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Section 23 Care, Treatment, Custody And Correctional Programs

Under the provisions of Section 23 of the Ministry of Education's General Legislative Grant Regulation (Reg. 287/98) educational programs may be provided by District School Boards in collaboration with community partners, for school-aged young people, who for various reasons are unable to attend regular schools. The Ministries of Education, Ministry of Community, Family and Children, Health and Public Safety Security and Correctional Division provides a multi-disciplinary approach for children and youth who have social/emotional, mental health and/or medical needs.

Students considered very high risk may receive an educational program in an intensive care/treatment or corrections facility.

Both Residential and Day Treatment Programs are delivered in self-contained classrooms in community schools, open or closed custody facilities or correctional institutions.

When the need for treatment by a child or youth is so severe that a regular day school or special education classroom cannot serve his/her needs.
LDSB elementary or secondary teachers, qualified in Special Education, and in some cases, educational assistants, work in partnership with agency care, treatment and corrections staff. The primary purpose of these programs is treatment. Academic components emphasize literacy, numeracy, and learning skills. The majority of secondary students work on credits towards an Ontario Secondary School Diploma (O.S.S.D.). Individual educational and treatment plans are created to address students' strengths and needs.

Unique partnerships are developed between the LDSB and community agencies or institutions. These unique programs are located across the district.

Programs such as custody/detention are only accessed through the court system.
Other programs such as day treatment are accessed through parent/guardians directly by contacting the agency intake department. Clients must meet agency requirements for support and involvement.
The length of time spent in Section 23 program reflects a student's particular situation. Where the multi-disciplinary staff in the facility agrees, and ongoing assessment indicates the child's/youth's readiness, re-admission to a community school is considered. The facility and the school board work co-operatively with community agencies and the receiving school to create a plan for the successful transition of the pupil. Upon enrolment in the school, the pupil may be considered for either regular or special education class placement.
Home school staff and Educational Services play an important role in facilitating the intake, demission and transition process.

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