Background Reading :MELS Background Reading :MELS Policy on Special Education Policy on Special Education

PolicyPolicyProfessor Sam BruzzesseProfessor Sam Bruzzesse

Educational Resource Management 628 Educational Resource Management 628 McGill UniversityMcGill UniversityFebruary 18, 2008February 18, 2008

Presented by:Presented by:Joanna GenovezosJoanna Genovezos

Alan SimoneauAlan Simoneau

Part 1Part 1

Ministry Policy on Special Ministry Policy on Special EducationEducation

In 1998 the Quebec government amended the In 1998 the Quebec government amended the Education Act with a view to giving schools more Education Act with a view to giving schools more autonomy.autonomy.

In 2000 the Ministere de l’ Education adopted the In 2000 the Ministere de l’ Education adopted the Policy on Special Education: Adapting Our schools Policy on Special Education: Adapting Our schools to the Needs of All Studentsto the Needs of All Students

..

This policy underscoresThis policy underscores::

-The importance of prevention: -The importance of prevention: environments must be created that are environments must be created that are conducive to learning.conducive to learning.

-Detecting difficulties and intervening as -Detecting difficulties and intervening as soon as they appear.soon as they appear.

The Ministere introduced the notion of at-The Ministere introduced the notion of at-risk students and abolished the declaration risk students and abolished the declaration of students as having social of students as having social maladjustments or learning difficulties.maladjustments or learning difficulties.

The purpose of this was done to ensure The purpose of this was done to ensure that all students who experience difficulties that all students who experience difficulties in their schooling will be given proper in their schooling will be given proper support, without having to be labeled.support, without having to be labeled.

The policy further states that the The policy further states that the organization of educational services be organization of educational services be student-centered and that it be based on student-centered and that it be based on an individualized evaluation of their needs an individualized evaluation of their needs and abilities.and abilities.

The MELS document states further that The MELS document states further that an integrated approach be taken to the an integrated approach be taken to the organization and funding of such services.organization and funding of such services.

This means taking into account the latest This means taking into account the latest development in these areas: new teachers development in these areas: new teachers collective agreement.collective agreement.

Its main objective is to provide educators Its main objective is to provide educators (administrators, managers, teachers, (administrators, managers, teachers, student services personnel etc) with an student services personnel etc) with an understanding of the concepts and understanding of the concepts and mechanisms that underlie the organization mechanisms that underlie the organization of services.of services.

The MELS document is divided into The MELS document is divided into two partstwo parts to approach the how of to approach the how of organizing and funding of such organizing and funding of such services.services.

The First PartThe First Part: :

Describes Describes The Individualized ApproachThe Individualized Approach to promote success for all students and to promote success for all students and the underlying principles of this approachthe underlying principles of this approach

The Second PartThe Second Part:: Deals with the Deals with the Funding and EnrollmentsFunding and Enrollments

methods that make it possible to organize methods that make it possible to organize student-centered services. Information for student-centered services. Information for both parts is provided by the Ministere de both parts is provided by the Ministere de l’ Education and MELS.l’ Education and MELS.

Organization of ServicesOrganization of Services

1.1.The Individualized ApproachThe Individualized Approach

The Education Act the Policy on Special Education, The Education Act the Policy on Special Education, students services programs, the Quebec Education students services programs, the Quebec Education Program and the teachers’ collective agreement specify Program and the teachers’ collective agreement specify that the school must base the organization of services that the school must base the organization of services on this approach.on this approach.

Each student’s needs must be based on an evaluation Each student’s needs must be based on an evaluation that makes it possible to recognize his or hers that makes it possible to recognize his or hers difficulties, strengths and abilities.difficulties, strengths and abilities.

..

Implementation of preventive measures or Implementation of preventive measures or adapted educational services should not adapted educational services should not be based on the fact that a student be based on the fact that a student belongs to a particular special needs belongs to a particular special needs category nor on the funding methods used category nor on the funding methods used by MELS, but on an evaluation of each by MELS, but on an evaluation of each student’s needs and abilities.student’s needs and abilities.

The organization of services must occur in The organization of services must occur in this context, regardless of whether the this context, regardless of whether the student experiences occasional, more student experiences occasional, more significant, or permanent difficulties, significant, or permanent difficulties, whether he or she is considered to be at –whether he or she is considered to be at –risk, whether he or she is a special-needs risk, whether he or she is a special-needs student, or whether he or she is student, or whether he or she is handicapped.handicapped.

