Educating Students with - PowerPoint Presentation

Slide1

Educating Students with Special Needs in Quebec

Cindy Finn, Ph.D.October 24, 2012Slide2

Classification of Special Needs in Quebec (MELS)

** Identification procedures and government funding differ for both categories Slide3

Students in difficulty Students identified as having academic difficulties and behavioral challenges Learning difficulties/Mild Intellectual Delay

Behavior disordersa priori Funding, based on historical percentage of student population (10-12%)School boards determine identification, in accordance with MELS guidelines and collective agreementsLBPSB Policy on Special Needs Slide4

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 codeDiagnosis by professional Limitations that affect learning School-based ServicesCode = Dx + limitations + servicesRepresents +3.8% of LBPSB populationSlide5

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)Slide6

LBPSB Stats on Special Needs12% of total LBP population1810 students in difficulty (2012) 34% at elementary level

66% at secondary level 879 students with handicaps (2012)50.6% at elementary49.4% at high school Students with special needs in all LBPSB schools except

Soulanges Slide7

Breaking down the dataIn 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%)Slide8

Provincial PicturePolicy on Special Education (1999)Promotes success for all “Educational success has different meanings depending on the abilitiesand needs of different students” (p. 15)

6 ways to promote successPrevention & early interventionAdapting services to the needs of studentsFavoring inclusion/integration in natural environmentCreating community & enhancing partnerships Assisting students ‘at-risk’

Evaluating students’ educational successSlide9

Complementary Educational Services Services to assist schools in supporting the diverse learning and social needs of all students12 services, 4 programs Slide10

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

Slide11

Educational Services for Students within LBPSB

Classroom teachersResource teachersSupport 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)Slide12

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 Slide13

SOURCES OF FUNDINGGeneral 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

30810-1/2: Adapted equipment and technologySlide14

Organization of ServicesDelivered at the School levelImportance of Resource TeamsSlide15

Purpose of Resource Teams

Learn more about student Review teaching strategies already in progressBrainstorm additional strategies with multi-disciplinary groupDevelop/monitor an action plan

Facilitate communication within the school, with parents, with other professionals involvedCarry out referrals for consultation, assessment, or identification of special needs Slide16

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

CONSULTANT FOR SPECIAL NEEDS/OTHER SSD PROFESSIONALS

INVITED GUEST

INTEGRATION AIDE

FSSTTSlide17

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 Slide18

Points of TransitionELEMENTARY

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)Slide19

Building capacity in our schoolsProvincial Resources housed at LBPSB

Ongoing Professional Development Projects (e.g., ALDI, FLASH)Slide20

More initiatives

For students with emotional/social/behavioral challengesFocus 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)Slide21

Collaboration with PartnersParents & 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)Slide22

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) Slide23

MELS Resources

http://www.mels.gouv.qc.ca/DGFJ/das/orientations/orientations.htmlSlide24

Thank you http://snac.lbpsb.qc.ca/