Elementary Resource Program

Our Why

Our philosophy of inclusion is based on the following foundational beliefs set out in the Ministry of Education document Learning for All, Kindergarten to Grade 12 (page 4-5): All students can succeed.

  • Each student has his or her own unique patterns of learning.
  • Successful instructional practices are founded on evidence-based research, tempered by experience.
  • Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students.
  • Classroom teachers are the key educators for a student’s literacy and numeracy development.
  • Classroom teachers need the support of the larger community to create a learning environment that supports all students. 
  • Fairness is not sameness.

Our How

Intensive, Individualized Programming

  • Programming is personalized and precise to meet the needs of each student in the classroom, with a focus on putting appropriate accommodations and/or modifications in place to support learning.
  • The emphasis of instruction is on literacy, numeracy, self-regulation, social-emotional development, communication and life adaptability skills.   
  • Where possible, learning expectations are derived from the Ontario Curriculum based on the student’s Grade Level, strengths, and needs.
  • Assistive technology  is individualized and purposefully implemented to support student learning needs.

Interventions to Support the Development of Literacy Skills

  • Given the majority of students in the program this year have a  I:DD identification, phonics and phonemic skills, targeted assessment and responsive instruction is the foundation of the program. 

Interventions to Support the Development of Numeracy Skills

  • Focus is on the Fundamentals of Math, across all strands using high-yield strategies, regular use of manipulatives and real-life application. 

Program Expectations Linked to the Ontario Curriculum

  • Language: see above
  • Numeracy: see above
  • French: where possible, opportunities to participate in learning elements of French curriculum
  • Science/Social Studies/History/Geography: select targeted learning expectations
  • Health: select targeted expectations

Meaningful Integration of Students

  • Integration into classroom settings outside the Regional Program classroom is provided for students with opportunities to generalize skills and strategies (e.g., social and communication skills) that are explicitly taught, modelled and practiced in the small-group setting. Students will work, learn, and connect with their peers and build relationships and become part of the school community. 
  • Students academic strengths and interests are considered when looking for meaningful and appropriate opportunities. The goal is to start small and build on success. 
  • Students are encouraged to become involved at TPS (e.g., extra-curriculars, clubs, trips, Food for Learning Program, etc.).  
  • A sense of belonging and inclusion in all school events is fostered.

Use of Applied Behaviour Analysis (ABA)

  • Goals and instruction are developmentally appropriate and target a range of skill areas such as communication, sociability, self-care, play and leisure, motor development and academic skills. For example, teaching social skills, decreasing self-injurious behaviour and/or aggression toward other students and staff, teaching toileting skills, etc. 
  • Desired skills are broken down into manageable steps to be taught from the simplest (e.g., imitating single sounds) to the more complex (e.g., carrying on a conversation). 
  • ABC documentation is regularly maintained and reviewed by the Regional Program team. Documentation is readily available for parent awareness and use (e.g., outside agencies, case conferences, medical appointments).
  • Principles of ABA including, but not limited to - generalization, use of reinforcers, backward chaining, token economy, prompting and fading and task analysis are used to increase the desired behaviour.


  • Specialized instruction from a teacher who has Special Education qualifications.
  • Educational assistants work as part of the support team and collaborate with the classroom teacher, Learning Support Teacher and principal; who provide various levels of behaviour and program support, implement health and medical plans and implement and support recommendations from professionals (occupational/physical therapists, speech-language pathologists, etc.); as well as inclusion.