In keeping with the educational practices that In keeping with the educational practices that apply to all students (i.e. differentiated learning, apply to all students (i.e. differentiated learning, guidance and support, regulation and teamwork) guidance and support, regulation and teamwork) the school principal, together with teachers and the school principal, together with teachers and other educators such as students services, is other educators such as students services, is responsible for meeting the educational needs of responsible for meeting the educational needs of each student in his or her care. It is the task of each student in his or her care. It is the task of the school team to identify these needs and to the school team to identify these needs and to come up with the necessary measures, since come up with the necessary measures, since the school team is better acquainted with the the school team is better acquainted with the students and the environment in which they are students and the environment in which they are being educated.being educated.

Let’s look at an example:Let’s look at an example:

3 handicapped , elementary school students 3 handicapped , elementary school students who are in the same special needs category and who are in the same special needs category and for whom the school board receives the same for whom the school board receives the same amount of funding.amount of funding.

After evaluating the situation of each of the After evaluating the situation of each of the students, educators might consider different students, educators might consider different measures for each student depending o his or measures for each student depending o his or her needs and abilities.her needs and abilities.

One may receive services in a regular class One may receive services in a regular class while benefiting from the appropriate support while benefiting from the appropriate support measures.measures.

The second student might be enrolled in a The second student might be enrolled in a special class in a regular school .special class in a regular school .

The third might be referred to a special school The third might be referred to a special school that offers very specialized services because it that offers very specialized services because it was shown that this was the best way to help was shown that this was the best way to help the student learn and become socialized.the student learn and become socialized.

If this is true of handicapped students that it is If this is true of handicapped students that it is even more true for at risk or special needs even more true for at risk or special needs students.students.

According to the local policy for the organization of According to the local policy for the organization of services for students with handicaps, social services for students with handicaps, social maladjustments or learning difficulties, school personnel maladjustments or learning difficulties, school personnel must plan graduated measures to meet the needs of must plan graduated measures to meet the needs of these students, keeping in mind that adapted these students, keeping in mind that adapted educational services must be envisaged before educational services must be envisaged before employing more specialized services.employing more specialized services.

For some students: preventive measures or more For some students: preventive measures or more specific interventions implemented by the teacher and specific interventions implemented by the teacher and supported by the parents, in a regular classroom setting supported by the parents, in a regular classroom setting may work and allow for learning and socialization.may work and allow for learning and socialization.

For other students: Coordinated actions may be For other students: Coordinated actions may be planned by the cycle team, the parents and the planned by the cycle team, the parents and the students themselves when preventive measures students themselves when preventive measures and more specific interventions are not sufficient and more specific interventions are not sufficient to help the students make progress in the areas to help the students make progress in the areas of learning and socialization. An IEP could be of learning and socialization. An IEP could be formed. However in accordance with section formed. However in accordance with section 96.14 of the Education Act, an individualized 96.14 of the Education Act, an individualized education plan should be established to meet education plan should be established to meet the needs of students with handicaps, social the needs of students with handicaps, social maladjustments or learning difficulties.maladjustments or learning difficulties.

In other cases, all preventive or remedial In other cases, all preventive or remedial measures implemented may show that measures implemented may show that they are not sufficient. Therefore in they are not sufficient. Therefore in accordance with section 96.14 of the accordance with section 96.14 of the Education Act, an IEP may be formed and Education Act, an IEP may be formed and reviewed at varying intervals. This IEP can reviewed at varying intervals. This IEP can be implemented for varying amounts of be implemented for varying amounts of time and varying intervals, if need be.time and varying intervals, if need be.

2. 2. Framework for the organization of Framework for the organization of services:services:

Over a number of years legislation and Over a number of years legislation and ministerial orientations have set out ways ministerial orientations have set out ways of ensuring an individualized approach so of ensuring an individualized approach so that the needs and abilities of each that the needs and abilities of each student can be taken into account.student can be taken into account.

The Education Act:The Education Act:

In 1998 The Quebec Government amended In 1998 The Quebec Government amended the Education Act with the vision of giving the Education Act with the vision of giving schools more autonomy:schools more autonomy:

This ensures that decisions are made as This ensures that decisions are made as possible to the heart of the action.possible to the heart of the action.

The principal has both pedagogical and The principal has both pedagogical and administrative duties and obligations.administrative duties and obligations.

