1. SPECIAL EDUCATION PLAN AND CONSULTATION PROCESS |
INTRODUCTION
Welcome to this informative and forward-looking overview of special education in the Bluewater District School Board.
This document will:
• assist families that have children with special needs• serve as a reference guide for school and central board staff
• inform the Ministry of Education regarding the board’s activities in special education • help the board to improve its delivery of programs and services to students with special needs
We hope that you will find it to be ‘user-friendly’ and that it provides you with the answers to your questions about the delivery of special education services at the Bluewater District School Board.
On January, 2000, the Minister of Education announced the government’s plans for improving the quality of special education programs and services in Ontario and for ensuring greater accountability in the area of special education. The Bluewater District School Board Special Education Plan describes the new province-wide standards that school boards must meet when developing their special education plans. These standards support the government’s goal of ensuring that exceptional students in Ontario receive the best-quality education possible. System-wide implementation of these standards will make school boards more accountable to students, parents, and taxpayers.
The Board has developed and will maintain this Plan in accordance with the requirements for special education programs and services set out in Regulation 306 under the Education Act
School boards must comply with the requirements for special education plans set out in Regulation 306 under the Education Act, titled “Special Education Programs and Services”, in the standards policy document, and the “Ministry of Education Standards for School Boards’ Special Education Plans, 2000”. In 2001, the Ministry of Education released a resource document that provides information on special education programs. The Bluewater District School Board has utilized this guide in its development of this Plan. The document is available on the Ontario Ministry website – www.edu.gov.on.ca.
In accordance with Regulation 306, each school board is required, every two years, to prepare and approve a report on the special education programs and special education services provided by the board, and to submit it to the Ministry. Each board is required to maintain a special education plan, to review it annually, to amend it from time to time to meet the current needs of its exceptional students, and to submit any amendment(s) to the Minister for review.
A copy of this Plan is available in each school, with each SEAC member, or may be obtained through the Student Services Department of the Bluewater District School Board. A copy of the Special Education Programs and Services (Regulation 306 under the Education Act) and the Ministry of Education’s new policy document, Standards for School Boards’ Special Education Plans 2000 set out the criteria for the board’s special education plan. This plan follows the requirements set out in these documents. It will be reviewed annually and amended, as necessary, to meet the current needs of our exceptional students. Amendments will be submitted to the Minister of Education.
For ease of general use and for comparison with the new standards, this document is organized in sections as they are outlined in the standards. The information provided within each section speaks to the requirements of the standard for the section. While the use of specialized language has been reduced to a minimum, a glossary of terms used in the writing of this document is provided to assist the reader.
By September 2011, this document will be available on the board's website. (www.bwdsb.on.ca).
Representatives of other ministries, community agencies and partner organizations will have access to the Spec Ed Plan online at www.bwdsb.on.ca. Comments, questions and suggestions are welcome. They may be addressed to:
• any Trustee of the Bluewater District School Board• the Director and Secretary of the board• the Superintendent of Student Services responsible for special education programs and services; and• the Principal of Student Services Programs and Services
Note: Please refer to the Glossary (following the Table of Contents) regarding the use of terms such as ‘parent’, ‘board’ and ‘ministry’.
DEVELOPMENT OF THE SPECIAL EDUCATION PLAN
One of the purposes of a school board’s special education plan is to inform the Ministry of Education and the public about special education programs and services. These programs and services are provided by the board in accordance with legislation and Ministry policy on special education. In addition, this plan serves as a guide and a resource for all Bluewater staff, in developing and supporting Special Education programs and services.
The Special Education Plan sets out the beliefs of Bluewater District School Board about special education. It also sets out the organizational structure necessary to translate the beliefs into practice. The plan identifies those persons responsible for program and service delivery at all levels within the organization.
The plan encourages the inclusion of exceptional students in regular classrooms and home schools to the extent that their unique learning needs can be met in those locations.
The plan assures parents/guardians ongoing opportunities to share in decisions related to a student’s program.
SEAC (Special Education Advisory Committee), in accordance with Regulation 464/97, is actively involved in the annual review of the Board’s Special Education Plan.
This Plan replaces, in its entirety, all previous plans and is intended to reflect the philosophies and practices of Bluewater District School Board. Additionally, it is intended to reflect current requirements from the Ministry of Education and Training by presenting a delivery system representative of the unique needs of the students and families served by Bluewater District School Board.
“The Board’s Special Education Plan must be designed to comply with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights code, the Education Act, and regulations made under the Act, and any other relevant legislation.”
The Special Education Plan contents have been reviewed and are in compliance with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Education Act and regulations made under the Act and any other relevant legislation.
Collection of personal information required by the Special Education Plan is authorized under the authority of the Education Act, R.S.O. 1990, c. E.2. Any use of personal information as required by the Special Education Plan will be in accordance with the OSR Guidelines 2000 and the Municipal Freedom of Information and Protection of Privacy Act.
THE BOARD’S CONSULTATION PROCESS
In developing and modifying the Special Education Plan, the Board takes into consideration issues and feedback from members of the community such as parents, members of school councils, community organizations, and students. This public consultation, which takes place with the assistance of the board’s Special Education Advisory Committee (SEAC), is maintained on a continuous basis throughout the year.
