Minister's Advisory Council on Special Education
Annual Report to the Minister for the Year 1998-99
This publication is also available as a PDF Format (PDF, 69 KB).
Contents
August 10, 1999
The Honourable Janet Ecker
Minister of Education
22nd
Floor, Mowat Block
900 Bay Street
Toronto, Ontario
M7A 1L2
Re: Annual report of the Minister's Advisory Council on
Special Education
Dear Minister Ecker:
It is with great pleasure that I submit to you this report on
the activities of your Advisory Council on Special Education during the fiscal
year 1998/99.
The year 1998/99 has been a significant year for education in
Ontario, and during this year, Council has been very active on behalf of
Ontario's exceptional students. The attached report includes a message to you
documenting some of Council's principal observations and recommendations, and
also includes a detailed description of the activities of your Council during
1998/99.
I look forward to meeting with you to discuss the issues raised
by Council and summarized in this report. I also would like to extend an
invitation to you to attend the next Council's meeting which is scheduled for
Thursday, October 21, 1999.
On behalf of all Council members, I would like to thank you for
your attention and support to the needs of exceptional students.
Yours sincerely,
(signed)
Lynn Ziraldo
Chair
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Part 1: Council's Message to the Minister
August 10, 1999
Dear Minister Ecker:
As your Advisory Council 1, we believe it to be our
role to document successful practices as well as the concerns of the special
education community and to recommend to you appropriate actions in response to
this information. This message highlights some of the significant observations
and positions of the Council over the 1998/99 year.
1. A description of the mandate and structure
of the Council is attached to this report as Appendix 1.
The release of the
Individual
Education Plan (IEP) Resource Guide (Adobe Acrobat file, 119 KB) has
been a significant positive step in ensuring individualized attention for every exceptional
student. We look forward now to the release of the revised Special Education
Information Handbook, including the Transition Planning Resource Guide, and the
special
education pages on the Ministry of Education web site. These resources will
go a long way to clarify communication and perceptions among the ministry,
parents and school boards.
With support from the Ministry of Education the
Special Needs Opportunity Window (SNOW)
has become an exciting new resource for special education teachers, students
and parents. Staff of the SNOW project have assisted Council to understand some
the potential benefits to exceptional students, their teachers and parents to
be found in the new technologies.
We also look forward to the introduction of the planned program
for recognizing school boards' successful practices in special education. We
believe that Ontario school boards offer examples of special education programs
and services which deserve to be highlighted for the benefit of educators and
parents across Ontario and around the world. The identification, recognition
and publication of our most successful practices will facilitate the spread of
these practices throughout Ontario and may provide opportunities for the export
of Ontario expertise world-wide. This program will fulfil a number of
recommendations which the Council has made to the ministry.
We would also like to commend the ministry for its decision to
request the submission this year of school board special education plans in
their entirety. This has served to profile special education with the newly
amalgamated school boards. Also the requirement in the new Regulation 464/97
that the plans be reviewed and endorsed by the school board Special Education
Advisory Committees has facilitated the involvement of local parent
associations in the development of special education plans. Finally, the
request to school boards that they also submit their new parent guides has
ensured that these guides have been completed and made available to parents in
a timely fashion.
As in our previous reports, we would like to express our
appreciation to the government and to the staff of the ministry for supporting
the work of the Council. We believe that our meetings with Ministers Snobelen
and Johnson and our frequent meetings with senior managers and ministry staff
have fostered mutual understanding and a valuable working relationship. We also
appreciate the involvement of Council members on many of the resource and task
groups formed by the ministry in developing policy and curriculum materials.
The support of ministry staff at Council meetings and subcommittee meetings
(arranging meetings, preparing minutes and reports) contributes immeasurably to
the effectiveness of your Council. Finally, we appreciate the attention given
by the ministry to the resolutions of the Council and the comprehensive reports
prepared by the ministry showing the ministry response to each resolution.
Top of documentCouncil's Priorities for 1998/99
At each meeting of the Council, each Council member is
encouraged to table a report on the recent consultation with the organizations
in his or her constituency. These reports are shared among Council members in
order that the perceptions of successful practices and of issues and concerns
are known to all members.
At its June 18, 1998 meeting the Council identified five
priorities for the 1998/99 year:
- special education funding model;
- elementary / secondary policy and curriculum;
- student transitions (during their elementary / secondary
school years and from school to work, further education and life in the
community);
- interministry coordination (in the provision of support
services for exceptional students); and
- governance and school board accountability in special
education.
For each of these priority areas, Council has an active standing
subcommittee. The subcommittees meet several times yearly, usually by
teleconference, to examine issues and draft resolutions for the consideration
of the full Council at its three yearly meetings.
To the extent possible, the consideration by Council of concerns
which are generated through our consultation process results in recommendations
to the minister which take the form of resolutions of the Council. A list of
Council's 47 resolutions for 1998/99 is included as
Part 3 of this report.
The following sections are organized in accordance with
Council's five priority concerns for 1998/99. The material summarizes some of
the key resolutions of the Council and also identifies some issues and concerns
for which Council has not yet formulated resolutions.
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Special Education Funding
While Council continues to be supportive of the concepts of
transparency and portability of special education funding which are embodied in
the student focussed funding model we share with school boards and parents some
concerns with the proposed implementation of this approach. Council members
participated intensively on the ministry's Expert Panel on Special Education
Funding and despite difficult negotiations and compromise supported the report
of the panel. We note with regret that some of the more significant
recommendations of the ministry's Expert Panel on Special Education Funding
were not acted upon by the ministry in its revision of the Resource Manual for the Special Education
Grant Intensive Support Amount (ISA) (PDF, 132 KB).
