Funding in Special Education Advocacy as a teacher: How to get/what is the process of getting funding for special needs student(s) in my class? How are funds distributed How do teachers get funding for students Who gets it (schools, classes, students)

What special education funding looks like in schools today, US vs Canada: US – budget cuts (see CEC graphic) Canada – ONT has increased budget About half of Ontario’s school principals have asked parents to keep their child at home because they could not accommodate their special education needs, says a new report that sheds light on how budget constraints have affected students with learning disabilities. 49 per cent of elementary principals and 41 per cent of high-school principals said they have recommended to parents that children designated as having special education needs not attend a full day of school because of safety concerns, or because the necessary supports are not available for the entire time a student is in the building. This forces parents of special-needs students to find alternative arrangements, given that the province’s education act requires children attend school for a full day, unless they are ill. (Like private at-home tutoring). Even though the province’s special education grant has grown from $1.09-billion in 2002 to $2.72-billion today, the budget is still stretched as the prevalence of various learning disabilities has climbed. Thousands of kids are on wait lists for assessments to determine whether they will receive supports ranging from educational assistants, special equipment to help with school work or extra time to complete tests in the classroom. But even after kids are assessed, resources are spread thin at many boards. The report says that Ontario elementary schools have an average of one special education teacher for every 37 students with special needs, and one for every 74 students in high schools. Until now, the province gave school boards money based on historical information, which many argued was unfair and inaccurate. Under the new tool, boards will receive their high-needs allotment based a model that takes into account parental education, median income, unemployment, recent immigrants as well as standardized test scores, proportion of aboriginal students and existing percentage of students currently receiving special education services. The new model is being phased in over four years, and will result in some boards receiving less than in previous years.

Special Needs in Canada Canada has a very inclusive approach to children with special needs and disabilities in terms of their rights to equality in all aspects of Canadian life, including education and healthcare. Every child with special needs, whether emotional, behavioural, visual, intellectual, language, speech or hearing, has a right to free public education. However, despite pledges by the federal government to support those with disabilities and special needs, the majority of funding is allocated at a provincial or local level. Schooling for Children with Special Needs By law, all state schools in Canada must have a special education programme. However, this is not possible in all schools and parents may have to enrol their children in private special needs schools. This can be difficult for some parents due to the cost, although some provinces/territories provide 100 percent funding in order for children to attend these schools. Special needs schools are available for children with physical, mental, behavioural and communication disorders, as well as for gifted children. Registering a Child as Having Special Needs in a School The exact process of registering a child as having special needs depends on the provincial regulations and policies. Most provinces and territories have an Education Act which details their special needs educational policy. School boards usually provide a programme that integrates children with special needs into mainstream schools, along with a tailored individual educational programme. It is therefore necessary to inform the school board about the child's special needs requirements upon registration. Staff are also trained to identify any special educational requirements which will then be dealt with appropriately. Schools often apply directly to the relevant educational authority for funding for a child with special educational needs. Provincial/territorial Programmes and Benefits The majority of support and services available for children with special needs or a disability is managed by provincial or territorial governments. Although the responsibility for the provision of special needs education is managed locally, there are many similarities in approach between provinces. - See more at: https://www.angloinfo.com/canada/how-to/page/canada-family-schooling-education-special-needs- education#sthash.K39uKkOl.dpuf (https://www.angloinfo.com/canada/how-to/page/canada-family-schooling-education-special-needs-education)

British Columbia In British Columbia the Ministry of Children and Family Development (MCFD) is responsible for programmes and services for children with special needs. Family support includes respite services, parental support, child and youth worker assistance, behavioural support programmes, rehabilitation services and early childhood intervention schemes. There are nearly 59,000 children with special needs enrolled in B.C public schools. They are assisted by classroom assistants, modified programmes and Individual Education Plans (IEPs) designed to cater to their needs. There is also 100 percent funding available for children with special needs to attend special independent schools. - See more at: https://www.angloinfo.com/canada/how-to/page/canada-family- schooling-education-special-needs-education#sthash.K39uKkOl.dpuf (https://www.angloinfo.com/canada/how-to/page/canada-family-schooling- education-special-needs-education)

BC Healthcare (child behavior and development) Services and funding options may be available for children or teens who have special needs and their families. Here are a few examples: Social and life skills training for children and teens Behavioural and other professional support services for children and teens Respite, counselling, support groups and homemaker services to assist families Children and Youth with Special Needs (CYSN) staff are available to discuss whether these services might be available to you and provide other useful information or support. With proper diagnosis a CYSN office can help families apply for funding and support Learn about other programs and services available for children or teens who have: Autism Spectrum Disorder Fetal Alcohol Spectrum Disorder Hearing or vision loss Complex health needs (http://www2.gov.bc.ca/gov/content/health/managing-your-health/healthy-women-children/child- behaviour-development/special-needs)

