Permission to use picture thanks to Inclusive Services, City of St. Johns: www.stjohns.ca
Responsibilities Related to Inclusion
Overview:
In looking at the Responsibilities Related to Inclusion I have taken the Ontario Ministry of Education: Standards for School Boards' Special Education Plan and 4 of many school board cites Special Education Plan for 2013-2014 (the Halton, Hamilton-Wentworth, Toronto and Niagara District school board), read through them and wrote down what were the most constant and improtant points.
The following information will look at the philosophies, the policies, similarities and differences, if any. It will also state who is responsible for making decisions related to inclusion.
Philosophies / Goals of Inclusion / Beliefs re: Inclusion / Models for Special Education:
As I read through the special education plans of each board, there were many similarities. All Boards have a Model for Special Education that have: Mission Statements, Statements of Belief, general service delivery models, and the Philosophy of each Board. These were found within the first 5 pages of the Reports.
Here are some common themes in the Board’s Philosophies:
Policies and Procedures:
As mandated by the Ministry of Education, all school boards have to write annual reports on Special Education. All are required to offer PD to staff regarding equity for persons with disabilities annually and all reports have similar layouts.
The procedures of identification and intervention were all similar, as, again all are based on the Ministry of Education: Education Act.
Responsibilites:
As with the Philosophies, and Policies, the School Boards looked at have similar Responsibilites. Some boards include a more detailed list of who is responsible for what, but all have the same basic list and responsibilities. I will state the lists and some of the common responsibilities. I have attached the documents, so the complete responsibilities can be read.
The Ministry of Education - Ontario:
The Special Education Advisory Committee:
The School Principal:
The Teacher:
The Special Education Teacher:
The special education teacher, in addition to the responsibilities listed above under “The Teacher”:
The Parent/Guardian:
The Student:
The Halton District School Board have included responsibilities for the Superintendent of Education and Student Services, Principal of Special Education, Area Coordination and Instructional Program Leaders of Student Services, Learning Resource Teacher Consultants and Mental Health Lead Coordinator in the Roles and Responsibilities section of the Special Education Plan.
The Plans are generally 150-250 pages each and contain a massive amount of information regarding Special Education in each Board. I have narrowed down the pertinent information.
The following information will look at the philosophies, the policies, similarities and differences, if any. It will also state who is responsible for making decisions related to inclusion.
Philosophies / Goals of Inclusion / Beliefs re: Inclusion / Models for Special Education:
As I read through the special education plans of each board, there were many similarities. All Boards have a Model for Special Education that have: Mission Statements, Statements of Belief, general service delivery models, and the Philosophy of each Board. These were found within the first 5 pages of the Reports.
Here are some common themes in the Board’s Philosophies:
- All are committed to having students achieve their full potential
- Early identification and intervention is necessary to have an engaged learner
- Both parents and students should have ongoing involvement with the school and the IPRC process
- Resources and services provided are appropriate to each individual, according to their IEP
- All state that there must be Respect, Citizenship, and Creativity with all involved
Policies and Procedures:
As mandated by the Ministry of Education, all school boards have to write annual reports on Special Education. All are required to offer PD to staff regarding equity for persons with disabilities annually and all reports have similar layouts.
The procedures of identification and intervention were all similar, as, again all are based on the Ministry of Education: Education Act.
Responsibilites:
As with the Philosophies, and Policies, the School Boards looked at have similar Responsibilites. Some boards include a more detailed list of who is responsible for what, but all have the same basic list and responsibilities. I will state the lists and some of the common responsibilities. I have attached the documents, so the complete responsibilities can be read.
The Ministry of Education - Ontario:
- sets out, through the Education Act, regulations, and policy documents, including policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services
- prescribes the categories and definitions of exceptionality
- requires that school boards provide appropriate special education programs and services for their exceptional pupils
- sets province-wide standards for curriculum and reporting of achievement
- requires school boards to maintain special education plans, review them annually, and submit amendments to the ministry
- operates Provincial and Demonstration Schools for students who are deaf, blind, or deaf-blind, or who have severe learning disabilities.
- establishes school board policy and practices that comply with the Education Act, regulations, and policy documents, including policy/program memoranda
- requires staff to comply with the Education Act, regulations, and policy documents, including policy/program memoranda
- provides appropriately qualified staff to provide programs and services for the exceptional pupils of the board
- develops and maintains a special education plan that is amended from time to time to meet the current needs of the exceptional pupils of the board
- reviews the plan annually and submits amendments to the Minister of Education
- prepares a parent guide to provide parents/guardians with information about special education programs, services, and procedures
- establishes one or more IPRCs to identify exceptional pupils and determine appropriate placements for them
- establishes a Special Education Advisory Committee
- provides professional development to staff on special education.
