an introduction to special education services in bc pamela cameron pamela cameron vancouver island...
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An Introduction to An Introduction to Special Education Services Special Education Services
In BCIn BC
Pamela CameronPamela CameronVancouver Island UniversityVancouver Island University
Fall 2011Fall 2011
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Define the followingDefine the following Exceptional students At risk Special education Adapted curriculum Modified curriculum Charter of rights and
freedoms Inclusion Individual education
plan
School based team Mainstreaming Gifted High incidence Low incidence Integration Impairment Disability Handicap
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BC Special Education Acronym BC Special Education Acronym GuideGuide
ADD/ADHDADD/ADHD MCFDMCFD APAAPA OCDOCD ARC-BCARC-BC OTOT ASDASD PDDPDD ASLASL POPARDPOPARD ATAT POPFASDPOPFASD BC CASEBC CASE PRCVIPRCVI BSP BSP PTPT CASTCAST PRPPRP CDBCCDBC SET BCSET BC CDCCDC UDLUDL CECCEC WIAT 2WIAT 2 CYMHCYMH WIKIWIKI DLDL WISCWISC ESLESL WJ3WJ3 FASDFASD LALA
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History of Special Education inCanada
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 community school
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.
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Exclusion to IntegrationExclusion to Integration 1981 Charter of Rights and Freedoms 1981 Charter of Rights and Freedoms
1985 Charter amendment prohibits 1985 Charter amendment prohibits discrimination on the basis of mental or discrimination on the basis of mental or physical disabilityphysical disability
Major changes in the Canadian education Major changes in the Canadian education systemsystem
““From Exclusion to Integration”From Exclusion to Integration”
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History of Special Education in Canada
1995 – Eaton v. Brant County School BoardStated that “unless the parents of a child who hasbeen identified as exceptional by reason of aphysical or mental disability, consent to theplacement of that child in a segregatedenvironment, the school board must provide aplacement that is the least exclusionary from themainstream and still reasonably capable ofmeeting the child’s special needs”(Eaton v. Brant Board of Education , 1995, pp. 33-34)
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B.C. Ministry Definitions
Definition: Students with special needs:
have disabilities of an intellectual,physical, sensory, emotional, orbehavioural nature, or have a learningdisability or have exceptional gifts ortalents
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BC Min of Education requires that ….BC Min of Education requires that ….
Wherever possible, students with Wherever possible, students with special educational needs are special educational needs are educated in:educated in:
1.1. Regular Regular classrooms
2.2. In their neighbourhood schoolsIn their neighbourhood schools
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B.C. Ministry Definitions
Goal: The goal of the BC school systemis to support the intellectualdevelopment of all students, includingthose with special needs. Enabling allstudents to achieve the goals ofhuman, social and career developmentis a responsibility shared by schools,families and the community.
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B.C. Ministry Definitions
Inclusion: The School Act requires thatschool boards make availableeducational programs to all school agepersons resident in the district. Allstudents are to be included. AMinisterial Order requires theintegration of students with specialneeds with those who do not have special
needs in most instances
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Current State of InclusiveEducation in B.C.
Inclusive education in B.C. is defined as: The value system which holds 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 transcends the idea of physical location, and incorporates basic values that promote participation, friendship and interaction.
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Current State of InclusiveEducation
The changes we are experiencing currently are intended to ‘move from the goal of access for as many students as possible to success for as many as possible’
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Current State of InclusiveEducation
Success for exceptional students depends on complex rights that include:
a. identification of educational needs b. adapted teaching and services to
meet those needs
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Individual Education PlanIndividual Education Plan
Describes …….Describes …….
Program goals and Program goals and objectives designed to objectives designed to meet the individual meet the individual needs of each student needs of each student
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Individual Education PlansIndividual Education Plans
Written in consultation with:Written in consultation with:
ParentsParents
Classroom teachers & administrationClassroom teachers & administration
Other involved specialists & outsideOther involved specialists & outside
agencies agencies
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Individual Education PlansIndividual Education Plans
Include:Include:
Medical information and diagnosisMedical information and diagnosis
Current levels of educational performanceCurrent levels of educational performance
Goals for the studentGoals for the student
All adaptations/modifications to materials All adaptations/modifications to materials & instructional & assessment methods& instructional & assessment methods
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Individual Education PlansIndividual Education Plans
Describe:Describe:
All support services in place
Names of all personnel providing Names of all personnel providing support services during the school support services during the school yearyear
Period of time and process for review Period of time and process for review of the IEP & any SET BC of the IEP & any SET BC requirementsrequirements
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Activity
In small groups, respond to the following challenge:
