It is not indifference, I have really poor recall for names, dates and other discrete items.
Please don’t take offense if I don’t remember your name. There’s a good likelihood I’ll remember other important stuff about you, but not your name.
I’ll try, honest. But this is a problem for me.
The Manual of Policy, Procedures, and Guidelines for Special Education Services
AKA the MOPPandG
First published in 1995
Intended for District Level, but familiarity can be useful for classroom teachers.
No final exam. No exams, period.
Course is pass/fail
Text availability. UBC Bookstore, E-book, library reserve.
Review of assignments
Questions so far…?
Who Is This Class About?
Students with learning and developmental exceptionalities, as identified by the BC Ministry of Education:
Chronic Health Conditions and Physical Disabilities,
Behavioural and Mental Health Disorders,
Autism Spectrum Disorders (ASDs),
Learning Disabilities, and
Note that with the exception of ASDs, these are general categories rather than diagnoses
It does not include:
First Nations Students, Métis, Inuit
ESL (ELL)/FSL (FLL)
(Unless they are otherwise exceptional and fit into one of the above categories)
Importantly, it also includes
Everyone in the education system including other students
Other service providers
“ Inclusive Education”
What does this mean to you?
What are your experiences?
A Little Background… Responses to Children with Learning Exceptionalities
“ Special Education”
US PL 94-142 (1975)
Inclusion Is NOT
A mandate that all children be in integrated classrooms at all times
Part-time resource room support
Discussion question : Are there times when a student benefit from placement other than a regular classroom?
Teachers’ Role in Inclusive Education:
Under Provincial Law:
Teachers have primary responsibility for instruction for all students in their classes.
When students’ needs require specialised programming, the teacher is expected to collaborate with specialists.
If a student has the support of a teacher’s assistant, the teacher remains responsible for the instructional planning and supervision of the TA.
From the MOPPandG:
Parents of students with special needs know a great deal about their children that can be helpful to school personnel in planning educational programs for them.
Districts are therefore advised to involve parents in the planning, development and implementation of educational programs for their children. This consultation should be sought in a timely and supportive way, and the input of parents respected and acknowledged.
IEP—Individual Education Plan
(elsewhere, variously, IPP –individual program plan, learning plan, etc.)
A document that outlines the accommodations to be provided for a specific student to enable him or her to benefit from instruction.
Legal decision that defines “Meaningful Consultation” between school and parents of a child with special needs.
The obligation of a school to involve parents in the development of an IEP
(instructional planning) for their child.
Children in Care
When children are in custody of the Province, school boards are required to provide the guardian with relevant information.
This includes placement, IEP development, and any disciplinary measures that may occur.
Foster parents do not have legal guardianship, but can be valuable collaborators with the consent of the legal guardian.
Identification of Special Needs
Children with special needs are, by law, entitled to timely identification and assessment.
… More of the teacher’s role in this process next class.
Things Teachers Need to Know
If a child has a designated exceptionality, a teacher should be advised in advance of his/her arrival in the class.
Teachers should be informed if there are special health, emotional or behavioural needs for a particular student in their class.
Information about specific conditions should be available to teachers.
Teachers should be informed about available supports at district and provincial level for both student and teacher.
Sources of Information
About a specific condition:
District helping teachers, psychologists, SLPs etc.
Sometimes medical professionals
About a child:
The child him/herself
Other school staff…with caution
Provincial Outreach Programs
Specialised services, administered by School Services
Treatment or “containment” centres
Specific services for students with special needs
Provincial centres (e.g. RE Mountain program for Deaf students)
Outreach programs, run by specific school districts, but available for all schools within Province.
Provincial Outreach Programs
Consultation, training, ongoing support
Not all programs provide support for individual students
Referrals generally through districts, some programs have regional resource persons.
POPARD: Provincial Outreach Program for Students with Autism Spectrum Disorders
Provincial Outreach for Deaf-Blindness
Provincial Outreach Program for Deaf and Hard-of-Hearing
Provincial Outreach Program for Cochlear Implants
POPFASD: Provincial Outreach Program for Fetal Alcohol Spectrum Disorders
PISP: Provincial Integration Support Program
Provincial Early Intervention for Learning Disabilities
Special Education Technology-BC
Assistive Technology, computer assistance primarily for students with physical disabilities and visual impairments
Assess students for appropriate technology, train staff in use
Provide technology at no additional cost to district or student
Provincial Resource Centre for the Visually Impaired www.prcvi.org
Alternate format instructional materials
Long-term loan of specialized equipment (e.g., Braille writers; talking
Short-term loans of professional literature and videos on Visual impairment and deaf-blindness to teachers
Consultation services on the use and choice of materials and equipment
On a partial cost-recovery basis, audio tape and electronic text versions of provincially recommended learning resources are available for students designated as print disabled
Bear in mind that the phrase, “I know all about …(x, y, z condition) kids,” is a formula for catastrophe.
Kids with special needs are individuals and vary as much among themselves as any of us.
Never set your expectations solely on the basis of a label.
Which brings us to “Labelling”
Sometimes parents will be reluctant to have a child identified as special needs because they are cautious about labelling.
What are you going to say to them?
Can make realistic supports available
Can clarify causes of apparent “behaviour”
Sometimes it can (used sensibly) clarify a student’s difficulties to the student: “I’m not dumb, I’ve got a learning disability.”
Throughout this course, we’ll cover who can identify what conditions
An alternative to categorisation?
Describe students by their functional abilities and impairments
Shape programming accordingly
Eliminates “labelling,” “Stigma.”
In use in Yukon and NWT, under consideration in Alberta
Family involvement will vary.
Cultural understandings of disability
Parents’ own experiences of schooling
Parents’ expectations of children
Employment and fatigue
Parents really can be experts
On their kids
On their kids’ conditions
Why are parents sometimes defensive or adversarial?
Children with medical or mental health conditions may benefit from a collaborative approach between medical professionals and school.
There may well be confidentiality issues that need to be clarified with parent’s or guardian’s consent. It’s important to check. District policy about this can vary as well.
Children in Care
Guardianship Social Workers must be informed about the programming of children in their care.
Again, district policies can vary about this; check who should be communicating.
Be alert for protection issues and custodial issues between parents.
Integrated Services and Case Management
Teams of professionals and caregivers involved with a student
Case manager or key worker coordinates integrated case management and transfer when needed.
Be sure to build on students’ strengths, whatever their disabilities may be.
Be alert to strengths and interests of individuals.