The Special Education Advisory Committee:
- makes recommendations to the board with respect to any matter affecting the establishment, development, and delivery of special education programs and services for exceptional pupils of the board
- participates in the board’s annual review of its special education plan
The School Principal:
- carries out duties as outlined in the Education Act, regulations, and policy documents, including policy/program memoranda, and through board policies
- communicates Ministry of Education and school board expectations to staff, students and parents/guardians
- ensures that appropriately qualified staff are assigned to teach special education classes
- ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlined in the Education Act, regulations, and board policies
- ensures the development, implementation, and review of a student’s Individual Education Plan (IEP), including a transition plan, according to provincial requirements
- ensures that parents/guardians are consulted in the development of their child’s IEP and that they are provided with a copy of the IEP
- ensures the delivery of the program as set out in the IEP
The Teacher:
- carries out duties as outlined in the Education Act, regulations, and policy documents, including policy/program memoranda
- follows board policies and procedures regarding special education
- works with the special education teacher to acquire and maintain up-to-date knowledge of special education practices
- where appropriate, works with special education staff and parents/guardians to develop the IEP for an exceptional pupil
- provides the program for the exceptional pupil in the regular class, as outlined in the IEP
- communicates the student’s progress to parents/guardians
- works with parent/guardian and other school board staff to review and update the student’s IEP.
The Special Education Teacher:
The special education teacher, in addition to the responsibilities listed above under “The Teacher”:
- holds qualifications, in accordance with the regulations under the Education Act, to teach special education
- monitors the student’s progress with reference to the IEP and modifies the program as necessary
- assists in providing educational assessments for exceptional pupils.
The Parent/Guardian:
- becomes familiar with and informed about board policies and procedures in areas that affect the child
- participates in IPRCs, parent-teacher conferences, and other relevant school activities
- participates in the development of the IEP
- becomes acquainted with the school staff working with the student
- supports the student at home
- works with the school principal and teachers to solve problems
- is responsible for the student’s attendance at school.
The Student:
- complies with the requirements as outlined in the Education Act, regulations, and policy documents, including policy/program memoranda
- complies with board policies and procedures
- participates in IPRCs, parent-teacher conferences, and other activities, as appropriate.
The Halton District School Board have included responsibilities for the Superintendent of Education and Student Services, Principal of Special Education, Area Coordination and Instructional Program Leaders of Student Services, Learning Resource Teacher Consultants and Mental Health Lead Coordinator in the Roles and Responsibilities section of the Special Education Plan.
The Plans are generally 150-250 pages each and contain a massive amount of information regarding Special Education in each Board. I have narrowed down the pertinent information.
References and Useful Websites:
Government of Canada: Education. (Accessed June, 2014). http://www.cic.gc.ca/english/newcomers/after-education.asp
Ontario Ministry of Education: Standards for School Boards' Special Education Plan 2000.
http://www.edu.gov.on.ca/eng/general/elemsec/speced/iepstand/iepstand.pdf
Niagara District School Board Special Education Plan 2013-2014. (Accessed June, 2014).
http://www.dsbn.edu.on.ca/supportservices/SE/sereport/Report-2013-2014.pdf
Toronto District School Board Special Education Plan 2013-2014. (Accessed June, 2014).
http://www.tdsb.on.ca/Portals/0/highschool/docs/special%20education%20report%20-%20final%20july%202013.pdf
Halton District School Board Special Education Plan 2013-2014. (Accessed June, 2014).
http://www.hdsb.ca/Downloads/SpecialEducationPlan.pdf
Hamilton-Wentworth District School Board Special Education Plan 2013-2014. (Accessed June, 2014).
http://www.hwdsb.on.ca/wp-content/uploads/2012/07/Special-Education-Report-1213.pdf
Ontario Ministry of Education: Standards for School Boards' Special Education Plan 2000.
http://www.edu.gov.on.ca/eng/general/elemsec/speced/iepstand/iepstand.pdf
Niagara District School Board Special Education Plan 2013-2014. (Accessed June, 2014).
http://www.dsbn.edu.on.ca/supportservices/SE/sereport/Report-2013-2014.pdf
Toronto District School Board Special Education Plan 2013-2014. (Accessed June, 2014).
http://www.tdsb.on.ca/Portals/0/highschool/docs/special%20education%20report%20-%20final%20july%202013.pdf
Halton District School Board Special Education Plan 2013-2014. (Accessed June, 2014).
http://www.hdsb.ca/Downloads/SpecialEducationPlan.pdf
Hamilton-Wentworth District School Board Special Education Plan 2013-2014. (Accessed June, 2014).
http://www.hwdsb.on.ca/wp-content/uploads/2012/07/Special-Education-Report-1213.pdf