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Governance of Practice Federal Government Provincial Government School Districts

Federal Government U.S. Federal Legislation Public Law 94-142 (1975) Now called IDEA (Individuals with Disabilities Education Act) Outlines the need for child identification, due process, consultation with parents, confidentiality, and training for teachers to meet student needs. Defines and mandates the concept of “least restrictive environment.” Describes and mandates IEPs.

Canadian Federal Legislation Charter of Rights and Freedoms (1982) 15. (1) Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.

Provincial Government School Act POLICY STATEMENT All students should have equitable access to learning opportunities for achievement, and the pursuit of excellence in all aspects of their educational programs. RATIONALE Special education programs and services enable students with special needs to have equitable access to learning and opportunities to pursue and achieve the goals of their educational programs

TAs Section 18 of the School Act specifies that : (1) A board may employ persons other than teachers to assist teachers in carrying out their responsibilities and duties under this Act and the regulations. (2) Persons employed under subsection (1) shall work under the general supervision of a teacher or school principal. Under the supervision of a teacher, teachers’ assistants assist teachers with instructional programs

Freedom of Information and Protection of Privacy Consent required for use of names, photos, videos Impact on record keeping and confidentiality

Ministry of Education POLICY: Inclusion British Columbia promotes an inclusive education system in which students with special needs are fully participating members of a community of learners. Inclusion describes the principle that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their educational programs. The practice of inclusion is not necessarily synonymous with full integration in regular classrooms, and goes beyond placement to include meaningful participation and the promotion of interaction with others.

Ministry Guidelines www.bced.gov.bc.ca/specialed/ IEPs

School Districts School Districts are responsible for ensuring that special education services and programs are delivered to any of their students who require them. Services available to all students should be available to students with special needs and access should be as seamless as possible. (Special Education Manual)

Special Education Funding Category Funding A Dependent Handicapped B Deaf/Blind Level 1: $36,600 C Moderate to Profound Intellectual Disability D Physical Disability/Chronic Health Impairment E Visual Impairment F Deaf or Hard of Hearing G Autism Spectrum Disorders Level 2: $18,300 H Intensive Behaviour Intervention/Serious Mental Illness Q Learning Disability K Mild Intellectual Disability M Moderate Behaviour Supports/Mental Illness In student base allocation P Gifted Learning Assistance

Bill 33 A board must ensure that any class in any school in its school district does not have more than 3 students with an individual education plan unless (a) in the opinions of the superintendent of schools for the school district and the principal of the school, the organization of the class is appropriate for student learning, and (b) the principal of the school has consulted with the teacher of that class.