Support to students with a disability in post-secondary institutions

1. Support to students with a disability in post-secondary institutions May 2017 Direction des affaires étudiantes et institutionnelles Ministère de l’Éducation et de l’Enseignement supérieur

2. Presentation outline • A little background; • Context of ongoing work; Recognition of students living with a learning disability (LD), a mental health disorder (MHD) or an attention deficit disorder (ADD); • Model for organizing services; • Progress achieved since 2011.

3. The beginning of an inclusive and supportive approach at the post-secondary level • At the college level: early 1980s Programme for the inclusion and integration of people with a disability within a collegial environmentAccueil et intégration des personnes handicapées au collégial • At the university level: created in 1989 Support programme for the integration of people with a disabilitySoutien à l’intégration des personnes handicapées

4. In the mid 2000s • Increase in enrolment levels; • Diversification of the clientele; • Pressure from the network, from student associations; • Updating of policies and laws.

6. Steps taken towards the recognition of needs of students with a LD, a MHD or an ADD • Consultation with the sector • Consultation with departments and agencies • Pilot projects at the college level • Action Research (2) • Literature review

7. Findings and needs • Situation outside of Québec • Definitions and categorization • Declaration of enrolments • Screening and assessment • Support and training • Transition between the levels of education • Data collection and research

8. The model for organizing services put into context • Looking at characteristics in a different way; • Success can be supported differently…

9. Leading principles

10. Chosen Model

11. Support plan for emerging clienteles in post-secondary institutions (2011–2015) • Organization of services • Support to institutions • Staff training and support • Support to students during their schooling • Research and development • Networking and convergence

12. Since acknowledging the needs of students with disabilities Organization of services Additional funding • 2011–2012: $3.225M (college network) • 2013–2014: $2.13M (college network) • 2014-2015: $7.5M (university network)

13. Since acknowledging the needs of students with disabilities Organization of services Financing arrangements • Creation 2011–2012: College network – support to students with a LD, a MHD or an ADD 2014–2015: University network – support to students with a LD, a MHD or an ADD • Harmonization 2012–2013: Public college network 2015–2016: Subsidized private college network 2017–2018: University network

14. Since acknowledging the needs of students with disabilities Support to institutions: • Implementation of CCSI (centres collégiaux de soutien à l’intégration/centres providing integration support to colleges) • Consultant services; • Training and facilitation; • Technological support and instrumentation.

15. Since acknowledging the needs of students with disabilities Staff training and support • Day of discussions and appropriation • Creation of classes of employment – public college system • 10 million dollar investment for the release of teachers

16. Since acknowledging the needs of students with disabilities Student support during post-secondary studies Inter level transition Tool for high school to college transition Support measures • Allowance for special needs programme – for Adults (PABP) from Financial Assistance for Education (AFE) • Transfer of responsibilities and related amounts to university and college network institutions • Specialized Services and Material Resources • September 1, 2015 (fall 2015)

17. Since acknowledging the needs of students with disabilities Student support during post-secondary studies Improve accessibility for professionals • Act to amend the Professional Code and other legislative provisions in the field of mental health and human relations (PL-21) Delay in diagnostic type assessments Pilot Project and Mental Health Action Plan (PASM) 2015-2020 Faire ensemble autrement(Québec Ministry of Health)

18. Since acknowledging the needs of students with disabilities Institutional support Research and dissemination of results • Funding for research projects • the collaborative programme universities-colleges (PCUC) • PART-IS (Assistance programme in social innovation for research and transfer) • PARÉA (Assistance programme for research on teaching and learning) • Dissemination of knowledge • CAPRES (Consortium) • CRISPESH • CCSI

19. Since acknowledging the needs of students with disabilities networking and convergence • Inter level projects • Collaboration with the other sectors of the Ministry: • definition of major functional deficiency • Part-time status deemed equivalent to full-time • Training and Education Allowance (TEA)

20. Conclusion Future challenges: • Further the development of services, or strengthen their organization, in institutions where … • the number of students with disabilities continues to rise. • The increase in the number of students with disabilities who would benefit from accommodating measures and in the number of requests to address their needs.

21. Conclusion • Systemic approach based on needs and aiming integration. • Organizational structure and provision of services unique to each institution. • Internal and external consultations are necessary in order to foster educational success and academic perseverance.