Green Design

1. Question on Background Reading. • How does the M.E.L.S Special Education Policy tie in with the Q.E.P.? Do you see a practical link between a competency-based approach and the government’s focus on student-centered organization of educational services.

2. Managing Inclusion: Special Education Policies and Practices using the EMSB as a Case Study Professor Sam Bruzzesse Educational Resource Management 628 McGill University February 18, 2008 Presented by: Joanna Genovezos Alan Simoneau

3. The EMSB Policy Governing the Organization of Educational Services for Students with Handicaps, Social Maladjustments or Learning Disabilities was implemented in February of 2005. The EMSB Policy is also known as the Special Education Policy.

4. The Special Education Policy was developed in accordance with section 235 of the Special Education Act which in turn forms part of the Quebec’s 176-page Education Act (2000).

5. Section 235. Every school board shall adopt, after consultation with the advisory committee on services for handicapped students and students with social maladjustments or learning disabilities, a policy concerning the organization of educational services for such students to ensure the harmonious integration of each such student into a regular class or group and into 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.

6. Section 235 specifies that the following must be included in all school board policies: • 1° procedures for evaluating handicapped students and students with social maladjustments or learning disabilities; such procedures shall provide for the participation of the parents of the students and the students themselves, unless they are unable to do so;

7. 2° 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 and, if need be, the weighting required to determine the maximum number of students per class or group;

8. 3° terms and conditions for grouping those students in specialized schools, classes or groups; 

9. 4° methods for preparing and evaluating the individualized education plans intended for such students.

10. Guiding Principles of the EMSB Special Education Policy • Every child has the right to receive quality educational services promote the realization of his/her full potential. • The EMSB endorses the “principle of inclusion”: a students’ membership in a general education classroom with age-appropriate classmates, having individualized and relevant learning goals, and being provided with the support necessary to learn.

11. If integration is deemed to be inappropriate, an alternative educational setting shall be recommended.

12. Educational success has different meanings depending on the abilities and needs of different students.

13. Prevention and early intervention are of paramount importance in order to prevent escalation of difficulties.

14. The Board advocates the adaptation/modification of instructional strategies and teaching materials as the preferred means to enable students with special needs to acquire competencies inherent in the Q.E.P.. These modifications are to be clearly supported by IEPs.

15. The Board advocates the creation of true educational communities where all stake-holders (students, parents, teachers, community partners, etc.) come together to provide consistent intervention and educational services.

16. In meeting its commitment for students with special needs, the EMSB favors, wherever possible, the integration of these students into regular classes in a setting as close as possible to their place of residence.

17. “wherever possible” • The organization of such educational services shall be based on the individual evaluation of the abilities and needs of the students and on the available financial resources.

18. Break-Out Room Question #1 • The key point in both Ministry and EMSB policies on Special Education is that all students have a right to a sound education regardless of handicap or difficulty. However, it is also mentioned that this must not impose an excessive constraint or significantly undermine the rights of the other students. With respect to these two statements, what kinds of challenges have you faced in your day-to-day dealings with students, allocation or resources, etc?

19. Evaluation Evaluation of students with Special Needs takes place in one of two ways according to the following charts.

22. Evaluation may include analysis of a student’s: Intellectual ability Visual-motor skills Auditory skills Personality and Behavior Speech/Language skills Medical history Family situation (culture, history, etc.) Assessment of Curriculum and instructional variables

23. Goal of Evaluation is to provide an accurate identification of special needs. • The official identification leads to a “coding” of the student (or designation of “At Risk”) and requires the development of an IEP.

24. In conformity with the Teacher’s Collective Agreement, the principal shall ensure that teachers are provided with information with special needs. • An ad hoc committee shall periodically review cases of students with special needs and make necessary recommendations.

25. Integration • The purpose of the procedures for integrating students with Special Needs is delineate the methods for the following: • Integrating students into regular classes. • Determining support services needed for integration. • Identifying the “weighting” required for determining the number of students per class or group (see Teacher’s Collective Agreement).

26. Whether or not a student is integrated into a regular class is dependent on the following: (1) the integration will facilitate the student’s learning and social integration and NOT impose an excessive constraint or significantly undermine the rights of other students. (2) That appropriate resources are available to support the integration.

27. Resource teacher Adapted evaluation Specialized equipment Professional assistance: guidance, speech and language pathologists, social workers, etc. Services of a child care worker Professional Development Release time for meetings Assistance with student integration Team teaching Services of interpreters, consultants, etc. Student vs. Teacher Support

28. Grouping • Where the integration of a student with Special Needs into a regular classroom does not facilitate his learning and social integration OR imposes excessive constraint or significantly undermines the rights of other students, the Board shall provide an alternate educational setting: special education classes or special education school.

29. The board will organize services for the Students to be placed in enclosed classes or in special education schools as follows: - in accordance with needs outlined in the IEP - as near as possible to the student’s place of residency - according to the resources available

30. The intention of placing students in special education classes or schools is to meet the particular needs of a student with reintegration into regular classes being the desired outcome.

31. IEPs • The individualized education plan (IEP) is an essential tool, specially designed on the basis of the evaluation of the abilities and needs of a student with a handicap, social maladjustment or learning disability, that targets concerted action to help the student succeed in terms of knowledge, skills and social development.

32. Establishment of an IEP • Responsibility of the school principal • Student must be evaluated in conformity with procedures already discussed • The IEP must be consistent with board policy and must include participation from: administration, teachers, student, parents, professional staff (guidance, etc.)

33. Content of an IEP • IEP content will vary from student to student according to need and ability. • The IEP will have measurable objectives and suggest strategies to attain them. • IEPs must be periodically evaluated and modified as the need arises.

34. Confidentiality • The Charter of Human Rights and Freedoms of Quebec and the Quebec Civil Code oblige all citizens to respect the confidential nature of information. • Information pertaining to students with Special Needs is to be shared judiciously, with a view to protecting the privacy and dignity of the student and his/her family.

35. Right of Response and/or Contesting the Application of this Policy • Parents who have issues with the way in which the Special Education Policy is applied have the right to respond to or contest the application of measures taken in the following manner: • First: the school principal must be contacted and an attempt at resolving the issue must be made, if necessary, with a Special Ed. Consultant from the EMSB.

36. Second: If the issue cannot be resolved at the school level, the Director of Student Services as well as the Regional Director will be asked to investigate the situation and make a ruling. • Last: if the parent is unable to obtain a satisfactory response from the Board and its representatives, they have recourse to utilize the procedures outlined in Sections 9-12 of the Education Act with respect to consideration of a decision.

37. Break-Out Room Question #2 • The stated purpose of school is to instruct, socialize and qualify students. Do you think that decentralized policies discussed serve to promote these goals? If so, discuss how your school has managed to make use of your allocated resources in organize its Educational Services for students with special needs.