The principal source of concern with the revisions to the ISA
process is with the proposed student profiles. There is considerable confusion
among board officials and parents concerning the intent and principles
underlying the profiles and other aspects of special education funding. We are
advised by school boards that they are concerned that this approach will
restrict their flexibility in the administration of special education programs
and services by promising parents that their children will receive funding at
certain levels. Parents advise us that the ISA criteria are restrictive and
that students who fail to match the profiles in some minor respect will be
denied needed programs and services by school boards. There is also concern
from parents that programs and services may be identified in student's
Individual Education Plans for the sole purpose of obtaining funds and that
some school boards may then use the funds for other purposes.
There is also growing confusion between the proposed funding
profiles and the ministry's official definitions of exceptionalities which
Regulation 181/98 requires school boards to use in the formal identification
and placement process. Despite the modest revisions to some titles of
exceptionalities last year, the ministry definitions remain outdated. The many
months of work and consultation in revising the definitions remains unfruitful
because the ministry has chosen to withhold any changes to the definitions
pending the results of the ISA review. Because the existing definitions are
inappropriate in some respects, boards are left to their own devices in the
identification and placement process. This leads to growing differences among
boards and among communities in the identification and placement of exceptional
students and consequently in the nature of programs and services provided to
these students. With due recognition of the need for careful review of the ISA
funding model, the ministry is urged to resolve these matters as quickly as
possible and end the debilitating uncertainty in which boards are currently
operating.
Two other areas of uncertainty among school board officials and
parents are (1) the availability of funds for special education programs and
services other than those funded through ISA, and (2) the availability of funds
to cover the cost of transportation for exceptional students. Messages from
the ministry concerning the funding model have appeared to change frequently
and sometimes seem to contradict each other. We hope that the current year of
review will result in an effective, understandable and stable funding model
which can be quickly, clearly, accurately and consistently communicated to
school board officials and to parents.
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Secondary School Reform and Curriculum
Council and its Elementary / Secondary Policy and Curriculum
subcommittee have been actively involved in secondary school reform and
curriculum development. Council was particularly pleased with the way in which
policy and approaches to meeting the needs of exceptional students were
described at appropriate places throughout the
Ontario
Secondary Schools document. Council encourages the ministry to use this
approach as a model for future policy documents.
A number of issues in the implementation of the new secondary
school policy continue to concern members of the Council. We recognize that
policy decisions have now been made and that time is needed to assess the
impact of the new policy on students. In some areas, however, we believe that
particularly careful monitoring is warranted so that problems may be detected
early and swift corrective action taken where necessary.
Council is concerned about the possible impacts of the change to
the new Ontario Secondary Schools policy in September 1999 on exceptional
students. We are aware of the government's pledge to provide sufficient funds
to Ontario's provincially funded postsecondary institutions to ensure that no
student is disadvantaged with respect to college or university admission by
being part of the "double cohort". Still, we are concerned that exceptional
students are more vulnerable than most to these changes and we encourage the
ministry and the postsecondary institutions to give specific attention to the
needs of exceptional students in planning for the "double cohort".
One specific challenge for exceptional students comes from the
need of some of these students for additional time to complete there course
requirements for graduation. This means for example that some students who
commenced Grade 9 in September 1998 under the existing secondary school policy
(OS:IS 2) and who are required to repeat courses or to take a
lighter course load will face the stress of switching from old curriculum to
new curriculum courses at points during their time in secondary school. In
addition, some of these students will be seeking admission to postsecondary
institutions having met the OS:IS graduation requirements at a time when other
students are meeting the new graduation requirements. We are aware that the
government has made provision for "reaching back" and "ahead" and for students
to graduate with credits from a mix of old and new courses. However, we again
urge the ministry to give special attention to the needs of exceptional
students in these unusual and stressful circumstances.
Council is also concerned about the transition of some
exceptional students into secondary school under the new Ontario Secondary
Schools policy. Students who, in the past, would have enrolled in basic level
courses will no longer have that option. Once again, we are aware that the
ministry is advising school boards that they may develop local courses in
English, math and science for these students and that other strategies such as
substitution of credit courses may be employed. Once again, we urge the
ministry to monitor this issue closely to determine whether a more directive
provincial strategy is required in order to ensure that these exceptional
students receive the programs and services which they need and are consequently
entitled to under the Education Act.
Council has expressed its concern that the implementation of the
Grade 10 literacy test not penalize exceptional students unfairly. Some
exceptional students (especially those with learning disabilities and those who
are deaf or hard of hearing) process language in ways which require special
accommodations. With appropriate accommodations many of these students can
perform at levels comparable to students who do not have disabilities – but
without appropriate accommodations the literacy test could be an insurmountable
barrier. The ministry is encouraged to work closely with the
Education Quality and Accountability Office
(EQAO) to ensure that the Grade 10 literacy test does not become systemic
barrier for students with disabilities.
Finally, as the government's decision with respect to Grade 12
exit examinations has yet to be made, we would like to reiterate Council's
opposition to the introduction of such examinations. We believe that Grade 12
exit examinations would distort the education process for all students and
would create inappropriate barriers for exceptional students.