1. Should we have a policy of inclusion in our schools?
2. What are the advantages/disadvantages of adopting such a model?
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Low Incidence Categories
A: Dependent HandicappedA: Dependent Handicapped B: Deaf BlindB: Deaf Blind C: Moderately Intellectually ChallengedC: Moderately Intellectually Challenged D: Physical Disability/ Chronic Health D: Physical Disability/ Chronic Health
Impairment Impairment E: Visually ImpairedE: Visually Impaired F: Deaf or Hard of HearingF: Deaf or Hard of Hearing G: Autism Spectrum DisorderG: Autism Spectrum Disorder
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Dependent Handicapped The student is completely dependent onothers for meeting all major daily livingneeds. Requires assistance at all times for each ofthe following: Feeding Dressing Toileting Mobility Personal Hygiene
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Deaf/Blind Medical evidence shows that the student's visionis impaired (from partial sight to total blindness)
And
Medical evidence shows that the student'shearing is impaired (from moderate to profoundhearing loss).
The degree of impairments, whencompounded, results in significantcommunicative, educational, vocational, andsocial skills difficulties
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Moderate to ProfoundIntellectual Disabilities
Assessment information indicates the student's intellectual functioning is more than 3 standard deviations below the norm on an individually administered Level C assessment of intellectual functioning (SS <55), and
There is delayed adaptive behaviour and functioning of similar degree (SS<55) on a norm referenced measure of adaptive behaviour.
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Physical Disability/ChronicHealth Impairment
Documentation of a medical diagnosis, carried out by a physician in one or more of the following areas:
Nervous system impairment Musculoskeletal condition Chronic health impairment
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Visual ImpairmentsVisual Impairments
A documented report by an A documented report by an opthalmologist, optometrist, opthalmologist, optometrist, orthopist or the Visually Impaired orthopist or the Visually Impaired Program of the BC Children’s Hospital Program of the BC Children’s Hospital which describes the students visual which describes the students visual impairment having visual problems impairment having visual problems even after eye correction. Details even after eye correction. Details are in the category checklists. are in the category checklists.
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Deaf or Hard of HearingDeaf or Hard of Hearing
The student must have a medically The student must have a medically diagnosed significant bilateral or diagnosed significant bilateral or unilateral hearing loss with unilateral hearing loss with significant speech/language delay, or significant speech/language delay, or a cochlear implant typically a cochlear implant typically documented in a report from a health documented in a report from a health professional such as an audiologist professional such as an audiologist
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Autism Spectrum DisordersAutism Spectrum Disorders
The syndrome of autism is a condition characterized by a marked disorder of communication and a severe disturbance of intellectual, emotional and behavioural development. It is a syndrome defined and diagnosed through the
observation of behaviours. The syndrome is caused by an underlying physical dysfunction within the brain or central nervous system, the exact nature of
which is as yet unknown.
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Intensive BehaviourSupport or Students with Serious
Mental Illness Students who require behaviour supports
are students whose behaviours reflect dysfunctional interactions between the student and one or more elements of the environment, including the classroom, school, family, peers and community. This is commonly referred to as behaviour disorders.
Behaviour disorders vary in their severity and effect on learning, interpersonal relations and personal adjustment.
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Intensive BehaviourSupport…..
Students Requiring Intensive Behaviour Interventions are eligible to be claimed in this special education funding category if they exhibit:
antisocial, extremely disruptivebehaviour in most environments (forexample, classroom, school, family, andthe community); and·behaviours that are consistent/persistent
over time
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Intensive BehaviourSupport….
serious mental health conditions which havebeen diagnosed by a qualified mental healthclinician (psychologist with appropriate training,psychiatrist, or physician); and
serious mental illnesses which manifestthemselves in profound withdrawal or othernegative internalizing behaviours; and
These students often have histories of profoundproblems, and present as very vulnerable,fragile students who are seriously 'at risk' inclassroom and other environments withoutextensive support.
