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Special Education


The role of the Special Education Department at Brebeuf College School is to maximize the academic progress and personal development of every Exceptional student, through preparation and planning at all levels of student life, in a least restrictive environment.

Special Education at Brebeuf College School is a program designed to accommodate the special learning styles of students deemed Exceptional on the recommendation of the T.C.D.S.B.  

Students will: 

  • ​Participate in the regular school curriculum;
  • Choose courses appropriate to their needs and future goals; 
  • Improve Learning Skills; and
  • Learn to take responsibility for their learning (self-advocacy skills). 
Each Exceptional student is assigned to a Special Education teacher who monitors the student's progress.  A network of assistance is available through all teaching staff, education assistants, and other TCDSB support services. 

Learning Enrichment Centre

The Learning Enrichment Centre (LEC) offers the following supports for students: 

  • ​Alternate quiet workspace
  • Separate location and additional time for tests and exams
  • Access to Assistive Technology
  • Assistance with homework or assignement. 


An Individual Education Plan (IEP) is a written plan that documents the special education program and/or services that are deemed necessary for a particular student.  Special Education teachers work collaboratively with Subject Teachers and Support Staff (Child & Youth Worker, Guidance), to develop the IEP.  Parental input is valued, and parents will receive a copy of their child's IEP. 


IPRC (Identification, Placement and Review Committee) meetings for annual reviews occur at the school.  Parents will receive a notice and invitation prior to the meeting date.  Annual IPRC meetings are mandatory for students in grades 9 and 11.  There is the option of waiving the annual IPRC meeting in grades 10 and 12. 

Elements for Success


The student: 
  • ​Completes and submits class work, homework, and assignments according to agreed-upon timelines.


The student: 
  • Devises and follows a plan and process for completing work and tasks; 
  • Establishes priorities and manages time to complete tasks and achieve goals.


The student: 
  • Uses class time appropriately to complete tasks; 
  • Follows instructions with minimal supervision. 


The student: 
  • ​Shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions; 
  • Accepts various roles and an equitable share of work in a group; 
  • Works with others to resolve conflicts and build consensus to achieve group goals. 


The student: 
  • ​Approaches new tasks with a positive attitude; 
  • Recognizes and advocates appropriately for the rights of self and others. 


The student: 
  • ​Sets own individual goals and monitors progress towards achieving them; 
  • Seeks clarification or assistance when needed; 
  • Perseveres and makes an effort when responding to challenges. 


  • Learning Disabilities Association of Ontario: //
  • Community Living Toronto
  • TCDSB parent guide to special education
  • Ontario Ministry of Education (Special Education)
  • The Individual Education Plan (IEP)- A Resource Guide
  • Growing Success 2010 - Ministry of Education