2. Ontario Schools: Intermediate and Senior
Divisions (OS:IS)
Top of documentStudent Transitions
Council, through its Transitions Subcommittee has contributed to
the Transition Planning Resource Guide and the Transition Planning
Guideline for Students with Developmental Disabilities both of which are
under development by the ministry. Council supports the development of both of
these documents and encourages the ministry to complete and publish them as
soon as possible.
The Transitions Subcommittee has also looked at the issue of
available integrated placements for students with developmental disabilities
and the availability of suitable counselling services primarily for deaf and
hard of hearing students and those with physical disabilities in transition
from secondary school to colleges and universities. The ministry is encouraged
to give serious consideration to Council's resolutions on these matters.
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Interministry Coordination
Council applauds the commitment of the ministry to initiate a
review of the interministerial agreements on School Health Support Services (Policy / Program
Memorandum 81) and the Interministerial Guidelines for the Provision of
Speech and Language Services. We look forward to participating in all aspects
of this review. Council also appreciates the ongoing liaison with the Ministry
of Health, the Ministry of Community and Social Services, the Children's
Secretariat and the Office of Integrated Services for Children, both at our
regular meetings and through the Council's Interministerial Coordination
Subcommittee. We also look forward to our continuing involvement with the
Review of Services for Children and Youth with Multiple Special needs and the
Review of Children's Treatment Centres which are being undertaken by these
offices and with the government's early years initiatives which derive from the
McCain and Mustard Early Years Study.
Top of documentGovernance and Accountability
A concern which appears to be emerging in many school boards is
an apparent reduction in the range of placement options available to
exceptional students. Despite the policy of the ministry that integration in
regular classrooms is to be the placement norm for exceptional students in
Ontario, we are hearing of school boards where integrated placements for some
exceptional students (particularly those with developmental disabilities) is
not considered by the IPRC and is not offered to parents. In some cases, we are
advised, boards which formerly offered integrated placements are now ceasing to
do so. We are also hearing of school boards which are eliminating or seriously
reducing access to special classes for gifted students and for students with
learning disabilities. Finally we are hearing of reductions in professional
staff such as psychologists and speech and language pathologists with the
result that students must wait in some cases six months or more for an
assessment or treatment. These reports raise questions among Council members
about the ability of these boards to provide the special education programs and
services needed by these students in accordance with the requirements of the
Education Act.
While Council appreciates the many steps taken by the government
to improve accountability in special education – among them the specific
identification of special education funding (as recommended by Council), the
increased role for Special Education Advisory Committees (SEACs) in Regulation
464/97, and the ministry tracking system of concerns raised by parents and
others – for these provisions to be effective, the ministry must
continually signal its expectation concerning, and support for, school board
accountability. For example, the ministry must devote sufficient staff time to
review the special education plan submissions of the school boards and must
follow up effectively with school boards where there are indications in the
plans of non-compliance with legislation, regulation or ministry policy.
Council members have become aware of some instances where SEACs
have not endorsed the special education plan as submitted by the school board.
We understand and support the decision of the ministry to solicit detailed
information from school boards on the nature of any disagreements between the
board and its SEAC on the contents of the plan. We believe that these instances
warrant careful investigation by the ministry. These disagreements may reflect
unrealistic expectations on the part of the parent association members of the
SEAC; or they may be symptomatic of a school board which is having difficulty
meeting it obligations to provide appropriate special education programs and
services for its exceptional students. Following its review of these matters
with school boards, a public statement by the ministry describing the nature of
the resolution of these instances of disagreement between boards and SEACs
would be a strong demonstration of system accountability.
Another way in which Council believes accountability could be
improved would be to give parents some clear direction on procedures to follow
in the event of disagreement with their school or school board on matters other
than the identification and placement of their children. (The appeal process in
the event of disagreements about identification and placement matters is well
defined in Regulation 181/98 and well documented in the ministry's excellent
Sample Parent Guide.) With the advent of Regulation 181, matters of program and
service may now be discussed by an Identification, Placement and Review
Committee (IPRC), but the decision on these matters still rests with the school
board. Parents should be involved in the development of the Individual
Education Plan (IEP) for their child but, once again, the decision on the plan
rests with the board. At present, when a parent believes that a school board is
failing to provide an appropriate special education program or special
education services as required by the Education Act, there is no clear
avenue of appeal. Ministry staff have indicated that the forthcoming Special
Education Information Handbook and Special Education Web pages will provide
parents with this needed information. We encourage you and ministry staff to
ensure that this guidance is provided as soon as possible.
Top of documentOther Matters
– Safe Schools
Council is concerned that government and school board safe
schools initiatives take into account the needs of exceptional students.
Council members are becoming aware of an apparently increasing number of
instances where suspension and expulsion are employed in a seemingly arbitrary
fashion with exceptional students who transgress behaviour codes and without
due regard to the ability of the student to understand the code and to apply it
successfully to his / her behaviour. In other words, it appears as if
suspension and expulsion are being used in some cases (particularly in the case
of students with Autism) in place of appropriate special education or other
support services and accommodations which will effectively curb instances of
aggressive behaviour.
Special Education Monograph 5 (which provides guidance to school
boards on the implementation of safe schools policies with respect to
exceptional students) is still in draft form. Council would like to see the
release of Monograph 5 at the same time as any new safe schools policy.
Ideally, the principles embodied in Monograph 5 should be interwoven as
appropriate into the safe schools policy using a model similar to that employed
in the Ontario Secondary Schools document.
Top of document– Sunset Review of Council
We are aware that the current mandate for the Council runs until
March 31, 2000 and that a formal Sunset Review is required during this last
year of the current mandate. Members of Council strongly support a continuing
role for the Council in advising the minister on elementary/secondary special
education policy and practice in Ontario.
