1. Background Reading :MELS Policy on Special Education Policy Professor Sam Bruzzesse Educational Resource Management 628 McGill University February 18, 2008 Presented by: Joanna Genovezos Alan Simoneau

2. Part 1 Ministry Policy on Special Education

3.  In 1998 the Quebec government amended the Education Act with a view to giving schools more autonomy.  In 2000 the Ministere de l’ Education adopted the Policy on Special Education: Adapting Our schools to the Needs of All Students.

4. This policy underscores: -The importance of prevention: environments must be created that are conducive to learning. -Detecting difficulties and intervening as soon as they appear.

5.  The Ministere introduced the notion of at- risk students and abolished the declaration of students as having social maladjustments or learning difficulties.  The purpose of this was done to ensure that all students who experience difficulties in their schooling will be given proper support, without having to be labeled.

6.  The policy further states that the organization of educational services be student-centered and that it be based on an individualized evaluation of their needs and abilities.  The MELS document states further that an integrated approach be taken to the organization and funding of such services.

7.  This means taking into account the latest development in these areas: new teachers collective agreement.  Its main objective is to provide educators (administrators, managers, teachers, student services personnel etc) with an understanding of the concepts and mechanisms that underlie the organization of services.

8.  The MELS document is divided into two parts to approach the how of organizing and funding of such services.

9. The First Part: The First Part:  Describes The Individualized Approach to promote success for all students and the underlying principles of this approach

10. The Second Part: The Second Part:  Deals with the Funding and Enrollments methods that make it possible to organize student-centered services. Information for both parts is provided by the Ministere de l’ Education and MELS.

11. Organization of Services 1. The Individualized Approach  The Education Act the Policy on Special Education, students services programs, the Quebec Education Program and the teachers’ collective agreement specify that the school must base the organization of services on this approach.  Each student’s needs must be based on an evaluation that makes it possible to recognize his or hers difficulties, strengths and abilities..

12.  Implementation of preventive measures or adapted educational services should not be based on the fact that a student belongs to a particular special needs category nor on the funding methods used by MELS, but on an evaluation of each student’s needs and abilities.

13.  The organization of services must occur in this context, regardless of whether the student experiences occasional, more significant, or permanent difficulties, whether he or she is considered to be at – risk, whether he or she is a special-needs student, or whether he or she is handicapped.

14.  In keeping with the educational practices that apply to all students (i.e. differentiated learning, guidance and support, regulation and teamwork) the school principal, together with teachers and other educators such as students services, is responsible for meeting the educational needs of each student in his or her care. It is the task of the school team to identify these needs and to come up with the necessary measures, since the school team is better acquainted with the students and the environment in which they are being educated.

15.  Let’s look at an example:  3 handicapped, elementary school students who are in the same special needs category and for whom the school board receives the same amount of funding.  After evaluating the situation of each of the students, educators might consider different measures for each student depending o his or her needs and abilities.

16.  One may receive services in a regular class while benefiting from the appropriate support measures.  The second student might be enrolled in a special class in a regular school.  The third might be referred to a special school that offers very specialized services because it was shown that this was the best way to help the student learn and become socialized.  If this is true of handicapped students that it is even more true for at risk or special needs students.

17. According to the local policy for the organization of services for students with handicaps, social maladjustments or learning difficulties, school personnel must plan graduated measures to meet the needs of these students, keeping in mind that adapted educational services must be envisaged before employing more specialized services. According to the local policy for the organization of services for students with handicaps, social maladjustments or learning difficulties, school personnel must plan graduated measures to meet the needs of these students, keeping in mind that adapted educational services must be envisaged before employing more specialized services.  For some students: preventive measures or more specific interventions implemented by the teacher and supported by the parents, in a regular classroom setting may work and allow for learning and socialization.

18.  For other students: Coordinated actions may be planned by the cycle team, the parents and the students themselves when preventive measures and more specific interventions are not sufficient to help the students make progress in the areas of learning and socialization. An IEP could be formed. However in accordance with section 96.14 of the Education Act, an individualized education plan should be established to meet the needs of students with handicaps, social maladjustments or learning difficulties.

