1. Support to students with a disability in post-secondary institutions
May 2017
Direction des affaires étudiantes et institutionnelles
Ministère de l’Éducation et de l’Enseignement supérieur

2. Presentation outline A little background; Context of ongoing work;
Recognition of students living with a learning disability (LD), a mental health disorder (MHD) or an attention deficit disorder (ADD);
Model for organizing services;
Progress achieved since 2011.

3. The beginning of an inclusive and supportive approach at the post-secondary level
At the college level: early 1980s
Programme for the inclusion and integration of people with a disability within a collegial environment Accueil et intégration des personnes handicapées au collégial
At the university level: created in 1989
Support programme for the integration of people with a disability Soutien à l’intégration des personnes handicapées

4. In the mid 2000s Increase in enrolment levels;
Diversification of the clientele;
Pressure from the network, from student associations;
Updating of policies and laws.

6. Steps taken towards the recognition of needs of students with a LD, a MHD or an ADD
Consultation with the sector
Consultation with departments and agencies
Pilot projects at the college level
Action Research (2)
Literature review

7. Findings and needs Situation outside of Québec
Definitions and categorization
Declaration of enrolments
Screening and assessment
Support and training
Transition between the levels of education
Data collection and research

8. The model for organizing services put into context
Looking at characteristics in a different way;
Success can be supported differently…

9. Leading principles Integration of actions Consideration of needs
Student
Staff
Institution
Environment
Consideration of needs
Strength valorization
Development of independence
Integration of actions

10. Chosen Model Needs-based approach Review of the funding method
Organization of services
- Unique for each institution
- In the interest of sharing, of networking, of integration and of the continuum of services
- To meet all the needs of
- students
- staff
- institution
Diagnostic assessment and educational needs assessment
- To determine access to services
- To identify student needs from an educational point of view
Review of the funding method
- To support the organization of services
- According to a number of parameters (size of the institution, number of students…)
- Allowing some flexibility so institutions can choose according to their needs and reality how to allocate resources
Accountability
- To show how services are meeting needs
- To ensure a proper use of resources

11. Support plan for emerging clienteles in post-secondary institutions (2011–2015)
Organization of services
Support to institutions
Staff training and support
Support to students during their schooling
Research and development
Networking and convergence

12. Since acknowledging the needs of students with disabilities
Organization of services
Additional funding
2011–2012: $3.225M (college network)
2013–2014: $2.13M (college network)
: $7.5M (university network)

13. Since acknowledging the needs of students with disabilities
Organization of services
Financing arrangements
Creation
2011–2012: College network – support to students with a LD, a MHD or an ADD
2014–2015: University network – support to students with a LD, a MHD or an ADD
Harmonization
2012–2013: Public college network
2015–2016: Subsidized private college network
2017–2018: University network

14. Since acknowledging the needs of students with disabilities
Support to institutions:
Implementation of CCSI (centres collégiaux de soutien à l’intégration/centres providing integration support to colleges)
Consultant services;
Training and facilitation;
Technological support and instrumentation.

15. Since acknowledging the needs of students with disabilities
Staff training and support
Day of discussions and appropriation
Creation of classes of employment – public college system
10 million dollar investment for the release of teachers

16. Since acknowledging the needs of students with disabilities
Student support during post-secondary studies
Inter level transition
Tool for high school to college transition
Support measures
Allowance for special needs programme – for Adults (PABP) from Financial Assistance for Education (AFE)
Transfer of responsibilities and related amounts to university and college network institutions
Specialized Services and Material Resources
September 1, 2015 (fall 2015)

17. Since acknowledging the needs of students with disabilities
Student support during post-secondary studies
Improve accessibility for professionals
Act to amend the Professional Code and other legislative provisions in the field of mental health and human relations (PL-21)
Delay in diagnostic type assessments
Pilot Project and Mental Health Action Plan (PASM) Faire ensemble autrement (Québec Ministry of Health)

18. Since acknowledging the needs of students with disabilities
Institutional support
Research and dissemination of results
Funding for research projects
the collaborative programme universities-colleges (PCUC)
PART-IS (Assistance programme in social innovation for research and transfer)
PARÉA (Assistance programme for research on teaching and learning)
Dissemination of knowledge
CAPRES (Consortium)
CRISPESH
CCSI

19. Since acknowledging the needs of students with disabilities
networking and convergence
Inter level projects
Collaboration with the other sectors of the Ministry:
definition of major functional deficiency
Part-time status deemed equivalent to full-time
Training and Education Allowance (TEA)

20. Conclusion Future challenges:
Further the development of services, or strengthen their organization, in institutions where …
the number of students with disabilities continues to rise.
The increase in the number of students with disabilities who would benefit from accommodating measures and in the number of requests to address their needs.

21. Conclusion Systemic approach based on needs and aiming integration.
Organizational structure and provision of services unique to each institution.
Internal and external consultations are necessary in order to foster educational success and academic perseverance.