We believe that the current structure of the Council is working
well but we feel that the limit of three days of meetings per year is
insufficient time to permit Council to reflect fully on special education
issues and to provide the reasoned and balanced policy recommendations which
would be of most benefit to you in informing government decision making.
We also note that there are, at present, 7 vacancies on Council
which are currently filled on an interim basis. It is our hope that these
positions can be filled as soon as possible so that educators and members of
the public in the constituencies involved can feel fully and effectively
represented on the Council.
We thank you for the opportunity to submit this report, and look
forward to meeting with you, hopefully at our meeting on October 21.
Yours Sincerely
(signed)
Lynn Ziraldo
Chair
on behalf of the Minister's Advisory
Council on Special Education
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Part 2: Activities of the Council in 1998/99
The year 1998/99 has been a busy year for education in Ontario,
and during this year, Council has been very active on behalf of Ontario's
exceptional students.
Membership
During this year Council functioned with full membership. The
membership of Council at the end of 1998/99 is shown in
Appendix 2.
Meetings3
The Council held meetings on June 18 and October 29, 1998 and on
February 18, 1999.
The June 18, 1998 agenda included topics on:
- Secondary School Curriculum Development Process
- Provincial Report Card
- Elementary School Policy and the Curriculum Planner
- Secondary School Reform
- Ontario Student Transcript
- Annual Education Plan
- Teacher Advisor
- Grade 10 Literacy Test
- Community Involvement
- Changes to the Categories and Definitions on
Exceptionalities
- Special Education Information Handbook
- Identification, Placement and Review Committee (IPRC),
Individualized Educational Plan (IEP), transitional planning
- Future role of Special Education Advisory Committee (SEAC)
- New funding model
- ISA Funding levels 2 and 3
- Student Focussed Funding model
- Reg 181/98
- Staffing of District Offices
The October 29, 1998 agenda included topics on:
- Development of a Transition Planning Resource Guide
- Healthy Babies and Healthy Children
- Review of PPM 81
- Review of Services for Children and Youth with Multiple
Special Education Needs
- Vocational Rehabilitation Services (VRS)
- Special Education Funding
- IEP Resource and Sample Parent Guides
- Expert Panel on the Refinement of the ISA Criteria
- Ontario Student Transcript Policy
- Secondary School report Card
- Assessment and Reporting
- Secondary School Curriculum
- Elementary Policy and Curriculum
- Core French Exemptions
- Student Number and OSR
The February 18, 1999 agenda included topics on:
- Safe Schools
- Grade 10 Literacy
- Special Needs Review
- Special Needs Opportunity Window (SNOW)
- Successful Practices
- Special Education Information Handbook
- Mediation
- PPM 81
- Funding Issues
The Honourable David Johnson, Minister of Education and
Training joined the Council at its June 18, October 29, 1998 and February 18,
1999 meetings for an exchange of views on special education issues and on the
government's accomplishments in education reform and current initiatives in
special education. Members of the Council were reassured and pleased to hear
from the Minister of his personal commitment to exceptional students and his
appreciation for the role of his Advisory Council on Special Education.
3. Copies of the minutes of these meetings
are available in English or French by writing to, Mr. Mark Agius, Secretary,
Minister's Advisory Council on Special Education, 7th Floor,
2 Carlton Street, Suite 710, Toronto, Ontario, Canada M5B 1J3; fax
(416) 325-3318; e-mail mark.agius@ontario.ca
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Sub-Committees
Five standing sub-committees have been active:
- Funding Model
- Elementary/Secondary Policy School Curriculum
- Interministry Co-ordination/Support Services
- Transition to Work/Post Secondary
- Accountability and Board Governance.
In addition five Ad-Hoc Committees were formed:
- Violence Prevention Policy
- Categories and Definitions
- Educational Assistants
- Special Education Handbook
- Exemplary Practices
Sub-committee membership is detailed in
Appendix 3.
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Reports / Submissions
The work of the subcommittees resulted in reports being
submitted to government and agency offices on:
- the Future Role of School Councils, and
- the Ontarians With Disabilities Act
- Standards of Practice for Teachers
Resolutions
Council passed 47 resolutions deriving from meetings held on
June 18, 1998; October 29, 1998 and Feb 18, 1998.
Council's resolutions are listed in Part 3.
Consultations
Council Chair Lynn Ziraldo and other members of Council met
frequently with senior officials of the ministry in order to ensure that the
perspective, concerns and recommendations of the Council are understood by
those who have responsibility for developing and implementing policies and
programs. Council provided representatives to ministry consultation meetings on
a variety of issues including: education finance reform; curriculum; provincial
report cards; provincial testing; and secondary school reform, and assisted in
the training of staff of the district offices.
Members of Council addressed audiences throughout Ontario
providing information about the Council and inviting input. Members also
continued to collect information on successful practices and concerns /
challenges from the special education community to inform their understanding
of issues and to assist Council in setting its agenda for future years.
Self-evaluation
Council also continued its practice of continual assessment of
its our own effectiveness. A summary of evaluative feedback from Council
members is provided to all members and to ministry staff following each
meeting.
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Part 3: Resolutions of the
Minister's Advisory Council on Special Education
June 1998 – February 1999
During the period June 1998 to February 1999, 47 resolutions
were made by the Council. The resolutions are categorized as follows: |
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Accountability |
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98.2.104 |
Whereas the roles and responsibilities
related to the structure, governance and delivery of education are evolving and
in some cases being redirected. (Result of new funding model Bill
118).
