Legalities and Funding for Special Education

1. Ontario Schools For The Blind And Deaf As Resource Centres

Specifies the formation of a separate resource services program in each school

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.

8. Identification of And Program Planning For Students With Learning Disabilities

Sets out requirements for school boards for the identification of and program planning for students who have learning disabilities

School boards are required to implement procedures for early and ongoing identification of the learning abilities and needs of students

School boards are encouraged to use a multidisciplinary approach to assessing and identifying learning disabilities

59. Psychological Testing and Assessment of Pupils

If school provides psychological services, must be consistent with Education Act and Regulations

Services designated by a board as educational assessment or testing are not governed by the provisions of the Psychologists' Registration Act

Care should be exercised in protecting the confidentiality of information.

Written permission from parent/guardian to share information

11.Early Identification of Children's Learning Needs

Teachers in consultation with parents must strive to know each child as soon and as thoroughly as possible

A variety of strategies should be used

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

Information derived from assessment should be treated as tentative and temporary

76C. Alternative Educational Programs And Services For Deaf, Blind, And Deaf-Blind Exceptional Pupils

Lays out requirements for interpreters/interveners/other assistance providers

Programs for deaf or blind students provide the curricula with reasonable accommodations

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.

81. Provision Of Health Support Services In School Settings

Summarizes responsibilities for providing health services

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.

School boards responsible for oral medication

Guidelines for Approval and Provision of an Education and Community Partnership Program (ECPP)

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

Only for children and youth who cannot attend schools because of their primary need for care, treatment and/or rehabilitation services

140. Incorporating Methods Of Applied Behaviour Analysis (ABA) Into Programs For Students With Autism Spectrum Disorders

School boards must offer students with ASD special education programs and services, including, where appropriate, special education programs using ABA methods.

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 board staff must plan for the transition between various activities and settings involving students with ASD.

156. Supporting Transitions For Students With Special Education Needs

Sets out for school boards and schools new requirements for transition plans for students with special education needs

A transition plan must be developed for all students who have an IEP

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

The physical, emotional, and learning needs of the student are considered when developing a transition plan

If the student has no particular need of support during transitions, the transition plan should state that no actions are required

Foundation Grant

Funding begins with the Foundation Grant.

Each school board receives a
basic level of funding for each
student.

Special Education Grant

The Special Education Grant is
for needs over and above what
the Foundation Grant provides.

It is additional funding for
specific costs or needs that
boards and students may
have more than others.

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.

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.

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.

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.

responsible for
providing specail education
advice to the district

comprised of various members
including parents,trustees and
local agencies

makes recommendations
to the district on various specail education
programs

a new SEAC committe is
formed every four years

a brochure is often created to
inform parents of the SEAC
committee and their role in
special education

every school board must have a SEAC