Special Education Policy in Manitoba Jan Stewart 2008

The History of Special Education in Manitoba From Exclusion to Inclusion Since 1870 we have been evolving to meet the needs of students in MB Shaped by numerous stakeholders Bill 13 major government initiative 6 distinct eras

Exclusion/Elitism ( ) Education is for normal children If you dont fit-you dont belong

Where the board of trustees of a school district have reason to believe that a person attending a school of the district is a mental defective within the meaning of the mental deficiency act, it may, by resolution prohibit that person from attending or entering the school, and that person shall not be entitled to attend or enter any school of the district until he presents to the board a certificate from two physicians, or from the medical superintendent of the psychopathic ward as defined in the mental diseases act that he is not a mental defective. (PEA 291)

The Macfarlane Commission First in Manitoba to address issue of special needs groups Existing services are totally inadequate School divisions should provide facilities and teachers for mentally handicapped students based on provincial grants Need a coordinator from Department of Ed

Inclusion Emerges ( ) 1959 formation of school divisions (consolidation of districts) First separate schools in Winnipeg, Killarney and Stonewall 1963 Roblin Government (The Christianson Report) Kennedy Family created awareness and acceptance Pressure Groups

Bill 16 Allowed children with mental handicaps into schools Repealed section of school act which excluded mental defectives

18 (A) The school board of a school division and the board of a school area, during the period commencing on the first day of September 1966 and terminating on the thirtieth day of June 1967 may, but on, from, and after the first day of July 1967 shall make provision for services and facilities including the acquisition of Accommodations by purchase, rental or construction, or the issuing of debentures and engaging of the necessary teachers for the education of children resident within the division or area, as the case may be, who are classified as mentally retarded by an official designated by the Minister of Health (cited in Blais,2005a).

By 1967 – mandatory integration of students who were mentally retarded Curriculum developed for trainable mentally handicapped Child Development Services Branch created Under Health services Two staff members to help schools program for students with special needs

Integration ( ) Proactive stance by government People with disabilities were integrated 1970 Manitoba Association for Children with Learning Disabilities CEC and MACLD provided conferences Block funding

1972 From 2 people in 1962 to 65 people in 1974 Inception of low-incidence funding (level 2-3) and high incidence (mild to moderate) Same system today, but more autonomy to school divisions

Bill 58 Working group appointed Every school board shall promote or make provision for the education of all resident persons who have the right to attend school and who require special programs for their education.

Conservative Government Special Education was discussed but not reviewed Notice a trend (change in government= change in priorities Concern from parents and community that students with special needs would not have proper resources (facilities, teachers, finances)

Human Rights and Accountability Movement 80s – early 90s Significant financial restraints Educational Assistants more common Accountability Movement (public demands on school system) Large-scale school reform Widespread diversity throughout province

The Canadian Charter of Rights and Freedoms was proclaimed in 1981; and The Manitoba Human Rights Code was passed in 1987 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 (Department of Justice, 1981).

In August 1989, Minister of Education, Len Derkach released The Policy and Procedural Guidelines for the Education of Students with Special Education in the Public School System, also referred to as The Green Book

As stated on page one of the document the following four guidelines were delineated to assist school divisions/districts in implementing the following: · an educational programming and placement process for students who require modification of their educational program. · a division/district-wide planning process for the education of students with special needs. · increased involvement of parents of students with special needs in program and placement decisions. · an appeal process for disputes involving students with special needs.

Also in Document Annual divisional action plan Level 3 funding included Deaf and those with profound emotional behavioural disorders No longer mandatory certification for resource and special ed Medically stable due to technology agreement Agreement for students with extreme behavioural disorders

The Special Education Review Special education programs and services that were provided by school divisions and districts throughout Manitoba. 2. Manitobas special education policies, practices, and procedures in relation to other regions of Canada and to educational renewal in Manitoba. 3. The quality and cost-effectiveness of special education programs. 4. The strengths and limitations of Manitobas funding formulas in relation to provincial special education policies. 5. How existing special education programs and policies affected intersectoral planning, particularly by the Children and Youth Secretariat, and delivery of services. (Proactive Information Services, 1998, p. 2)

One of the 44 recommendations was to develop regulations surrounding special education. The Special Education Review Initiative (SERI) was established to implement the recommendations from the Special Education Review

Inclusion Manitoba Education, Training and Youth are committed to fostering inclusion for all people. Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful involvement and equal access to the benefits of citizenship. In Manitoba we embrace inclusion as a means of enhancing the well-being of every member of the community. By working together, we strengthen our capacity to provide the foundation for a richer future for all of us. (p.3)

Appendix H includes a list of the various supports available to students. Redesigned course content may include changing some of the outcomes that are expected in the course. This may mean limiting the outcomes or making significant changes to the expectations.

Discussion Questions Why has it taken so long to provide a clear conceptual framework for special education in Manitoba? What factors have influenced special education in Manitoba? Why is Special Education back on the governments agenda?