Be it resolved that the Minister's Advisory Council make as
a priority an ongoing process that clearly defines such roles and
responsibilities to support the Council's understanding of such restructuring.
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| 98.2.12 |
Whereas there is increasing emphasis on
public accountability. There is a new Regulation (181) which strengthen the
role of parents in the IPRC and IEP processes. There is a new funding model
intended to ensure the needs of exceptional students are met.
Be it
resolved: 1) that the ministry establish a mechanism to monitor school
boards' compliance with respect to their legal obligations and that the
ministry develop sanctions for boards that do not comply; and 2) that the
ministry recognize best practice and that this be done in consultation with the
Minister's Advisory Council on Special Education. |
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4. Three meetings are held in each calendar
year – the first one in February, the second in June and the third in
October/November. The numbering system used signifies the year (e.g. 1998) the
meeting held (2nd) and the last number (10) represents the resolution.
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Psychological Assessment
Services |
| 99.1.18 |
Whereas: The Ontario Psychological
Association has published a set of practice guidelines regarding psychological
assessments for clients with learning disabilities, in consultation with the
Ministry, and whereas these standards are meant to ensure the portability of
assessments when clients with learning disabilities move within the province...
Be it resolved that the ministry acknowledge the importance of these
guidelines and further that the ministry encourage school boards to ensure that
assessments performed under their auspices follow these
guidelines. |
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Curriculum Development |
| 98.3.8 |
Whereas the need for consistent
practice within the province is apparent.
Be it resolved that
Ministry of Education and Training develop a policy with regards to exemption
issues in CORE FRENCH and other subject areas at the elementary level. |
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Definitions of Exceptionalities |
| 99.1.19 |
Whereas: The ministry has released
improved and updated Categories of Exceptionality but has not yet released the
improved and updated version of the Definitions of Exceptionality, which were
approved by the Minister's Advisory Council on Special Education in November of
1997.
Be it resolved that the Minister release the revised and
improved version of the Definitions of Exceptionality, approved by Minister's
Advisory Council on Special Education in November of 1997, as soon as the ISA
funding criteria are finalized. |
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District Offices |
| 98.2.15 |
Whereas the many changes in education
have prompted many questions about special education among educators and
parents. Whereas many of those questions are directed to the District Offices.
Be it resolved that the Minister's Advisory Council on Special
Education ask the ministry to consider hiring more employees for the District
Offices that have intensive special education knowledge and experience.
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| 98.3.1 |
Whereas the Project Team in Operations
and Field Services Branch (OFSB) has only English Language Staff as managers.
Be it resolved that there be a designated French Language
Manager or an Education Officer in OFSB to ensure that there is adequate
communications between French Language Education Officers, Regional District
Offices and managers. |
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Early Intervention and Integrated Services for
Children |
| 98.2.2 |
Whereas the Minister's Advisory Council
recognizes the importance of interministerial initiatives as central to the
delivery of special education for many students.
Be it resolved
that the review of Services for Children seek input from the Subcommittee on
interministerial Coordination and the Council as a whole. |
| 99.1.10 |
Whereas: In the review of services for
those with special needs, mental health of students are central.
Be
it resolved that the Review of Services for Children and Youth with
Multiple Special Needs involve the Minister's Advisory Council on Special
Education in considering the delivery of mental health services within the
range of services for students. |
| 99.1.11 |
Whereas: The Office of Integrated
Services for Children and the Policy Branch of the Ministry of Education and
Training are both ongoing in reviewing of existing children's services.
Be it resolved that interministerial services be reviewed in the
context of the "whole" child such that ministry responsibilities for services
are seamless. |
| 99.1.17 |
Whereas: Many students with learning
and communication disorders are not fully serviced by the Ministry of Health,
Social Services or the Ministry of Education and Training; and Whereas many of
these students drop out of the system because they are frustrated or possibly
suspended and whereas the impact on other students and staff is often negative.
Be it resolved that the Minister facilitate a more aggressive
and immediate interministerial resolution to include children with
psychological behavioural, and communication needs disorders, and address
funding issues to facilitate access to treatment, programs and services.
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Educational Assistants |
| 98.2.9 |
Whereas the role of the educational
assistant is unclear and appears to be threatened in the new funding formula.
Be it resolved that a sub-committee within Council be struck to
further explore with MET the issue of the role and responsibilities of
educational assistants in this province. |
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EQAO |
| 99.1.14 |
Whereas: Equity and consistency of
practice are essential.
Be it resolved that EQAO/MET develop a
(multi-level) appeal process with regards to deferrals, exemptions and
remediation for the grade 10 literacy test. |
| 99.1.15 |
Whereas: Ensuring that the needs of all
students are met.
Be it resolved that EQAO and/or MET design a
clearly defined deferral policy with regards to the grade 10 literacy test.
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Funding |
| 98.2.1 |
Whereas the Advisory Council requires
precise details of the funding of education in order to discuss, evaluate, and
make recommendations to the Minister.
Be it resolved that the
Expert Panel funding Papers be released in its entirely to Council.
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| 98.2.5 |
Whereas the Ministry of Education and
Training only provides funding for adult education at the continuing education
level. Whereas school boards no longer have the right to raise money through
taxation to fund adult day schools and, whereas continuing education classes do
not provide special education modification of programming, and whereas
students, children or adults have the right to those accommodations and
modifications under Human Rights legislation.
