Demonstration school at Centre Jules-Léger
The demonstration school and its residence targets Francophone students in Ontario with learning disabilities. The program has several components, including:
- A school;
- A residence and;
- Resource services.
Profiles of the child with a learning disability
This first profile would probably be that of a young boy (sometimes that of a young girl). Although he hears reasonably well, he seems not to understand a series of instructions: at most, he execute only a few, very randomly, with no concern for details. He will have even more difficulty expressing his thoughts: he will be quiet and will avoid situations that involve the use of language. When he speaks, it seems that he uses words sparingly to the point where his message will be difficult to understand.
Even if this child was exposed to the same reading lessons as others, he will experience significant difficulties in reading and particularly understanding. He will have even more difficulty if he is asked to read aloud: he will have a general recollection of what was read, but he will not be able to reproduce the details.
Writing will be his nightmare. He will try everything in order to avoid this task and will boast that he makes more mistakes than the others in dictation. The simple action of transcribing notes from the blackboard to his notebook will be an experiment in failure, where words are substituted by others to be written, where similar letters are reversed. We could guess that this child will have developed a negative attitude towards school where his peers will have tried to diminish what remains of his self-esteem.
However, this academic performance does not seem to correspond to his potential, more evident in contexts that do not require language, where images replace words. He even seems to be exceptionally good at solving practical problems that require manipulation and anticipation. It would be more effective to discover rules, logical patterns, to predict the operation of a machine than to apply simple grammar rules. If he does not remember details (multiplication tables, for example), he will have an excellent memory of events, places, an itinerary to follow.
This child is functional in several learning domains, except for those that are generally required and valued in school. He is constantly torn between his real potential and that recognized by his entourage.
The second profile is likely to be that of a young girl (sometimes even that of a young boy). At first glance, this young girl seems to be doing well in school. She is generally able to memorize a lot of information mechanically and reproduce it, particularly if it was presented in a verbal and sound context. She seems at ease speaking and will provide many details. This overabundance of details will risk diluting the initial intent of her message.
This young girl will comply adequately to deductive teaching and will truly try to execute each task, provided they are presented one by one, in a predetermined sequence. She will imitate a model, provided steps are not missed, otherwise she will not be able to continue, under the pretext of not understanding. Somebody will have to dictate to her all the operations to execute, as if she were unable to compensate for the missing information.
This young girl usually can read aloud well: she seems to master the code and intonation is correct. She will even be able to reproduce an important number of details. However, she will have difficulty saying in her own words the essence of what she read. The implicit information will not be recognized and the overall understanding of the text escapes her. In writing, it will generally be easier for her to memorize a text that subsequently will be the subject of a dictation. However, what seems to be understood in dictation no longer is in writing.
If this young girl seems functional in the verbal/sound context, she is less so in a non-verbal/visual context. If an activity is not explained in words, she will have difficulty understanding what is expected of her. This will be more obvious in an inductive context where she will have to learn through experimentation, where she will have to draw her own conclusions, where she will have to implement her own method of doing things. It will be difficult for her to foresee consequences, to anticipate what follows in a reading, to visualize a finished product in the absence of an image or an illustration.
This profile is the exact opposite of the previous one. If the gap between potential and performance is not so obvious it is because the tasks that would highlight the gap are in general little or not at all required by the school. The difficulty only becomes obvious when the performances obtained at the verbal level are compared to those at the non-verbal level.
The student with a learning disability is the student who has considerable difficulty processing information or language. This difficulty may be caused by a dysfunction of the central nervous system rather than by external or environmental factors. It is often characterized by a significant gap between the cognitive functioning (typically average or higher than average) and school performance.
This condition may cause difficulties in the following fields: attention, impulsivity, memory, discrimination, seriation, organization, problem solving, coordination, verbal and non-verbal communication (including other communication symbols systems), reading, writing, spelling, mathematics, social skills and perceptions, phonological processing and emotional maturation.
The definition of a learning disability as defined by the Ministry can be found in its Policy/Programs document, Memorandum no 8, issued in 2014 and applicable since January 2, 2015.
Criteria for admission in the program for students with learning disabilities
To be eligible for the program for students with learning disabilities, the child must meet the criteria in the Policy/Programs, Memorandum no 89 (issued: February 6, 1990) of the Ontario Ministry of Education:
- The student must be between six and twenty-one years old on the first day of the school year for which the placement application is submitted;
- Because of the nature of the learning disability and/or other factors, the student must be in need of a residential education program;
- The student must have a learning disability as defined by the Ministry in its document Policy/Programs, Memorandum no 8;
- A psychologist or other mental health professional must have determined recently that the student is not in need of treatment for emotional or behavioural disorders;
- An Identification, Placement, and Review Committee (IPRC) must have recommended by the district school board that the student would benefit from a residential school for children with disabilities.
Request for Service
School boards are invited to submit by November 15, 2018, the name of the students that they intend to propose to the Provincial Admission Committee to the Learning Disabilities Program at Centre Jules-Léger for the 2019-2020 school year. For this purpose, the district school boards will send us the “Notice of Intent” form, duly signed by the authorized officer.
- Notice of Intention (French only)
- Sheet 3.4: Assessment Authorization (French only)
- Information Guide (French only)
- Request for Admission File 2019-2020 (French only)
We will only accept the names submitted by the Francophone district school boards of Ontario.
It should be noted that submitting the “Notice of Intent” form does not in itself constitute an application for admission. The process only informs Centre Jules-Léger of the school boards’ intentions and allows it to better manage the assessment process that must be initiated for each candidate. Only the application for admission compiled in accordance with the guidelines of Memorandum 89 – Policies/Programs, by March 1, 2019, will constitute a formal application for admission.
It should also be noted that after November 15, 2018, the school boards can continue to submit other candidates using a “Notice of Intention” but they should first notify one of the resource consultants. Then the district school boards will have to submit their application for admission on the scheduled date. Any application received after March 1, 2019 will be put on a waiting list and will be considered for the 2020-2021 school year.
In order to start the process of a possible placement at the Demonstration school at Centre Jules-Léger, please mail, fax or email a copy of the “Notice of Intention” form for each of the students you propose to one of the resource consultants below.
Should you require more information on the Demonstration School or the selection process, do not hesitate to contact one of the following persons :
Mrs. Manon Provost,School Principal
Demonstration School, Centre Jules-Léger
Mrs. Sandra Lapierre, Resource Consultant
Demonstration School, Centre Jules-Léger
2nd Resource Consultant
Demonstration School, Centre Jules-Léger
Email to be confirmed
Mrs. Nicole Lemieux,
Secretary for the Provincial Committee on Learning Disabilities, Centre Jules‑Léger