19.  In other cases, all preventive or remedial measures implemented may show that they are not sufficient. Therefore in accordance with section 96.14 of the Education Act, an IEP may be formed and reviewed at varying intervals. This IEP can be implemented for varying amounts of time and varying intervals, if need be.

20. 2. Framework for the organization of services: 2. Framework for the organization of services: Over a number of years legislation and ministerial orientations have set out ways of ensuring an individualized approach so that the needs and abilities of each student can be taken into account. Over a number of years legislation and ministerial orientations have set out ways of ensuring an individualized approach so that the needs and abilities of each student can be taken into account.

21. The Education Act: In 1998 The Quebec Government amended the Education Act with the vision of giving schools more autonomy: This ensures that decisions are made as possible to the heart of the action.

22. The principal has both pedagogical and administrative duties and obligations. Through the governing board, parents are given more powers regarding the organization of services for at -risk students and students with handicaps, social maladjustments or learning difficulties.

23. Students’ Rights: Students’ Rights:  The Education Act states that each student has the right to receive “preschool education services and elementary and secondary school services…” They are also entitled “to other educational services and special education services…within the scope of the programs offered by the school board..(section1)

24. Teachers’ obligations: Teachers’ obligations:  “ The teacher is entitled …to select methods of instruction corresponding to the requirements and objectives fixed for each group or for each student entrusted to his care…..”(section19)

25.  As well teachers have responsibilities towards special needs students in the same way as they have toward all students that are in their care. Among other things, the teacher is obligated to” contribute to the intellectual and overall personal development of each student entrusted to his care…” (section 22)

26. Organization of services and the school’s responsibility: Organization of services and the school’s responsibility:  The school principal “ shall ensure that educational services provided at the school meet the proper standards of quality..” and..” is the academic and administrative director of the school…(section 96.12).  In the case of a student with a learning or social disability …” shall establish an individualized education plan adapted to the needs of the student ”(section 96.14)

27.  “After consulting with the school staff, the principal shall inform the school board… of the needs of the school in respect of each staff category and of the professional needs of the staff. (section 96.20)  The school must also make wise and effective use of the available resources obtained, particularly through it success plan. (section 83).

28.  The school principal should promote a management approach and invite all concerned to work together in finding solutions that will make it possible to organize services in a way that better meets the needs of the school’s students.

29.  As well, according to the new teachers’ collective agreement it asks that a committee be formed to involve teachers in the process of identifying the school’s needs and organizing services for students with handicaps, social maladjustments or learning difficulties.

30. Organization of services and responsibilities of the school board: Organization of services and responsibilities of the school board:  Must “ adapt the educational services provided to a handicapped student or a student with a social maladjustment or a learning disability according to the student’s needs and in keeping with the student’s abilities as evaluated by the school board…”(section 234)

31.  “The school board must adopt…” a policy concerning the organization of educational services for such students to ensure the harmonious integration of each student into a regular class or group and into the school activities if it has been established on the basis of the evaluation of the student’s abilities and needs that such integration would facilitate the student’s learning and social integration and would not impose an excessive constraint or significantly undermine the rights of the other students. The policy shall include

32.  Procedures for evaluating – students and parents’ participation…  Methods for integrating those students into regular classes or groups and into regular school activities as well as the support services required for their integration..  Terms and conditions for grouping those students in specialized schools. classes or groups.

33.  Methods for preparing and evaluating the individualized education plans intended for such students. (section 23.5)

34.  Finally the school board must make sure, “that the persons who come under it jurisdiction are provided the educational services to which they are entitled..” (section 208). It must also..” allocate among its schools.. In an equitable manner and in consideration of social and economic disparities and of the needs expressed by the institutions, the operating subsidies granted by the Minister….” (section 275).

35.  The teachers’ collective agreement:  Provides for the implementation of a parity committee within the school board for at – risk students and students with handicaps, social maladjustments or learning difficulties. They make recommendations on how to distribute the available resources for such students.

