relationships and mutual support
   6. make decisions and choices
   7. take risks and make mistakes
   8. see themselves and be seen by others as unique and valued.
   
   
6. Benefits to Students without Disabilities

   Being educated along with students with disabilities, can provide valuable social, emotional and personal perspectives for non-disabled students. The inclusion of students with disabilities can provide excellent training for typical students as future leaders, parents, and teachers.
   
   

7. Best Practices as Suggested by Research
   
   
   1. Chronological Age Placement
   2. Social Integration
   3. Functional Curricula
   4. Systematic Instruction
   5. Community Based Training
   6. Parental Involvement
   7. Integrated Service Delivery
   8. Transition Planning
   9. Systematic Program Evaluation

   Please refer to Appendix A for an expanded explanation of each Best Practice.

1. Community

   Saskatoon Catholic Schools are an extension of the Christian community of the parishes, in which all children belong.
   
   

2. Acceptance of Differences
   
   

   It is our goal to develop in all our students an awareness, an acceptance and an appreciation of individual differences.
   
   

3. Equality of Benefit
   
   

   Some students may require additional support services to actually benefit from the educational opportunities available. These support services may include consultation services, counseling, equipment and materials, human resources, and program options.
   
   

The initial placement of all students is a placement according to chronological age in the student’s neighborhood school. Alternative placements are considered an exception and are carried out only after careful consideration. The parents are an integral part of this decision-making process. Should the student attend a school other than his/her neighborhood school, the student is registered in a chronologically age-appropriate regular classroom.

Students receive support through the Learning Assistance Teacher (LAT). The LAT works with the regular classroom teacher to develop the Personal Program Plan, to modify goals and objectives, to assist in adapting instructional strategies, and to provide instruction through individual or small group tutorial.

All students are eligible to register in their neighborhood school. Registrants for the preschool program at St. Augustine must meet designation criteria established by Saskatchewan Education.