Be it resolved
that the Minister's Advisory Council on Special Education ask the Ministry to
provide funding for special education resources and services for adult
students. |
| 98.3.2 |
Whereas many boards experience new
students after the reporting dates for ISA Grants (i.e., immigration
implementation of J.K., transfers from Section 27) and this influx of new
students places stress on school board resources to provide programs and
services.
Be it resolved that the ISA application process be
aligned with the attendance reporting structure (for Grants) required by the
Ministry. |
| 98.3.3 |
Whereas transportation dollars are
provided to boards in an all-inclusive format.
Be it resolved
that within the transportation grant that Special Education be protected for
the exclusive purpose of transporting Special Needs Students. |
| 98.3.5 |
Whereas clarity and consistency in
terms of communication to boards and parents are key to implementation.
Be it resolved that Ministry of Education and Training ensure that all
boards are cognizant of the "layering component" of the special education
funding in particular in terms of the foundation grant. |
| 98.3.6 |
Whereas clarity and consistency are key
to successful implementation.
Be it resolved that Ministry of
Education and Training develop a strategic communication policy in terms of
funding, in particular, with the special education funding process and that
this policy include communication to SEAC and parents and provincial
associations. |
| 99.1.13 |
Whereas: The relationship between
Special Education and Guidance is usually very close. All students deserve
equitable access to programs and services.
Be it resolved that
the appropriate funding allocation for teacher counsellors (guidance staff)
(2.6 counsellors per thousand as a minimum) be reviewed and mandated as to
provide equitable services. |
| 99.1.16 |
Whereas: The Minister's Advisory
Council on Special Education has promoted positive changes in the delivery of
programs and services for students with special needs, and the need to access
appropriate funding.
Whereas: The recommendations of the Expert
Panel on the Refinement of the ISA Structure and Criteria are consistent with
the Resolutions put forward by Council.
Be it resolved that the
Council support the recommendations of the Expert Panel Report on the
Refinement of the ISA Structure and Criteria and encourage the Minister to
support and approve them in their entirety. |
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Individual Education Plan |
| 98.2.6 |
Whereas Regulation 181 mandates the
development of an IEP. Whereas the Resource Manual for the Special Education
Grant Intensive Support Amount includes the IEP template.
Be it
resolved that a standardized and electronic version of the IEP template be
developed and communicated to Boards by September 1. |
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Co-operative Education |
| 99.1.5 |
Whereas: Co-operative Education is an
opportunity for all students to experience a career while participating in the
work environment. The student earns credits for the Ontario Secondary School
Diploma. There is a need to be concerned about quality of learning, safety of
student and support for the workplace supervisor.
Special Education
students require additional time and energy for this program. Cooperative
Education teachers are eager to encourage all students to participate in the
program, to increase learning and to ease the transition to work. We need to
work together to increase opportunities for students with special needs.
Be it resolved the Minister's Advisory Council on Special
Education endorses the resolution of the Ontario Co-operative Education
Association (OCEA) encouraging the Ministry of Education and Training to
provide:
- policies and procedures for experiential learning
programs for special education be written by a team to include representation
from: Co-operative Education, Special Education, Educational Assistants,
Administration, Parents and Community.
This document be prepared for use in the schools by year 2000 – to provide leadership
and resources for the teachers, parents, and students.
- Financial resources for staffing, transportation and workplace modifications.
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Non-Diploma Students |
| 99.1.6 |
Whereas: The needs of all students must
be addressed within the context of the new OSS policy document.
Be
it resolved that a Workplace Achievement Certificate be designed and
incorporated into the OSS policy document. A strategy to market the value of
this certificate both within the school and community must be developed and
implemented swiftly. |
| 99.1.7 |
Whereas: The needs of all students must
be addressed within the context of the new OSS policy document.
Be
it resolved that, Ministry of Education and Training develop appropriate
courses recognized for workplace entry at the grade 9 and 10 level and that
these courses/programs be aligned with the grade 11 and 12 workplace courses.
These courses should be designed to meet the needs of those students who will
not be working towards achieving an Ontario Secondary School Diploma. This
curricula must be congruent with the needs, abilities and competencies of these
students. This curricula will be the foundation for the achievement of the
Workplace Achievement Certificate. |
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Professional Development |
| 98.3.4 |
Whereas the Minister's Advisory Council
on Special Education has identified the intensive need for in-depth
professional development in new initiatives in special education.
Be
it resolved that the Ministry of Education and Training clearly define a
professional development strategy for all stakeholders in special education, in
particular, school principals and classroom teachers. This strategy should be
clearly articulated in terms of expectations, strategies and timelines.
|
| 98.3.7 |
Whereas given the new formation of
Community Care Access Centres (CCACs), new legislation - Regulated Health
Professionals Act (1991), updated and new ministry documents Policy/Program
Memorandum (PPM) 81, and the Interministerial Guidelines for the Provision of
Speech and Language Services require updating.
Be it resolved
that Ministry of Education and Training, Ministry of Community and Social
Services, and Ministry of Health develop a plan to review Policy/Program
Memorandum (PPM) 81 and the Interministerial Guidelines for the Provision of
Speech and Language Services and consider the attached recommendations and the
review of services for children with complex needs and programs developed by
the Office of the Integrated Services for Children (e.g., those related to
behavioural, social-emotional, autism/PDD, Downs Syndrome...) |
| 99.1.8 |
Whereas: Implementation is vital to
successful transition to the OSS policy.