Through the governing board , parents are Through the governing board , parents are given more powers regarding the given more powers regarding the organization of services for at -risk organization of services for at -risk students and students with handicaps, students and students with handicaps, social maladjustments or learning social maladjustments or learning difficulties.difficulties.

Students’ Rights:Students’ Rights: The Education Act states that each The Education Act states that each

student has the right to receive “preschool student has the right to receive “preschool education services and elementary and education services and elementary and secondary school services…” They are secondary school services…” They are also entitled “to other educational services also entitled “to other educational services and special education services…within the and special education services…within the scope of the programs offered by the scope of the programs offered by the school board..(section1)school board..(section1)

Teachers’ obligations:Teachers’ obligations:

“ “ The teacher is entitled …to select The teacher is entitled …to select methods of instruction corresponding to methods of instruction corresponding to the requirements and objectives fixed the requirements and objectives fixed for each group or for each student for each group or for each student entrusted to his care…..”(section19)entrusted to his care…..”(section19)

As well teachers have responsibilities towards As well teachers have responsibilities towards special needs students in the same way as special needs students in the same way as they have toward all students that are in their they have toward all students that are in their care. Among other things, the teacher is care. Among other things, the teacher is obligated to” contribute to the intellectual and obligated to” contribute to the intellectual and overall personal development of each student overall personal development of each student entrusted to his care…” (section 22)entrusted to his care…” (section 22)

Organization of services and the Organization of services and the school’s responsibility:school’s responsibility:

The school principal “ shall ensure that The school principal “ shall ensure that educational services provided at the school educational services provided at the school meet the proper standards of quality..” and ..” is meet the proper standards of quality..” and ..” is the academic and administrative director of the the academic and administrative director of the school…(section 96.12). school…(section 96.12).

In the case of a student with a learning or social In the case of a student with a learning or social disability …” shall establish an individualized disability …” shall establish an individualized education plan adapted to the needs of the education plan adapted to the needs of the student ”(section 96.14)student ”(section 96.14)

““After consulting with the school staff, the After consulting with the school staff, the principal shall inform the school board… of principal shall inform the school board… of the needs of the school in respect of each the needs of the school in respect of each staff category and of the professional staff category and of the professional needs of the staff. (section 96.20)needs of the staff. (section 96.20)

The school must also make wise and The school must also make wise and effective use of the available resources effective use of the available resources obtained, particularly through it success obtained, particularly through it success plan. (section 83).plan. (section 83).

The school principal should promote The school principal should promote a management approach and invite a management approach and invite all concerned to work together in all concerned to work together in finding solutions that will make it finding solutions that will make it possible to organize services in a way possible to organize services in a way that better meets the needs of the that better meets the needs of the school’s students.school’s students.

As well, according to the new teachers’ As well, according to the new teachers’ collective agreement it asks that a collective agreement it asks that a committee be formed to involve teachers committee be formed to involve teachers in the process of identifying the school’s in the process of identifying the school’s needs and organizing services for needs and organizing services for students with handicaps , social students with handicaps , social maladjustments or learning difficulties.maladjustments or learning difficulties.

Organization of services and responsibilities Organization of services and responsibilities of the school boardof the school board::

Must “ adapt the educational services Must “ adapt the educational services provided to a handicapped student or a provided to a handicapped student or a student with a social maladjustment or a student with a social maladjustment or a learning disability according to the learning disability according to the student’s needs and in keeping with the student’s needs and in keeping with the student’s abilities as evaluated by the student’s abilities as evaluated by the school board…”(section 234)school board…”(section 234)

““The school board must adopt…” a policy The school board must adopt…” a policy concerning the organization of educational concerning the organization of educational services for such students to ensure the services for such students to ensure the harmonious integration of each student into a harmonious integration of each student into a regular class or group and into the school regular class or group and into the school activities if it has been established on the basis activities if it has been established on the basis of the evaluation of the student’s abilities and of the evaluation of the student’s abilities and needs that such integration would facilitate the needs that such integration would facilitate the student’s learning and social integration and student’s learning and social integration and would not impose an excessive constraint or would not impose an excessive constraint or significantly undermine the rights of the other significantly undermine the rights of the other students. The policy shall includestudents. The policy shall include

Procedures for evaluating – students and Procedures for evaluating – students and parents’ participation…parents’ participation…

Methods for integrating those students into Methods for integrating those students into regular classes or groups and into regular regular classes or groups and into regular school activities as well as the support school activities as well as the support services required for their integration..services required for their integration..

