POPFASD POPARD ASD DSM WISC LA LS SLP OMG OT PT PISP LD DL UDL RTI DI MOE EA MID SETBC IEP SLP SBT NVCI BLT
Special Education Acronyms POPFASD Provincial Outreach Program – resource program whose mandate is to meet the learning needs of sudents with Fetal Alcohol Spectrum Disorder POPARDProvincial Outreach Program for Autism and Related Disorders ASDAutism Spectrum Disorder DSM Diagnostic and Statistical Manual of Mental Disorders – it serves as a universal authority for psychiatric diagnosis. Treatment recommendations, as well as payment by health care providers, are often determined by DSM classifications WISCWechsler Intelligence Scale for Children LALearning Assistance LSLearning Services SLPSpeech Language Pathologists OMGOh My God
OTOccupational Therapists PTPhysical Therapists PISP Provincial Integrated Support Program – assist in developing meaningful and functional programs for B.C. students with severe/profound cognitive and multiple physical disabilities. LDLearning Disabilities DLDistance Learning UDL Universal Design for Learning is a set of principals for curriculum development that give all individual equal opportunities to learn RTI Response to Intervention – Systems of Support, Coordination, Communication and success DIDifferentiated Instruction/learning – providing different students with different avenues to acquiring content, to processing, constructing, or making sense of ideas; and to developing teaching material and assessment measures so that all students within a classroom can learn effectively
MOEMinistry of Education EAEducational Assistance MIDMild Intellectual Disability SETBC Special Education Technology British Columbia – assist schools in supporting students whose access to the curriculum is restricted IEPIndividual Education Plan SLPStudent Learning Plan SBTSchool Base Team NVCINon-Violent Crisis Intervention BLTBacon Lettuce and Tomato sandwich
Over riding question: How do we create a safe, caring community in our classrooms and schools where ALL students can develop and learn? What helped you to learn? What was it about the environment that helped? Who was there? What were they doing that helped you?
Video - When the Moon Come UpWhen the Moon Come Up
Introduction to Special Education/Policies and Procedures A Journey from Exclusion to Inclusion
1978 – Alberta Supreme Court decision ordered Lamont County school board to widen doors, build a ramp, and educate Shelley Carriere, a student with cerebral palsy, in her home community school. History of Special Education in Canada
1980 – Ontario Education Act was amended to recognize the rights of students with disabilities to receive an appropriate education at public expense, and to permit parents to appeal the identification of their child as exceptional and the placement of their child
1981 Charter of Rights and Freedoms 1985 Charter amendment prohibits discrimination on the basis of mental or physical disability
1995 – Eaton vs. Brant County School Board stated that unless the parents of a child who has been identified as exceptional by reason of a physical or mental disability, consent to the placement of that child in a segregated environment, the school board must provide a placement that is the least exclusionary from the mainstream and still reasonably capable of meeting the childs special needs (Eaton vs. Brant Board of Education, 1995, pp.33-34)
BC Legislation/regulations Special Needs Students Order M150/89: defines students with special needs, describes the obligation of school boards to consult with parents in the placement of student with special needs and describes policy regarding integration. Individual Education Plan Order M638.95: sets out the requirements for school boards to design and implement individual education plans for students with special needs.
From Special Education Services: A Manual of Policies, procedures and Guidelines Student with special needs, A student who has a disability of an intellectual, physical, sensory, emotional or behavioural nature, has a learning disability or has special gifts or talents, as defined in the Manual of Policies, Procedures, and Guidelines, Section E.
Inclusion describes the principal that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their education. The practice of inclusion is not necessarily synonymous with integration and goes beyond placement to include meaningful participation and the promotion of interaction with others The practice of inclusion transcends the idea of Physical location, and incorporates basic values that promote participation, friendship and interaction
Integration is one of the major strategies used to achieve inclusion. With integration, students with special needs are included in educational settings with their peers who do not have special needs, and provided with the necessary accommodations determined on an individual basis, to enable them to be successful there. The principal of placement in the most enabling learning environment applies when decisions are made about the extent to which an individual student is placed in regular classrooms, or assigned to an alternate placement.
Activity In small groups discuss what you feel are the pros and cons of Inclusion and Integration
The changes we are experiencing currently are intended to move from the goal of access for as many students as possible to success for many as possible. Success for exceptional students depends on complex rights that include: Identification of educational needs. Adapted teaching and services to meet those students.
BC School Act – Responsibilities of teachers within the school system The teacher responsible for a student with special needs is responsible for designing, supervising and assessing the educational program for that student. Where the student requires specialized instruction this is best done in consultation with resource personnel available, with the parents and with the student.
Where the students program involves specialized instruction by someone other than the classroom teacher, collaborative processes are required to make best use of the expertise of the specialists available to assist and to ensure a coordinated approach. In secondary schools, where several teachers may be involved in the students program, coordinated planning is especially important.
Parents Working in partnership with educators and other service personnel. Ministerial Order 150/89, the Special Needs Students Order, requires that parents be OFFERED a consultation regarding the placement of their student with special needs. Districts are advised to involve parents in the planning, development and implementation of educational programs for their children, This consultation should be sought in a timely and supportive way, and the input of parents respected and acknowledged. With respect to the development of a students Individual Education Plan, parents must be offered the opportunity to be Consulted (IEP Order).
Student with a special need where appropriate should be consulted on the development of the Individual Education Plan being created for them (IEP Order).
Individual Education Plan Serves as a tool for collaborative planning. Documented plan developed for a student with special needs that describes individualized goals, objective, strategies, adaptations and/or modifications, the services to be provided, and includes measures for tracking achievement.
Written in consultation with: Parents Classroom teachers and administration Other specialists and outside agencies
An IEP should also include the following: the present levels of educational performance; the setting where the educational program is to provided; the names of all personnel who will be providing the program and the support services for the student during the school year; the period of time and process for review of the IEP; evidence of evaluation or review, which could include revisions made to the plan and the tracking of achievement in relation to goals; and plans for the next transition point in the students education (including transitions beyond school completion) and linkages to Graduation Portfolio during Grades 10 – 12.
Where the goals are different from the expected learning outcomes for the age or grade, these should: be set at high but attainable level. Be accompanied by measureable objectives developed for each goal to enable IEP review and evaluation.
Funding Special Education Services (1701) Student base allocation – learning disabilities, mild intellectual disabilities, students requiring moderate behaviour supports and student who are gifted.
Supplementary funding Level 1 – dependent handicapped (A) or deafblind (B) $36,600 per full time equivalent (FTE) Level 2 – moderate/profound intellectual disabilities (C), with physical disabilities or chronic health impairments (D), with visual impairments (E), with autism spectrum disorder (G), or students who are deaf or hard of hearing (F) $18,000 per FTE Level 3 – students requiring intensive behaviour interventions or students with serious mental illness (H). $9,000 per FTE
SPECIAL EDUCATION SERVICES Category Checklists Activity