BC Ministry of Education All Students All students should have equitable access to learning, opportunities for achievement, and the pursuit of excellence in all aspects of their educational programs. All students with special needs should have equitable access to learning opportunities for achievement, and the pursuit of excellence in all aspects of their educational programs. Purpose Special education programs and services enable students with special needs to have equitable access to learning and opportunities to pursue and achieve the goals of their educational programs. Special Needs Students with special needs have disabilities of an intellectual, physical, sensory, emotional, or behavioural nature, or have a learning disability or have exceptional gifts or talents. (http://www.bced.gov.bc.ca/specialed/); (http://www2.gov.bc.ca/gov/content/education- training/administration/legislation-policy/public-schools/special-education) Special Education Resources (information for all diagnoses): http://www.bced.gov.bc.ca/specialed/sped_res_docs.htm

BC Ministry of Education (special education policy manual) Is responsible for allocating funds for the education system School boards are responsible for ensuring that special education services and programs are delivered to any of their students who require them. Such programs and services are an integral part of the total school system, and should be organized to ensure that services generally available to all students and their parents are also available to children with special needs, and that access will be as seamless as possible. Development and delivery of special education programs and services at the local level should involve meaningful consultation with the parents or guardians of students with special needs, since they know their children and can contribute in substantial ways to the design of appropriate programs and services for them. Policies: Services in districts should be organized along a continuum which reflects the diversity of students' special needs and the prevalence of various special needs in the school population. Levels of Support: School districts should ensure that when the resources available at the school level have been exhausted, a mechanism is in place to provide additional assistance to the school using district-level or community- based resources. Administrative Concerns: Effective ways of identifying and assessing students with special needs, determining, planning, and organizing the kinds of services and programs which are required in the district for meeting these needs, and obtaining and co-ordinating the fiscal and human resources needed to deliver a full range of programs and services reflecting the special needs of identified students . (http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/special- education)

BC Ministry, cont… Funding Special Education Services – Update (Special Needs) The current funding system, introduced on March 1, 2002, moved into the student base allocation a significant portion of those resources that, in the past, formed part of the special education supplement. This includes funds that were previously identified as part of the special education “core” allocation: funds for learning assistance, special health services, identification assessment/planning and hospital/homebound services and supplementary funds for students who are identified as having severe learning disabilities, mild intellectual disabilities, students requiring moderate behaviour supports and students who are gifted. Supplementary funding continues to be provided to school boards in addressing the aspects of special education for students who meet criteria as Level 1, 2 or 3 unique needs. • Level 1– includes students with multiple needs who are Physically Dependent or DeafBlind • Level 2– includes students with Moderate/Profound Intellectual Disabilities, with Physical Disabilities or Chronic Health Impairments, with Visual Impairments, with Autism Spectrum Disorder, or students who are Deaf or Hard of Hearing • Level 3– includes students requiring Intensive Behaviour Interventions or students with Serious Mental Illness As part of the funding formula school districts will receive: Level 1 supplementary funding ...............$37,700 per student Level 2 supplementary funding ...............$18,850 per student Level 3 supplementary funding ................$ 9,500 per student

BC Ministry, cont Provincial Resource Programs PRPs In addition to the regular block of funds allocated to school districts for the provision of public education, the Province also funds a group of education alternatives known as Provincial Resource Programs (PRPs). These programs are intended to assist districts to meet the educational needs of students in exceptional circumstances. PRPs are operated by host school districts and are located throughout the province to serve approximately 10,000 school-aged individuals. Some of these programs are operated in co-operation with other provincial ministries, including the Ministry of Children and Family Development and the Ministry of Health. PRPs enable students to continue learning while in hospitals, treatment centres or containment centres.

BC Ministry, cont Accountability The ministry audits enrolment of students with special needs services to ensure fair distribution of available resources among school districts. The ministry regularly reviews the achievement of students, including those with special needs, by monitoring results such as graduation rates, performance on provincial assessments and transitions. In addition, the School Act requires School Planning Councils in each school to develop annual plans that address achievement of all students. The Act also requires boards of education to submit Accountability Contracts to the Minister each year. The Ministry periodically reviews district goals, structures, practices and other matters through the district review process. School districts are responsible for the planning and delivery of services for all students, including those with special education needs. (http://www2.gov.bc.ca/gov/content/education-training/administration/legislation- policy/public-schools/special-education)

BC Special Education Funding Distribution of Special Education Funds (see pie chart) Funding Crisis (financial breakdown)