Terms and conditions for grouping those Terms and conditions for grouping those students in specialized schools. classes or students in specialized schools. classes or groups.groups.

Methods for preparing and evaluating the Methods for preparing and evaluating the individualized education plans intended for individualized education plans intended for such students. (section 23.5)such students. (section 23.5)

Finally the school board must make sure , “that Finally the school board must make sure , “that the persons who come under it jurisdiction are the persons who come under it jurisdiction are provided the educational services to which they provided the educational services to which they are entitled..” (section 208). It must also..” are entitled..” (section 208). It must also..” allocate among its schools.. In an equitable allocate among its schools.. In an equitable manner and in consideration of social and manner and in consideration of social and economic disparities and of the needs economic disparities and of the needs expressed by the institutions, the operating expressed by the institutions, the operating subsidies granted by the Minister….” (section subsidies granted by the Minister….” (section 275).275).

The teachers’ collective agreement:The teachers’ collective agreement: Provides for the implementation of a parity Provides for the implementation of a parity

committee within the school board for at – committee within the school board for at – risk students and students with handicaps, risk students and students with handicaps, social maladjustments or learning social maladjustments or learning difficulties. They make recommendations difficulties. They make recommendations on how to distribute the available on how to distribute the available resources for such students.resources for such students.

This was put in place to foster This was put in place to foster accountability with respect to accountability with respect to the management of resources the management of resources allocated for at-risk students allocated for at-risk students and students with handicaps, and students with handicaps, social maladjustments or social maladjustments or learning difficulties.learning difficulties.

The Policy on Special EducationThe Policy on Special Education

Six Lines Of Action:Six Lines Of Action:1)1) Recognizing the importance of Recognizing the importance of

prevention and early interventionprevention and early intervention2)2) Making the adaptation of educational Making the adaptation of educational

services a priority for all those working services a priority for all those working with students and special needs.with students and special needs.

3)3) Placing the organization of educational Placing the organization of educational services at the service of the students services at the service of the students with special needs.with special needs.

4) Establishing a true educational community 4) Establishing a true educational community involving the child and the parents and outside involving the child and the parents and outside partners and community orgs.partners and community orgs.

5) Paying particular attention to at-risk students5) Paying particular attention to at-risk students

6) Developing methods to evaluate educational 6) Developing methods to evaluate educational success in terms of knowledge, social success in terms of knowledge, social development and qualifications, assessing the development and qualifications, assessing the quality of services and reporting results.quality of services and reporting results.

The Quebec Education ProgramThe Quebec Education Program

Applies to all students and the instruction Applies to all students and the instruction they receive makes it possible to meet a they receive makes it possible to meet a variety of needs, while taking individual variety of needs, while taking individual needs into account.needs into account.

In order to do this effectively the QEP In order to do this effectively the QEP suggests that the renewal of practices are suggests that the renewal of practices are based on approaches that are recognized based on approaches that are recognized as being consistent with the orientations of as being consistent with the orientations of the education reform.the education reform.

QEP CONT’DQEP CONT’D

Differentiation:Differentiation: Teachers should organize and adapt their Teachers should organize and adapt their

teaching in order to take individual differences teaching in order to take individual differences into account as far as possible in the class into account as far as possible in the class setting.setting.

Guidance and Support:Guidance and Support: Students help develop competencies and are not Students help develop competencies and are not

taught in the traditional sense. They receive taught in the traditional sense. They receive guidance and support toward progress.guidance and support toward progress.

QEP CONT’DQEP CONT’D

Regulation:Regulation: Competencies are progressive, Competencies are progressive,

comprehensive and integrated.comprehensive and integrated.

Teamwork:Teamwork: Administrators, teachers, educations Administrators, teachers, educations

services personnel, support staff-all work services personnel, support staff-all work together to create optimal teaching-together to create optimal teaching-learning conditions.learning conditions.

Complementary Educational Complementary Educational Services ProgramsServices Programs

In accordance with section 224 of the In accordance with section 224 of the Education Act school boards must Education Act school boards must establish:establish:

Support servicesSupport services Assistance servicesAssistance services Student life servicesStudent life services Promotion and prevention servicesPromotion and prevention services

Policy on the Evaluation of Learning Policy on the Evaluation of Learning Evaluation For Better LearningEvaluation For Better Learning

Emphasized on two types of values:Emphasized on two types of values:

1)1) Fundamental: Fundamental:

Justice- evaluation of learning take place with the laws and Justice- evaluation of learning take place with the laws and that students have the right to retake exams and lodge that students have the right to retake exams and lodge appeals.appeals.

