{"id":809,"date":"2020-12-03T15:36:41","date_gmt":"2020-12-03T20:36:41","guid":{"rendered":"http:\/\/newsite.hscdsb.on.ca\/?page_id=809"},"modified":"2021-10-18T09:19:09","modified_gmt":"2021-10-18T13:19:09","slug":"independent-living-skills","status":"publish","type":"page","link":"https:\/\/www.hscdsb.on.ca\/hscdsbtest\/students\/programs-initiatives\/independent-living-skills\/","title":{"rendered":"Independent Living Skills"},"content":{"rendered":"\t\t
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Student Living Skills<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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  • may be coming from self-contained programs or an integrated setting<\/p><\/li>

  • will benefit from a smaller student – teacher ratio<\/p><\/li>

  • are working on personal goals as outlined in their Individual Education\u00a0Plan<\/p><\/li>

  • are functioning well below age level academically<\/p><\/li>

  • often have difficulty socially and have low self-esteem<\/p><\/li>

  • are tactile and experiential learners<\/p><\/li>

  • may require additional support in relation to behaviour, personal,\u00a0physical or emotional needs<\/p><\/li>

  • Educational Assistants will be available to support student needs, as necessary<\/p><\/li><\/ul><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    Areas of focus<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    Personal Health and Well-being<\/h3>

    The students will participate in a variety of activities that focus on:<\/strong><\/p>

    • developing or improving motor skills<\/li>
    • self care<\/li>
    • building relationships<\/li>
    • developing skills of daily living<\/li><\/ul>

      Self Determination<\/h3>

      The students will focus on building:<\/p>

      • self-awareness<\/li>
      • self-regulation<\/li>
      • goal setting<\/li><\/ul>
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        Social\/Communication<\/h3>

        The students will build skills around:<\/strong><\/p>

        • receptive and expressive language<\/li>
        • non verbal communication<\/li>
        • understanding and maintaining healthy relationships<\/li>
        • \u200bteamwork<\/li>
        • conflict resolution<\/li>
        • social language and conversations skills<\/li>
        • \u200bleisure and recreational skills<\/li><\/ul><\/div><\/div><\/div><\/div>

          Functional Skills<\/h3>
          Students will work on maintaining and building practical academic skills relevant to their personal goals as outlined in their IEP.<\/div><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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          Evaluation of student progress:<\/h3>

          Each student will have a set of short and long term goals, established in cooperation with the school, parents \/ guardians, and any community partners. It will be those individual goals the students will work toward, and on which assessment will be based.<\/p>

          Provincial report cards will be distributed at the same time as all other Secondary students. Parents \/ Guardians are encouraged to attend the school wide scheduled interviews to set goals for the next reporting period. Positive home involvement is a key element to the success of the students in Specialty Programming at St. Mary\u2019s College.<\/p><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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          Things to Note:<\/h3>
          • Students will follow all St.Mary\u2019s College routines and schedules<\/li>
          • They are welcome, and encouraged, to participate fully in all extracurricular activities and clubs<\/li>
          • They have the same breaks and lunch as all students of St.Mary\u2019s College Students participate fully in all school sanctioned activities<\/li>
          • Students are expected to adhere to the same code of conduct as all SMC students<\/li>
          • Students are able to remain in the programs until 21 years of age<\/li>
          • Students are encouraged to participate fully in graduation activities and ceremonies<\/li>
          • Most students will receive a Certificate of Accomplishment<\/li>
          • Students are not working toward a OSSD<\/li>
          • School, home and community partners will work cooperatively during the Transition Planning phase<\/li><\/ul><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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            Vocational Pathways<\/h2>
            Students in the Vocational Pathways Program will be working toward specific personal goals that focus on building vocational skills, independence, self confidence and academic skills necessary for success in College, and eventually the workplace.<\/div><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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            Program Overview<\/h3>

            Cooperative Education<\/strong><\/p>

            Students will have an opportunity to explore different vocational settings within the community. Students will complete pre-placement training such as WHMIS and Young Worker\u2019s Awareness Training in preparation for their placement. During class time they will discuss, and participate in, a variety of activities relevant to building interpersonal skills, self-esteem, self- advocacy and success at work. Students will have an opportunity to earn academic credits.<\/div>

            \u00a0<\/h4>

            Courses<\/strong><\/p>

            Students will participate in as many as two scheduled mainstream classes that are personally relevant and beneficial, according to their individual abilities, goals and needs.<\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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            Student Profile<\/h3>

            Students:<\/strong><\/p>

            • are working toward personal goals that may be outlined in an Individual Education Plan<\/li>
            • are in at least their second year of Secondary<\/li>
            • are able to participate in teacher directed lessons<\/li>
            • are able to complete work independently and display self control<\/li>
            • display socially appropriate behaviour, consistent with success at a\u00a0workplace<\/li>
            • will benefit from working in small groups and from 1:1 support, when\u00a0available<\/li>
            • are functioning below grade level academically<\/li>
            • are experiential learners are able to read independently, or with minimal assistance<\/li>
            • will have training on relevant assistive technology<\/li>
            • are able to take public transit independently<\/li>
            • have the potential to live independently<\/li>
            • may NOT be working toward an OSSD<\/li><\/ul><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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              Evaluation of Student Progress<\/h3>

              Provincial report cards will be distributed at the same time as all other Secondary students. Parents \/ Guardians are encouraged to attend the school wide scheduled interviews to set goals for the next reporting period.<\/p><\/div><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

              Student Living Skills may be coming from self-contained programs or an integrated setting will benefit from a smaller student – teacher ratio are working on personal goals as outlined in their Individual Education Plan are functioning well below age level academically often have difficulty socially and have low self-esteem are tactile and experiential learners may require […]<\/p>\n","protected":false},"author":1,"featured_media":8617,"parent":668,"menu_order":56,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-809","page","type-page","status-publish","has-post-thumbnail","hentry"],"yoast_head":"\nIndependent Living Skills - hscdsbtest<\/title>\n<meta name=\"description\" content=\"Student Living Skills may be coming from self-contained programs or an integrated setting will benefit from a smaller student - teacher ratio are working\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.hscdsb.on.ca\/hscdsbtest\/students\/programs-initiatives\/independent-living-skills\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Independent Living Skills - 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