The Centre Jules-Léger is a school that is part of the Provincial and Demonstration Schools Branch of the Ontario Ministry of Education. Since 1979, it has been responsible for the delivery of various specialized programs, particularly for Francophone students in learning disabilities in Ontario. This program has several components, the demonstration school, the residence and several support from resource consultants.
The demonstration school for students with Learning Disabilities is unique in that it has mandates different from those normally assigned to the other elementary or secondary schools.
If a child is admitted to this school, it is because it has been established that he or she has adequate intellectual abilities to learn what is normally taught in the school, but that he or she does not learn due to a learning disability. This condition makes it more difficult for him/her to learn oral communication (listen/speak) and written communication (read/write) and mathematics.
It should not be expected to find at the Centre Jules-Léger a school with a reduced population in order to repeat more slowly and with more attention the subjects with which the child has difficulty.
Our mandate is rather to treat the child’s learning difficulty, precisely in order to make him or her a more effective learner. For this purpose, we find inspiration in the results of recent research in psycho-sociolinguistics and neuro-linguistics. We intend to develop metacognitive processes to activate learning that is otherwise difficult for our students. When our objectives are reached, both at school and at residence, the child will have learned and subsequently will be more inclined to understand what he or she will be taught in school after his or hers transition, after a stay of one year.
In order to succeed in this important challenge, the total population of students admitted in this program is limited to forty (40) students divided (in the school) into five groups of eight children. Every day, the child benefits of the re-education intervention of our specialists who target objectives established previously by an Individual Education Program (IEP). The school day will not be divided into subjects (the way it would be in a regular school), but into oral and written communication skills groups, elements with which the child has difficulty. The student should expect to have to improve his or her skills in speaking knowledge, listening knowledge, reading, writing, much more than having to memorize history or geography knowledge, for example.
Our secondary students should not expect to find here a reduced version of a regular secondary school where the main objective is to accumulate the required number of credits. If they are with us, it is because focusing on this objective would make them fail. For them, as for younger students, we strive to teach more effective learning processes in order to make them more functional when they return to their regular school. However, the same students can accumulate credits here, possibly, but not necessarily, equal to the number that they would otherwise have accumulated in the regular school, given their difficulties.
Program for students with severe learning disabilities (French only)