Be it resolved that
Ministry of Education and Training develop an in-depth professional development
and in-service training program to specifically address special education
issues as they relate to policy and the delivery of programs, curricula and
services. This program should include all stakeholders (principals, teachers,
support staff, SEAC, school councils, community, etc.). |
| 99.1.9 |
Whereas: Professional development and
preparedness are key to successful implementation.
Be it
resolved that Ministry of Education and Training release the OSS policy
document immediately. |
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Safe School Policy |
| 98.3.9 |
Whereas the issue of safety and
provision of adequate programming for all students are paramount.
Be
it resolved that Council be kept apprised of the development of the Safe
School Policy in particular as it relates to students with behaviour disorders
and other exceptionalities.
Be it resolved that Council
recommends to the Minister that a directive be sent to boards outlining the
obligation to establish and implement SEAC in the restructured boards as of
January 1, 1998. (This directive may outline varying models for
implementation). |
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Special Education Plans |
| 99.1.20 |
Whereas: Special Education Advisory
Committees generally meet once a month. Communications from Ministry of
Education and Training may arrive too late for consideration at the current
month's meeting. Regulation 464 requires a SEAC to be actively involved in a
school board's annual report on special education.
Be it
resolved that Chairs of SEACs receive a separately addressed copy from the
Ministry of Education and Training of letters to school boards outlining
instructions for the preparation of these annual reports. |
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Special Education Handbook |
| 98.2.11 |
Whereas the Special Education Handbook
is under revision.
Be it resolved that consideration of a "Best
Practices in Physical Sensory Accessibility in Schools" list be considered by
the Special Education Handbook Committee. |
| 98.2.13 |
Whereas the Special Education Handbook
will include Regulation 181.98.
Be it resolved that Monograph 2
which supports this regulation also be included in the Handbook, and, be it
further resolved that all PPMs, monographs and guidelines that pertain to the
provision of special education programs and services be included in the Special
Education Handbook incorporated in whole or by reference.
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| 98.2.14 |
Whereas the Special Education handbook
is in development and whereas Regulation 181/98 comes into effect September 1,
1998.
Be it resolved that two sections of the Handbook be
released prior to September 1, 1998 to facilitate their implementation,
specifically the section on the required Individual Education Plan and the
required transition plan, and that official documentation (e.g., a Policy
Program Memorandum) accompany these sections and that in-service be
provided. |
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Special Needs Opportunities Window (SNOW)
|
| 99.1.12 |
Whereas: SNOW has proven to be a
valuable tool enabling special education resource teachers to become more
efficient programme facilitators in delivering services to students and
teachers.
Be it resolved that the Ministry of Education and
Training continue to recognize and support (through continued funding) the
Special Needs Opportunities Window (SNOW). |
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Standard Report Card |
| 98.2.7 |
Council recognizes that evaluation and
assessment are critical components of the learning process for all students
including exceptional students.
Council recognizes the importance of
reporting to parents of all students in a fair and equitable fashion.
Be it resolved that Council be actively involved in the review
process for the Provincial Report Card in particular with regards to the need
for clarification of the issue of the IEP. |
| 98.2.8 |
Whereas Council recognizes that
evaluation and assessment re critical components of the learning process for
all students including exceptional students.
Council recognizes the
importance of reporting to parents of all students in a fair and equitable
fashion.
Be it resolved that Council be actively involved in the
development of Secondary School Report Card. |
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Transition Planning |
| 98.2.3 |
Whereas the requirement to work with
community agencies in developing transition plans is new to school boards and
will require them to develop new links with local community agencies.
Be it resolved that the Ministry of Education and Training in
conjunction with the Ministry of Community and Social Services and other
ministries develop a list of local community agencies to include with the joint
guidelines provided to school boards and community agencies. |
| 98.2.4 |
Whereas success in the implementation
of transition planning will be facilitated by well placed Ministry support for
school boards.
Be it resolved that the Ministry of Education and
Training consider sponsoring:
- pilot projects for transition programs from secondary
school to post-secondary institutions, work and community living; and/or
- a series of regional one day conferences or workshops
which will focus on successful practices in transition planning and
programming; and/or
- exemplary practice awards in transition planning
modelled on the Ministry's recent successful exemplary practice in integration
awards initiative.
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| 98.2.16 |
Whereas Regulation 181/98 excludes
exceptional students identified as gifted from the requirement for a transition
plan.
Minister's Advisory Council on Special Education recommends that
the ministry develop a similar requirement that will address post-secondary
planning needs for gifted students in a comparable manner. |
| 99.1.1 |
Whereas: The Council strongly supports
the principle of transition planning as mandated in Regulation 181/98.
School principals, named in the regulation as accountable for transition
planning, have limited resources to implement this requirement.
Much
can be done at the school board level to facilitate transition planning at the
school level.
The Council supports the suggestions in the draft
Transition Planning Resource Guide, concerning a school board transition
planning coordinator and a school board transition planing advisory committee,
as facilitating transition planning in schools.
Be it resolved
that Council request the ministry to "strongly encourage" each school board to
(1) assign staff responsibility for transition planning coordination and (2)
arrange to receive advice from the community on transition planning by creating
a transition planning advisory committee or by arranging for an existing body
to perform this function. |
| 99.1.2 |
Whereas: The Council strongly supports
the principle of transition planning as mandated in Regulation 181/98;
Students, their parents and families, as recognized in the draft
Transition Planning Resource Guide, must play a key role in the
development and implementation of the transition plan.