Equality- all students have an equal opportunity to Equality- all students have an equal opportunity to demonstrate what they have learned.demonstrate what they have learned.

Equity- individual characteristics and common traits of Equity- individual characteristics and common traits of certain groups be taken into account to prevent certain groups be taken into account to prevent increasing existing differences.increasing existing differences.

2) 2) Instrumental Values:Instrumental Values:

Coherence: Evaluation must be directly tied to learning.Coherence: Evaluation must be directly tied to learning.

Rigour: accurate and precise evaluation so that optimal student Rigour: accurate and precise evaluation so that optimal student progress and learning occurs.progress and learning occurs.

Openness: Both parents and student should understand the evaluation Openness: Both parents and student should understand the evaluation standards and conditions.standards and conditions.

In keeping with these values, which are in In keeping with these values, which are in constant interaction, schools and school constant interaction, schools and school boards ensure that each student is able to boards ensure that each student is able to demonstrate the development of his or her demonstrate the development of his or her competencies.competencies.

In situations where differentiation in In situations where differentiation in evaluation is necessary, this decision must evaluation is necessary, this decision must be made within the scope of an be made within the scope of an individualized education plan, in conjunction individualized education plan, in conjunction with the student, his or her parents and the with the student, his or her parents and the educators concerned.educators concerned.

2. Funding and Enrollments2. Funding and Enrollments

Available Financial Resources:Available Financial Resources:

MELS grants school boards different allocations MELS grants school boards different allocations determined on the basis of the annual budgetary determined on the basis of the annual budgetary rules.rules.

These amounts are not to determine how the These amounts are not to determine how the individual school boards and schools will use individual school boards and schools will use these sums in providing services for their these sums in providing services for their students.students.

Basic AllocationsBasic Allocations::

Determined on the basis of students enrollment in the Determined on the basis of students enrollment in the different levels of education ( pre-school, elementary, different levels of education ( pre-school, elementary, high school) as of September 30high school) as of September 30thth of the current year. of the current year.

Allocations are higher for handicapped students, Allocations are higher for handicapped students, students with severe behavioural disorders and students students with severe behavioural disorders and students covered by an agreement between the MELS and covered by an agreement between the MELS and Ministere de Sante et des Services sociaux. These Ministere de Sante et des Services sociaux. These amounts are given to the school board.amounts are given to the school board.

The basic allocations allow the school boards to meet The basic allocations allow the school boards to meet the needs of all the students in terms of teaching , the needs of all the students in terms of teaching , teaching support, complementary educational services teaching support, complementary educational services and professional development.and professional development.

Includes: additional support for students with social Includes: additional support for students with social issues of learning difficulties.issues of learning difficulties.

Support for students with social or learning problems Support for students with social or learning problems form disadvantaged areas.form disadvantaged areas.

Resourses for students for at risk students and students Resourses for students for at risk students and students with handicaps, social or learning difficulties, which is with handicaps, social or learning difficulties, which is spread out over 3 years(2006-2007, 2007-2008, and spread out over 3 years(2006-2007, 2007-2008, and 2008-2009)2008-2009)

Additional AllocationsAdditional Allocations Nans Intervention StrategyNans Intervention Strategy Support for integration of handicapped students Support for integration of handicapped students

into regular students.into regular students. Daycare servicesDaycare services Supporting Montreal SchoolsSupporting Montreal Schools Tuition fees for private fees or other schools Tuition fees for private fees or other schools

outside Quebecoutside Quebec Homework Assistance ProgramHomework Assistance Program

Wellness – Oriented School ProgramWellness – Oriented School Program Acquisition of furniture, equipment and Acquisition of furniture, equipment and

tools adapted to the needs of handicappedtools adapted to the needs of handicapped Improved access to new information and Improved access to new information and

ICT for handicapped studentsICT for handicapped students Program to Support Research and Program to Support Research and

Development in Special EducationDevelopment in Special Education

Annual Declarations of Enrollments and Annual Declarations of Enrollments and ValidationValidation

School boards make a declaration of School boards make a declaration of enrollments in their schools as of enrollments in their schools as of September 30 of each year.September 30 of each year.

