Educating Students with Special Needs in Quebec Cindy Finn, Ph.D. October 24, 2012

Classification of Special Needs in Quebec (MELS) ** Identification procedures and government funding differ for both categories Special Needs Students in Difficulty (Learning or Behavior) Students with Social Maladjustments or Handicaps

Students in difficulty Students identified as having academic difficulties and behavioral challenges – Learning difficulties/Mild Intellectual Delay – Behavior disorders a priori Funding, based on historical percentage of student population (10-12%) School boards determine identification, in accordance with MELS guidelines and collective agreements LBPSB Policy on Special Needs

Students with Handicaps/Severe Behavior Disorders Variable Per capita funding (per board per code) Validation process to substantiate “codes” 3 necessary elements to support a code – Diagnosis by professional – Limitations that affect learning – School-based Services Code = Dx + limitations + services Represents +3.8% of LBPSB population

MELS Codes for students with Social Maladjustments/Handicaps Categories (identified by MELS with numerical code): Severe behavioral disorder (14) Mild motor impairment/Organic impairment (33) Severe motor impairment (36) Language Disorder (34) Moderate to severe intellectual impairment (24) Profound intellectual impairment (23) Pervasive developmental disorder (50) Psychopathological disorder (53) Visual impairment (42) Hearing impairment (44) Atypical disorder (99)

LBPSB Stats on Special Needs 12% of total LBP population 1810 students in difficulty (2012) – 34% at elementary level – 66% at secondary level 879 students with handicaps (2012) – 50.6% at elementary – 49.4% at high school Students with special needs in all LBPSB schools except Soulanges

Breaking down the data In difficulty: Learning Difficulty (74.6%), Behavior Disorders (16.3%), Mild Intellectual Delay (9.1%) Handicaps: Autism (47%), psychopathological disorders (13.5%), moderate-profound intellectual impairments (11%), language impairment (10.5%), mild motor/organic disorders (7.9%), sensory impairments (6.6%), severe motor disability (2.9%)

Provincial Picture Policy on Special Education (1999) Promotes success for all –“Educational success has different meanings depending on the abilities and needs of different students” (p. 15) -6 ways to promote success -Prevention & early intervention -Adapting services to the needs of students -Favoring inclusion/integration in natural environment -Creating community & enhancing partnerships -Assisting students ‘at-risk’ -Evaluating students’ educational success

Complementary Educational Services Services to assist schools in supporting the diverse learning and social needs of all students 12 services, 4 programs

4 Complementary Education Programs Prevention and Promotion: Provide students with an environment conducive to the development of a healthy lifestyle, their health and well being Assistance: Help students with academic and career choices Student Life: Develop students’ sense of autonomy, responsibility, moral and spiritual dimension, interpersonal relationships and sense of community and school belonging Support to Learning: Provide students with conditions conducive to learning

Educational Services for Students within LBPSB Classroom teachers Resource teachers Support from paraprofessionals (Integration aide/Special Education Technician/Social Aide Technician) Student Services Department (Non-teaching professionals) Educational Services Department (Curriculum/Program Consultants) Itinerant Teacher Services – MOSD & MAB (Vision and Hearing) Professionals from outside agencies (CSSS, Batshaw)

Non-teaching professionals supporting all schools Direct services to students (e.g., assessment) Services to schools (e.g., consultation, professional development) Services to parents and families (e.g., FSSTT) Assist with Ministry of Education-related duties (coding, committees, measures, training) Work in partnership with other ministries and community groups (e.g., Batshaw, health, police) Conduct research on best practices regarding special needs and inclusive education Supervise interns/placements, peer supervision

SOURCES OF FUNDING General funding (teacher posts = resource teachers, aides/techs, professionals) In difficulty funding (base funding) Code-generated funding (per capita) Special grants (examples) –30059: IEP release $ –30053: Supports Inclusion –30364: Professional resources – /2: Adapted equipment and technology

Organization of Services Delivered at the School level Importance of Resource Teams

Purpose of Resource Teams  Learn more about student  Review teaching strategies already in progress  Brainstorm additional strategies with multi- disciplinary group  Develop/monitor an action plan  Facilitate communication within the school, with parents, with other professionals involved  Carry out referrals for consultation, assessment, or identification of special needs

PRINCIPAL SP. ED TECH SOCIAL AIDE TECH Possible Resource Team Participants CLSC (SOCIAL WORKER/ NURSE ) SCHOOL PSYCHOLOGIST RESOURCE TEACHERS SPEECH LANGUAGE PATHOLOGIST OR OCCUPATIONAL THERAPIST SPEECH LANGUAGE PATHOLOGIST OR OCCUPATIONAL THERAPIST CONSULTANT FOR SPECIAL NEEDS/OTHER SSD PROFESSIONALS INVITED GUEST INTEGRATION AIDE FSSTT

Individual Educational Plan A legal, confidential document Must be created when a student is identified with special needs – Formal identification (LD,BD,MI + Handicapped codes) May be developed when an intervention plan is needed but there is no formal identification Linked directly to the QEP and report card To be developed in collaboration with key players A hands-on tool that outlines objectives and strategies that should be referred to regularly and updated as to student’s progress

Points of Transition ELEMENTARY Registration procedures Resource team planning Emphasis on early intervention Collaboration with outside partners HIGH SCHOOLS Graduation Track/Individual paths Work-Oriented Pathway (WOTP) Students with high special needs – Academic emphasis + Life skills (hygiene, sexuality, independent living) Transition planning (until age 21 for some)

Building capacity in our schools Provincial Resources housed at LBPSB Ongoing Professional Development Projects (e.g., ALDI, FLASH)

More initiatives – For students with emotional/social/behavioral challenges – Focus on early intervention, proactive focus – Meaningfully involve parents in child’s world REACH Program – Cycle 1 elementary program for students with severe behavioral difficulties LIFE/Transition Programs – Programs for 16+ students with high special needs Co-op program (John Abbott & Vanier) – Supports autonomous secondary students (18-21) with developmental challenges who participate in college life – Focus on basic academics, life skills, work skills (Light a Dream)

Collaboration with Partners Parents & Families Health & Social Services –Batshaw Youth & Family Centres –Hospitals (MCH, JGH, Douglas) –CSSS (4 on our territory) –Readaptation Centres CRDI (Centres for Intellectual Handicaps) e.g., CROM CRDP (Centres for Physical Handicaps) e.g., MAB/Mackay Universities (McGill, Concordia) & CEGEPS (Vanier, Dawson) Community groups (e.g., WIAIH) Professionals in Private Practice Other schools/school boards (e.g., Montreal Oral School for the Deaf)

Entente MELS-MSSS/ Specialized schools Dawson Alternative/Portage (Batshaw) Angrignon School (Douglas Institute) Philip E. Layton & Mackay Centre School (EMSB) Hors reseau schools (e.g., Peter Hall, MOSD)

MELS Resources

Thank you