High-Cost Special Education Program (Aboriginal) INAC Indigenous and Northern Affairs Canada (INAC)'s High-Cost Special Education Program helps eligible First Nations students with high-cost special needs to access quality programs and services that are culturally sensitive and reflective of generally accepted provincial or territorial standards.  Budget 2016 is investing $577.5 million over five years to support special needs education through the High-Cost Special Education Program. It will provide support for both direct services to students and indirect services that support them. Who can apply? Band councils, federal schools, provincial ministries of education, provincial school boards/districts, private education institutions and organizations designated by band councils. (https://www.aadnc-aandc.gc.ca/eng/1100100033697/1100100033698)

INAC, cont INAC supports First Nation students' special education needs through two programs: The Elementary and Secondary Education Program funds special education services for First Nation students identified as having mild to moderate learning disabilities. Funding is provided for programming, remedial instruction, clinical services and resource teacher staffing. The High-Cost Special Education Program funds band-operated schools for high-cost special education students assessed with moderate to profound learning disabilities. The program funding is student-specific and determined by a formula based on individual student requirements. It is used for direct service support in the form of personnel, adaptive materials and resource services. The High-Cost Special Education Program consists of direct and indirect services. Direct services represent at least 75% of the available funding. These include a number of classroom and school-based services related to the education and support of students with high-cost special needs. Costs associated with the: acquisition of professional assessments completion of student assessments educational psychological, speech and language services counseling/social services Elder, mentoring and cultural services occupational therapy and physical therapy services instructional and resource materials assistive technologies and equipment purchases Salaries and benefits for: Special Education teachers individual teacher aides/para-professional workers

INAC, cont Indirect services represent up to 25 per cent of total High-Cost Special Education Program funding.  Funding is provided to eligible First Nation recipients for the development of special education programs and services on the understanding that each First Nation student with special education needs is unique. Each student requires a customized program to meet their individual needs in order to best support their success.  Examples include: professional development and training for teachers and teachers' aides information services for parents research and development and adaptation of special education programs and materials that are culturally appropriate for First Nation students coordination of special education programming with other community programs, social and health services costs associated with: administrative support accommodations involving changes in how a student accesses information, and demonstrated learning, which can include changes in the method of instruction, curriculum and the environments transportation, such as transportation of severely disabled special day class pupils and orthopedically impaired pupils who require a vehicle with a wheelchair lift

INAC, cont How to apply? Proposals are accepted through an annual call for proposals. Eligible recipients must submit detailed requests for all the high-cost special education activities to be undertaken during the school year. Requests must clearly state how the proposed activities will further the objectives of the program and respond to students' high-cost special education needs and the expected results of the program. The programs or services that are to be implemented or maintained during the school year must be comparable to the high-cost special educational programs and services that are currently offered by the provincial schools. When submitting a request, please follow the High-Cost Special Education Program – National Program Guidelines 2016-2017. All proposals will be assessed by INAC regional offices using these criteria. For more information on submitting a request, please contact INAC by email at education@aadnc-aandc.gc.ca or by telephone at 1-800-567-9604 and ask to speak to an Education officer. Assessment of a student's needs In order to qualify for INAC's High-Cost Special Education Program funding, an Individual Education Plan (IEP) must be in place for a student with identified special education needs. Assessment costs are covered by INAC. A teacher with appropriate training does a preliminary assessment and if a need is identified the student will be referred to a professional, such as a physician, speech or language specialist or an education psychologist for a formal assessment. The formal assessment is used in the development of a student's IEP. The IEP will contain specific and measurable short-term and long-term education goals for the student. Teachers and professionals jointly develop these plans, ideally, in collaboration with parents, and depending on their age, the First Nation students themselves. The IEP sets out the learning needs of a First Nation student and the types of high cost special education services that are required to achieve those goals.

Special Needs Associations in Canada: Many of the associations listed below provide contact details for local support groups. Learning Disabilities Association of Canada Canadian Dyslexia Association Children and Adults with Attention Deficit Disorders Geneva Centre for Autism LD Pride - A website with information on learning disabilities - See more at: https://www.angloinfo.com/canada/how-to/page/canada- family-schooling-education-special-needs-education#sthash.K39uKkOl.dpuf (https://www.angloinfo.com/canada/how-to/page/canada-family-schooling- education-special-needs-education)

Universal Benefits Child Disability Benefit (CDB) is a tax free benefit available to parents looking after a severely disabled child under the age of 18. It is calculated according to income and can total as much as $2,395 a year. For more details about how to apply for this benefit and eligibility requirements: Click here Applications for benefit can be made online at the Canada Revenue Agency website or in person at a local Ministry or Department of Social Services. Benefits are also available to severely disabled people over 18 years old. - See more at: https://www.angloinfo.com/canada/how-to/page/canada- family-schooling-education-special-needs-education#sthash.K39uKkOl.dpuf (https://www.angloinfo.com/canada/how-to/page/canada-family-schooling- education-special-needs-education)