Support to students with a disability in post-secondary institutions May 2017 Direction des affaires étudiantes et institutionnelles Ministère de l’Éducation et de l’Enseignement supérieur

Presentation outline A little background; Context of ongoing work; Recognition of students living with a learning disability (LD), a mental health disorder (MHD) or an attention deficit disorder (ADD); Model for organizing services; Progress achieved since 2011.

The beginning of an inclusive and supportive approach at the post-secondary level At the college level: early 1980s Programme for the inclusion and integration of people with a disability within a collegial environment Accueil et intégration des personnes handicapées au collégial At the university level: created in 1989 Support programme for the integration of people with a disability Soutien à l’intégration des personnes handicapées

In the mid 2000s Increase in enrolment levels; Diversification of the clientele; Pressure from the network, from student associations; Updating of policies and laws.

Steps taken towards the recognition of needs of students with a LD, a MHD or an ADD Consultation with the sector Consultation with departments and agencies Pilot projects at the college level Action Research (2) Literature review

Findings and needs Situation outside of Québec Definitions and categorization Declaration of enrolments Screening and assessment Support and training Transition between the levels of education Data collection and research

The model for organizing services put into context Looking at characteristics in a different way; Success can be supported differently…

Leading principles Integration of actions Consideration of needs Student Staff Institution Environment Consideration of needs Strength valorization Development of independence Integration of actions

Chosen Model Needs-based approach Review of the funding method Organization of services - Unique for each institution - In the interest of sharing, of networking, of integration and of the continuum of services - To meet all the needs of - students - staff - institution Diagnostic assessment and educational needs assessment - To determine access to services - To identify student needs from an educational point of view Review of the funding method - To support the organization of services - According to a number of parameters (size of the institution, number of students…) - Allowing some flexibility so institutions can choose according to their needs and reality how to allocate resources Accountability - To show how services are meeting needs - To ensure a proper use of resources

Support plan for emerging clienteles in post-secondary institutions (2011–2015) Organization of services Support to institutions Staff training and support Support to students during their schooling Research and development Networking and convergence

Since acknowledging the needs of students with disabilities Organization of services Additional funding 2011–2012: $3.225M (college network) 2013–2014: $2.13M (college network) 2014-2015: $7.5M (university network)

Since acknowledging the needs of students with disabilities Organization of services Financing arrangements Creation 2011–2012: College network – support to students with a LD, a MHD or an ADD 2014–2015: University network – support to students with a LD, a MHD or an ADD Harmonization 2012–2013: Public college network 2015–2016: Subsidized private college network 2017–2018: University network

Since acknowledging the needs of students with disabilities Support to institutions: Implementation of CCSI (centres collégiaux de soutien à l’intégration/centres providing integration support to colleges) Consultant services; Training and facilitation; Technological support and instrumentation.

Since acknowledging the needs of students with disabilities Staff training and support Day of discussions and appropriation Creation of classes of employment – public college system 10 million dollar investment for the release of teachers

Since acknowledging the needs of students with disabilities Student support during post-secondary studies Inter level transition Tool for high school to college transition Support measures Allowance for special needs programme – for Adults (PABP) from Financial Assistance for Education (AFE) Transfer of responsibilities and related amounts to university and college network institutions Specialized Services and Material Resources September 1, 2015 (fall 2015)

Since acknowledging the needs of students with disabilities Student support during post-secondary studies Improve accessibility for professionals Act to amend the Professional Code and other legislative provisions in the field of mental health and human relations (PL-21) Delay in diagnostic type assessments Pilot Project and Mental Health Action Plan (PASM) 2015-2020 Faire ensemble autrement (Québec Ministry of Health)

Since acknowledging the needs of students with disabilities Institutional support Research and dissemination of results Funding for research projects the collaborative programme universities-colleges (PCUC) PART-IS (Assistance programme in social innovation for research and transfer) PARÉA (Assistance programme for research on teaching and learning) Dissemination of knowledge CAPRES (Consortium) CRISPESH CCSI

Since acknowledging the needs of students with disabilities networking and convergence Inter level projects Collaboration with the other sectors of the Ministry: definition of major functional deficiency Part-time status deemed equivalent to full-time Training and Education Allowance (TEA)

Conclusion Future challenges: Further the development of services, or strengthen their organization, in institutions where … the number of students with disabilities continues to rise. The increase in the number of students with disabilities who would benefit from accommodating measures and in the number of requests to address their needs.

Conclusion Systemic approach based on needs and aiming integration. Organizational structure and provision of services unique to each institution. Internal and external consultations are necessary in order to foster educational success and academic perseverance.