MELS validates severe behavioral MELS validates severe behavioral disorders and and handicapped needs disorders and and handicapped needs based on this annual basis.based on this annual basis.

Students with handicaps and Students With Severe Students with handicaps and Students With Severe Behavioural DisordersBehavioural Disorders::

For a student to be categorized as having a severe For a student to be categorized as having a severe behavioural disorder or handicap, 3 elements must be behavioural disorder or handicap, 3 elements must be present:present:

1)Diagnosis is made first by qualified personnel.1)Diagnosis is made first by qualified personnel.

2) Disabilities and limitations hinder or prevent 2) Disabilities and limitations hinder or prevent student from learning content of QEP or student from learning content of QEP or developing autonomy or achieving social developing autonomy or achieving social integration.integration.

3) Support measures must be taken to 3) Support measures must be taken to reduce the disadvantages created by a reduce the disadvantages created by a disability or serious disorder.disability or serious disorder.

Sustained Support –Codes 13, 14, 23, Sustained Support –Codes 13, 14, 23, 24,36, 50,5324,36, 50,53

-several hours per day.-several hours per day. Staff member must be available at all Staff member must be available at all

times in a school.times in a school.

Regular Support – Codes 33, 34,42, 44Regular Support – Codes 33, 34,42, 44 Frequent assistance at certain times Frequent assistance at certain times

during the day or week.during the day or week. Minimum of several hours of help per Minimum of several hours of help per

week.week.

ADDITIONAL LINKS:ADDITIONAL LINKS:

Sir Wilfrid Laurier School Board Special Needs PolicySir Wilfrid Laurier School Board Special Needs Policy http://www.swlauriersb.qc.ca/english/edservices/MANUAL%20-http://www.swlauriersb.qc.ca/english/edservices/MANUAL%20-

MARCH%202006.pdfMARCH%202006.pdf

Federation de comites des parents:Federation de comites des parents: http://www.fcpq.qc.ca/docs/en/formation/fascicule15_en.pdfhttp://www.fcpq.qc.ca/docs/en/formation/fascicule15_en.pdf

First Nations Educational Services First Nations Educational Services http://www.cepn-fnec.com/p_pub/files/RAPPORT%20DOSSIERShttp://www.cepn-fnec.com/p_pub/files/RAPPORT%20DOSSIERS

%20PRIORITAIRES%20ANG%202005.pdf%20PRIORITAIRES%20ANG%202005.pdf

Lester B. Pearson School Board Special needs Policy:Lester B. Pearson School Board Special needs Policy: http://www2.lbpsb.qc.ca/eng/pdf/policies/http://www2.lbpsb.qc.ca/eng/pdf/policies/

SpecialNeedsPolicy_3.5.pdf SpecialNeedsPolicy_3.5.pdf

Eastern Townships School Board Special needs Policy:Eastern Townships School Board Special needs Policy: http://www.etsb.qc.ca/en/CommissionersComittees/http://www.etsb.qc.ca/en/CommissionersComittees/

Commissioners/policies011.shtmCommissioners/policies011.shtm

English Montreal School Board Special needs Policy:English Montreal School Board Special needs Policy: http://www.emsb.qc.ca/en/governance_en/pdf/BoardPolicies/http://www.emsb.qc.ca/en/governance_en/pdf/BoardPolicies/

StudentServices/SpecialEducation.pdfStudentServices/SpecialEducation.pdf

Sir Wilfrid Laurier School Board Special Needs PolicySir Wilfrid Laurier School Board Special Needs Policy http://www.swlauriersb.qc.ca/english/edservices/http://www.swlauriersb.qc.ca/english/edservices/

MANUAL%20-MARCH%202006.pdfMANUAL%20-MARCH%202006.pdf

Federation de comites des parents:Federation de comites des parents: http://www.fcpq.qc.ca/docs/en/formation/http://www.fcpq.qc.ca/docs/en/formation/

fascicule15_en.pdffascicule15_en.pdf

First Nations Educational Services First Nations Educational Services http://www.cepn-fnec.com/p_pub/files/RAPPORThttp://www.cepn-fnec.com/p_pub/files/RAPPORT

%20DOSSIERS%20PRIORITAIRES%20ANG%20DOSSIERS%20PRIORITAIRES%20ANG%202005.pdf%202005.pdf