36.  This was put in place to foster accountability with respect to the management of resources allocated for at-risk students and students with handicaps, social maladjustments or learning difficulties.

37. The Policy on Special Education Six Lines Of Action: 1) Recognizing the importance of prevention and early intervention 2) Making the adaptation of educational services a priority for all those working with students and special needs. 3) Placing the organization of educational services at the service of the students with special needs.

38. 4) Establishing a true educational community involving the child and the parents and outside partners and community orgs. 5) Paying particular attention to at-risk students 6) Developing methods to evaluate educational success in terms of knowledge, social development and qualifications, assessing the quality of services and reporting results.

39. The Quebec Education Program  Applies to all students and the instruction they receive makes it possible to meet a variety of needs, while taking individual needs into account.  In order to do this effectively the QEP suggests that the renewal of practices are based on approaches that are recognized as being consistent with the orientations of the education reform.

40. QEP CONT’D  Differentiation: Teachers should organize and adapt their teaching in order to take individual differences into account as far as possible in the class setting. Teachers should organize and adapt their teaching in order to take individual differences into account as far as possible in the class setting. Guidance and Support: Students help develop competencies and are not taught in the traditional sense. They receive guidance and support toward progress. Students help develop competencies and are not taught in the traditional sense. They receive guidance and support toward progress.

41. QEP CONT’D  Regulation: Competencies are progressive, comprehensive and integrated. Competencies are progressive, comprehensive and integrated.Teamwork: Administrators, teachers, educations services personnel, support staff-all work together to create optimal teaching- learning conditions. Administrators, teachers, educations services personnel, support staff-all work together to create optimal teaching- learning conditions.

42. Complementary Educational Services Programs  In accordance with section 224 of the Education Act school boards must establish:  Support services  Assistance services  Student life services  Promotion and prevention services

43. Policy on the Evaluation of Learning Evaluation For Better Learning Emphasized on two types of values: 1) Fundamental: Justice- evaluation of learning take place with the laws and that students have the right to retake exams and lodge appeals. Equality- all students have an equal opportunity to demonstrate what they have learned. Equity- individual characteristics and common traits of certain groups be taken into account to prevent increasing existing differences.

44.  2) Instrumental Values: Coherence: Evaluation must be directly tied to learning. Rigour: accurate and precise evaluation so that optimal student progress and learning occurs. Openness: Both parents and student should understand the evaluation standards and conditions.

45.  In keeping with these values, which are in constant interaction, schools and school boards ensure that each student is able to demonstrate the development of his or her competencies.  In situations where differentiation in evaluation is necessary, this decision must be made within the scope of an individualized education plan, in conjunction with the student, his or her parents and the educators concerned.

46. 2. Funding and Enrollments Available Financial Resources:  MELS grants school boards different allocations determined on the basis of the annual budgetary rules.  These amounts are not to determine how the individual school boards and schools will use these sums in providing services for their students.

47. Basic Allocations:  Determined on the basis of students enrollment in the different levels of education ( pre-school, elementary, high school) as of September 30 th of the current year.  Allocations are higher for handicapped students, students with severe behavioural disorders and students covered by an agreement between the MELS and Ministere de Sante et des Services sociaux. These amounts are given to the school board.

48.  The basic allocations allow the school boards to meet the needs of all the students in terms of teaching, teaching support, complementary educational services and professional development.  Includes: additional support for students with social issues of learning difficulties.  Support for students with social or learning problems form disadvantaged areas.  Resourses for students for at risk students and students with handicaps, social or learning difficulties, which is spread out over 3 years(2006-2007, 2007-2008, and 2008-2009)

49.  Additional Allocations  Nans Intervention Strategy  Support for integration of handicapped students into regular students.  Daycare services  Supporting Montreal Schools  Tuition fees for private fees or other schools outside Quebec  Homework Assistance Program

50.  Wellness – Oriented School Program  Acquisition of furniture, equipment and tools adapted to the needs of handicapped  Improved access to new information and ICT for handicapped students  Program to Support Research and Development in Special Education

51.  Annual Declarations of Enrollments and Validation  School boards make a declaration of enrollments in their schools as of September 30 of each year.  MELS validates severe behavioral disorders and and handicapped needs based on this annual basis.

