Legalities and Funding for Special Education

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Education System in the United Kingdom

luonut Nadezhda Chebotareva

Mindamap

luonut Gurjan Sahota

outils web 2.0

luonut Jean-François Grassin

Special Education

luonut Brook Dou

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