Legalities and Funding for Special Education
SEAC
every school board must have a SEAC
a brochure is often created to
inform parents of the SEAC
committee and their role in
special education
collaborative maps
playback feature shows each student's contribution
a new SEAC committe is
formed every four years
give students feedback
makes recommendations
to the district on various specail education
programs
comprised of various members
including parents,trustees and
local agencies
responsible for
providing specail education
advice to the district
The Ministry of Education
funds elementary and secondary public and catholic schools. Funding
is determined by student enrollment and the unique needs of the student.
3) Special Education
Amount
Provides funding to
school boards to assist
with the cost of equipment
essential to support a student
with special needs.
6) Behaviour Expertise
Amount
Funding available to
support board level expertise in
applied behavioural analysis.
2) High Needs Amount
Additional amount available
for high needs students.
5) Facilities Amount
Funding available to support
students who live in a care,
treatment, custody or
correctional facility.
1) Special Education
Per Pupil Amount
The per student
amount school
boards receive based
on total enrollment.
4) Special Incidence
Portion
School boards can apply
for funding to cover the
cost of staff support for
students with exceptionally
high needs.
Special Education Grant
The Special Education Grant is
divided into six compenents:
Special Education Per Pupil Amount,
High Needs Amount, Special Education Amount,
Special Incidence Portion, Facilities Amount and Behaviour
Expertise Amount.
It is additional funding for
specific costs or needs that
boards and students may
have more than others.
The Special Education Grant is
for needs over and above what
the Foundation Grant provides.
Foundation Grant
Funding begins with the Foundation Grant.
Each school board receives a
basic level of funding for each
student.
Policy and Procedure Memorandums
156. Supporting Transitions For Students With Special Education Needs
If the student has no particular need of support during transitions, the transition plan should state that no actions are required
The physical, emotional, and learning needs of the student are considered when developing a transition plan
All transition plans must be developed in consultation with the parent(s), the student (as appropriate), the postsecondary institution (where appropriate), and relevant community agencies and/or partners, as necessary
A transition plan must be developed for all students who have an IEP
Sets out for school boards and schools new requirements for transition plans for students with special education needs
140. Incorporating Methods Of Applied Behaviour Analysis (ABA) Into Programs For Students With Autism Spectrum Disorders
School board staff must plan for the transition between various activities and settings involving students with ASD.
Principals must ensure that relevant school board personnel6 and community personnel7 who have previously worked and/or are currently working with a student with an ASD are invited to provide input and participate in the IEP process
School boards must offer students with ASD special education programs and services, including, where appropriate, special education programs using ABA methods.
Guidelines for Approval and Provision of an Education and Community Partnership Program (ECPP)
Only for children and youth who cannot attend schools because of their primary need for care, treatment and/or rehabilitation services
ECCPs are voluntary collaborative partnerships between Ontario district school boards and government-approved facilities such as children mental health agencies, hospitals or youth detention centres
81. Provision Of Health Support Services In School Settings
School boards responsible for oral medication
Home Care Program from the Ministry of Health provides injection of medication, catheterization, manual expression of the bladder, stoma care, postural drainage, suctioning and tube feeding.
Summarizes responsibilities for providing health services
76C. Alternative Educational Programs And Services For Deaf, Blind, And Deaf-Blind Exceptional Pupils
The grant that will be paid to a school board for interpreters and transcribers will be the difference between the amount recognized for grant purposes and the school board's share.
Programs for deaf or blind students provide the curricula with reasonable accommodations
Lays out requirements for interpreters/interveners/other assistance providers
11.Early Identification of Children's Learning Needs
Information derived from assessment should be treated as tentative and temporary
Continuous assessment from different perspectives should be followed up with suitable programs that reflect what is known about each child at any point in time
A variety of strategies should be used
Teachers in consultation with parents must strive to know each child as soon and as thoroughly as possible
59. Psychological Testing and Assessment of Pupils
Written permission from parent/guardian to share information
Care should be exercised in protecting the confidentiality of information.
Services designated by a board as educational assessment or testing are not governed by the provisions of the Psychologists' Registration Act
If school provides psychological services, must be consistent with Education Act and Regulations
8. Identification of And Program Planning For Students With Learning Disabilities
School boards are encouraged to use a multidisciplinary approach to assessing and identifying learning disabilities
School boards are required to implement procedures for early and ongoing identification of the learning abilities and needs of students
Sets out requirements for school boards for the identification of and program planning for students who have learning disabilities
1. Ontario Schools For The Blind And Deaf As Resource Centres
Enhances the schools' ability to provide services to school boards and agencies that have hearing impaired, visually impaired, and deaf-blind pupils in their jurisdictions.
Specifies the formation of a separate resource services program in each school