52. Students with handicaps and Students With Severe Behavioural Disorders : Students with handicaps and Students With Severe Behavioural Disorders : For a student to be categorized as having a severe behavioural disorder or handicap, 3 elements must be present: For a student to be categorized as having a severe behavioural disorder or handicap, 3 elements must be present: 1)Diagnosis is made first by qualified personnel. 2) Disabilities and limitations hinder or prevent student from learning content of QEP or developing autonomy or achieving social integration.

53.  3) Support measures must be taken to reduce the disadvantages created by a disability or serious disorder.

54.  Sustained Support –Codes 13, 14, 23, 24,36, 50,53  -several hours per day.  Staff member must be available at all times in a school.

55.  Regular Support – Codes 33, 34,42, 44  Frequent assistance at certain times during the day or week.  Minimum of several hours of help per week.

56.  ADDITIONAL LINKS:

57.  Sir Wilfrid Laurier School Board Special Needs Policy  http://www.swlauriersb.qc.ca/english/edservices/MANUAL%20- MARCH%202006.pdf  Federation de comites des parents:  http://www.fcpq.qc.ca/docs/en/formation/fascicule15_en.pdf http://www.fcpq.qc.ca/docs/en/formation/fascicule15_en.pdf First Nations Educational Services  http://www.cepn- fnec.com/p_pub/files/RAPPORT%20DOSSIERS%20PRIORITAIRE S%20ANG%202005.pdf http://www.cepn- fnec.com/p_pub/files/RAPPORT%20DOSSIERS%20PRIORITAIRE S%20ANG%202005.pdf http://www.cepn- fnec.com/p_pub/files/RAPPORT%20DOSSIERS%20PRIORITAIRE S%20ANG%202005.pdf

58.  Lester B. Pearson School Board Special needs Policy:  http://www2.lbpsb.qc.ca/eng/pdf/policies/SpecialNeedsPolicy_3.5.pd f http://www2.lbpsb.qc.ca/eng/pdf/policies/SpecialNeedsPolicy_3.5.pd f http://www2.lbpsb.qc.ca/eng/pdf/policies/SpecialNeedsPolicy_3.5.pd f  Eastern Townships School Board Special needs Policy:  http://www.etsb.qc.ca/en/CommissionersComittees/Commissioners/ policies011.shtm http://www.etsb.qc.ca/en/CommissionersComittees/Commissioners/ policies011.shtm http://www.etsb.qc.ca/en/CommissionersComittees/Commissioners/ policies011.shtm  English Montreal School Board Special needs Policy:  http://www.emsb.qc.ca/en/governance_en/pdf/BoardPolicies/Studen tServices/SpecialEducation.pdf http://www.emsb.qc.ca/en/governance_en/pdf/BoardPolicies/Studen tServices/SpecialEducation.pdf http://www.emsb.qc.ca/en/governance_en/pdf/BoardPolicies/Studen tServices/SpecialEducation.pdf

59.  Sir Wilfrid Laurier School Board Special Needs Policy  http://www.swlauriersb.qc.ca/english/edservices/MANUA L%20-MARCH%202006.pdf  Federation de comites des parents:  http://www.fcpq.qc.ca/docs/en/formation/fascicule15_en. pdf http://www.fcpq.qc.ca/docs/en/formation/fascicule15_en. pdf http://www.fcpq.qc.ca/docs/en/formation/fascicule15_en. pdf First Nations Educational Services  http://www.cepn- fnec.com/p_pub/files/RAPPORT%20DOSSIERS%20PRI ORITAIRES%20ANG%202005.pdf http://www.cepn- fnec.com/p_pub/files/RAPPORT%20DOSSIERS%20PRI ORITAIRES%20ANG%202005.pdf http://www.cepn- fnec.com/p_pub/files/RAPPORT%20DOSSIERS%20PRI ORITAIRES%20ANG%202005.pdf