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High Incidence CategoriesHigh Incidence Categories
Learning DisabilitiesMild Intellectual DisabilitiesGifted Moderate Behaviour Support or
Students with Mental Illness
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ActivityActivity
Reflect on your experiences with inclusion:
1. What did you gain?2. What did the person with the
exceptionality gain?3. What did the school community
gain? Discuss in small groups
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Funding StructureFunding Structure
Level 1 = $36,600Level 1 = $36,600
DependentDependent
Handicapped (A)Handicapped (A)
Deaf Blind (B)Deaf Blind (B)
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Funding StructureFunding StructureLevel 2 = $18,300Level 2 = $18,300
Moderate to Severe/Moderate to Severe/ Profound IntellectualProfound Intellectual Disabilities (C)Disabilities (C) Physical Disabilities/Physical Disabilities/Chronic Health (D)Chronic Health (D) Visual Impairments (E)Visual Impairments (E) Deaf or Hard of Hearing (F)Deaf or Hard of Hearing (F) Autism (G)Autism (G)
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Funding StructureFunding Structure
Level 3 = $9,200Level 3 = $9,200
Intensive Behaviour Intensive Behaviour
Interventions /Serious Interventions /Serious Mental Illness (H)Mental Illness (H)
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Funding StructureFunding Structure
High Incidence funding is included in student High Incidence funding is included in student allocationallocation
Mild Intellectual Disabilities (K)Mild Intellectual Disabilities (K)
Learning Disabilities (Q)Learning Disabilities (Q)
Behaviour SupportBehaviour Support / Mental Illness / Mental Illness (R) (R)
Gifted (P)Gifted (P)
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Meeting the Criteria for Supplemental FundingMeeting the Criteria for Supplemental Funding
Must meet the criteria for placement in the Must meet the criteria for placement in the specific category / medical diagnosisspecific category / medical diagnosis
A current IEP must be in placeA current IEP must be in place
Ongoing and regular special education Ongoing and regular special education services must be providedservices must be provided
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Meeting the Criteria for supplemental fundingMeeting the Criteria for supplemental funding
Services must be outlined in IEP and Services must be outlined in IEP and directly related to the student’s directly related to the student’s identified special needsidentified special needs
Special education service(s) must be Special education service(s) must be in addition to any services provided in addition to any services provided under the formula funding under the formula funding eg. Learning assistance, counselingeg. Learning assistance, counseling
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District or School-based SpecialistsDistrict or School-based Specialists for:for: Students with Special NeedsStudents with Special Needs
Severe Learning DisabilitiesSevere Learning Disabilities
Students requiring Behaviour SupportStudents requiring Behaviour Support
Deaf or Hard of HearingDeaf or Hard of Hearing
Visually ImpairedVisually Impaired
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District or School-based Specialists con’tDistrict or School-based Specialists con’t
Speech and Language PathologistsSpeech and Language Pathologists
Occupational Therapist & PhysiotherapistOccupational Therapist & Physiotherapist
School Psychologist (Assessment)School Psychologist (Assessment)
Teacher of Hospital HomeboundTeacher of Hospital Homebound
Coordinator for Special Education Coordinator for Special Education Technology (SET BC)Technology (SET BC)
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Education AssistantsEducation Assistants
$8,000 buys about 5 hours of EA time per week$8,000 buys about 5 hours of EA time per week
$16,000 buys about 11 hours of EA time per week$16,000 buys about 11 hours of EA time per week
$32,000 buys about 23 hours per week$32,000 buys about 23 hours per week
20 hours per week= $28,00020 hours per week= $28,000
27.5 hours per week= $38,50027.5 hours per week= $38,500
30 hour position = $ 42,000 per year30 hour position = $ 42,000 per year
Under supervision of the program manager, Under supervision of the program manager, education education assistants play a key role in program implementationassistants play a key role in program implementation
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ActivityActivity
Discuss the following:Discuss the following:1.1. How are EAs allocated in your How are EAs allocated in your
district/schools?district/schools?2.2. Does the level of funding meet the needs Does the level of funding meet the needs
of designated students?of designated students?3.3. If the funding is not sufficient, what are If the funding is not sufficient, what are
some creative ways your school uses some creative ways your school uses your EA time?your EA time?
4.4. Do you see circumstances where EA time Do you see circumstances where EA time could be used more efficiently?could be used more efficiently?
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