In accordance with Regulation 464/97 made under the Education Act, the Board ensures that its Special Education Advisory Committee is provided with the opportunity to participate in the Board’s annual review of its Special Education Plan. This participation in the Plan development takes place through regular SEAC meetings.
The Board ensures that every school receives information about SEAC. SEAC is available to support parents and students with issues concerning special needs.
DEMOGRAPHICS
Bluewater District School Board provides service to families in Bruce and Grey Counties in southwestern Ontario. The two counties cover an area of 8,673 square kilometers and the population is approximately 153,000. As of October 31, 2010, the District had 11,713 students in 42 elementary schools and 6527 students in 11 secondary schools. The District is organized into four administrative areas. The diversity between the areas is respected in the special education policy parameters that are set out for the District. Program and service delivery styles reflect the unique qualities of each area.
ANNUAL REVIEW PROCESS
Original copies of the Special Education Plan were distributed to the following partner agencies:
Ongoing opportunities have been provided for SEAC regarding the Special Education service delivery model.
The Draft Plan was submitted to SEAC, to the System Administrative Team and to the Student Services System Council for input and validation.
PHILOSOPHY OF PROGRAM AND SERVICE DELIVERY
Special Education programs and services are based on the principles of our Board’s Strategic Plan – “Foundations for Learning”. They are outlined in this section. These principles include equity, collaboration and partnerships, student-centred processes, independence of students, individual differences, transitions, opportunities for growth, accountability and communications, early interventions and relationships of special education/curriculum/assessment.
Equity
Education is the entitlement of all students in Bluewater District. The educational process promotes partnerships, models equity and demonstrates accountability. All partners must recognize the need for ongoing dialogue and constant improvement. This District values diverse skills and talents and provides a place to celebrate success.
Equity is a commitment to social justice. This means ensuring that the school system is free of barriers and biases. All District personnel are committed to removing established barriers. Equity must exist in the curriculum, human relationships and individual opportunities.
Collaboration and Partnerships
The education of our students is a shared responsibility between the school and the home.
The parent/guardian and student are key partners in the special education program and service delivery decisions.
Effective partnerships and collaboration with community agencies will enhance the quality of services available for the exceptional student. Authentic partnerships among business, industry and community can facilitate and support the shared responsibility of educators and families to our students.
Collaboration and open communication must continue to exist among all the partners.
Student-Centred Processes
A student may require special education service and program support at some time in his/her career. The learning environment created for the student must complement the attributes he/she brings to learning. We must identify “a student’s strengths and needs” and build from that base an effective educational program that meets individual needs.
The practice of inclusion ensures acceptance, support, a sense of belonging, and an authentic valuing of each student.
The individual student is the first priority and curriculum is adaptable to meet individual differences, so that each student has the opportunity to experience success in learning.
Service shall be delivered in a manner that recognizes the strengths of individuals and treats all people with dignity and respect.
Independence of Students
All students should be afforded opportunities to increase their independence in all aspects of their school life. Programming should consider a student’s growth in independent functioning as a high priority. Students will be encouraged to become strong self-advocates, recognizing their own specific strengths and needs.
Individual Differences
The uniqueness of all students will be recognized. The process of meeting the individual needs of students should be reflected in school-based decision-making. Classroom teachers, special educators, school administrators, district support staff, parents, the student and other partners will develop programming and delivery strategies collaboratively.
Transitions
All special education programming will incorporate plans for successful transitions, taking into account individual differences and available resources. Transitions may be from home to school, class to class, school to school, school to work and school to community. The Ministry of Education and Ministry of Community, Family and Children’s Services have prepared documents relating specifically to the transition process. In addition, the Bluewater District School Board Developmental Review Committee and the Learning Disabilities Association of Ontario also make specific recommendations around the transition of students with special needs.
Opportunities for Growth
All staff, students, parents and trustees within our district constantly strive for improvement. Regular professional/personal growth opportunities are of great importance in ensuring that the needs of all students are met.
Accountability and Communications
It is the collective responsibility of students, classroom teachers, special educators, school administrators, support staff, parents and the community to address the educational needs of all students. Each individual within the system is personally accountable for his/her role. Ongoing communication and reporting of student progress is essential to program delivery.
Early Interventions
The life-long benefits of early interventions must be recognized, as they may be necessary to address the development of students. Special education plays an integral role in the development and delivery of early intervention programs. Resources will be allocated to ensure the success of these initiatives.
Relationships of Special Education/Curriculum Assessment
The inter-dependency of special education, curriculum development and implementation, assessment and evaluation and reporting is recognized.
SCHOOL CULTURES
We believe that within the four school areas there exists unique and diverse school cultures, each with particular needs and resources.
School communities are encouraged to:
- responsive and adaptable to a wide spectrum of student needs
- share decision-making with parents and the community at large
- focus on quality learning and growth in personal independence
- provide support and services that are responsive to the school needs
- utilize the strengths of their resources and their community to the advantage of their students
As our school communities strive for student-based education, they continue to develop programs and instruction that are needs driven. They create learning environments that are positive for students and staff while inviting participation from the parents and the community.
REFER TO APPENDIX A: BLUEWATER DISTRICT SCHOOL BOARD
- “FOUNDATIONS FOR LEARNING”
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Special Education