Be it
resolved that Council request the ministry to prepare a parent version of
the Transition Planning Resource Guide for the benefit of students, parents and
families and parent associations. |
| 99.1.3 |
Whereas: Students, their parents and
families are critical to the success of transition planning and, consequently,
must support the transition plan if it is to be successful.
Regulation
181/98 does not require school boards to ensure that parents are in agreement
with the student's Individual Education Plan (IEP) or transition plan.
Regulation 181/98 does not identify a specific avenue of appeal for
parents who disagree with their child's IEP or transition plan.
Be
it resolved that Council request the ministry to inform parents and their
families, in the transition planning resource guide and other ministry
documents, of appropriate steps parents may take in the event that they do not
agree with the school board concerning the content of their child's IEP or
transition plan. |
| 99.1.4 |
Whereas: Successful planning for
exceptional pupils requires coordination of several planning and administrative
documents.
Such coordination is very difficult or impossible when these
documents are prepared at different times by different people using different
processes.
Coordinated, student centred planning has proven effective in
other contexts.
Be it resolved that Council request the ministry
to ensure that the Transition Planning Resource Guide and other ministry
documents encourage an integrated, student centred planning model, which will
bring together all persons and organizations which provide support to the
student (both in and out of school) to develop a comprehensive plan
encompassing all of the student's needs.
This comprehensive plan be
reflected in the student's:
- IPRC statements of strengths and needs, statement of
decision and any recommendations concerning program;
- Annual Education Plan (AEP)
- Individual Education Plan (IEP)
- Transition plan
- Intensive Support Amount application, and
- Resources provided by outside sources such as the
Ministry of Health Assistive Devices Program, and the Ministry of Community and
Social Services Individual Support Agreement.
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Exit Exams |
| 99.1.21 |
Whereas:..
Be it
resolved that the Minister's Advisory Council on Special Education
reiterates its position on exit exams. The Minister's Advisory Council on
Special Education does not support the notion of developing and delivering exit
exams at secondary. |
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Students at Risk |
| 99.1.22 |
Whereas: The need to meet the needs of
all students.
Be it resolved that a prescribed number of locally
designed courses be used as compulsory credits for students at risk.
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Appendix 1
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Mandate and Structure of the Council
The Advisory Committee on Special Education was established in
1974 and has been renewed continually from that date, with a name change to the
Minister's Advisory Council on Special Education in 1986.
The Council advises the Minister of Education and Training on
any matter related to the establishment and provision of special education
programs and services for exceptional students, including the identification
and provision of early intervention programs for students with special
needs.
In particular, the Council:
- responds to proposals or positions of the Ministry of
Education and Training or other ministries, as submitted to the Advisory
Council from time to time;
- identifies concerns in the delivery of special education
programs and services for exceptional pupils and provides information, advice
and recommendations for ministry consideration;
- submits an annual report and recommendations to the Minister;
and
- meets up to three times a year for a maximum of three days
per year.
The basis of membership on the Council was changed in 1996
following a sunset review. Instead of seats for specific organizations, the
Council now has:
- one seat for each of nine exceptionalities;
- one seat for each of nine professional categories;
- one seat for a student member; – two non-voting seats for
the Ministries of Health and Community and Social Services; and
- two representatives each for the Francophone and Roman
Catholic communities, appointed from among the members above.
Members are appointed by the Minister from nominations received
from over 80 organizations with an interest in special education. Each member
is responsible for liaising with and representing the interests of all
organizations in his or her constituency. Details of the
nomination
and appointment process have been published by the ministry on its World
Wide Web site at http://www.edu.gov.on.ca.
In 1997 the Council was given a three year mandate from April
1997 to March 31, 2000, with a sunset review to occur during the final year.
Members are appointed to three year terms (subject to continuation of the
Council) with one third of the terms coming due each year.
Appendix 2
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Members of the Minister's Advisory Council on Special Education
April 1, 1998 to March 31, 1999 |
Exceptionality/
Community of Interest Represented |
Members |
Exceptionalities
Emotional/Behaviour Disorder
Pervasive Developmental Disorder
Deaf & Hard of Hearing
Learning Disabilities, All Exceptionalities, Chair
Gifted
Developmental Disability
Blind & Low Vision
Physical Disability
Multiple Disabilities
Student/Youth
Educator Groups
Trustees, Vice Chair
Supervisory Officers, French Language
Community
Principals
Teachers, French Language Community
Educational
Assistants
Professional Support
Medical
Psychologists
Social Workers, Catholic Community
Speech and Language
Pathologists
Non-Voting
Ministry of Community and Social
Services
Ministry of Health |
James Arthur
Raymond LeBlanc
Jim Roots
Lynn Ziraldo
Joanne Lee
Patrick
Worth
Beverley Ginou
Derryn Gill
Carol Clarke
Laurie
Alphonse
John Hendry
Jean-Luc Bernard
Terry
Geddes
Suzan Garlock
Jeanne Robinson
Greg Gillis
Janice Prock
John Wilhelm
Susan Bassili
Philippa
Wild
June Feanny |
Appendix 3
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Subcommittees of the Minister's Advisory Council on Special Education
June 1998 – February 1999
FUNDING MODEL
John Hendry (chair) Ministry
Resource Person: Tracy Odell
Terry Geddes
Joanne Lee
Jean-Luc
Bernard
James Arthur
Jim Roots
Lynn Ziraldo (ex officio)
ELEMENTARY/SECONDARY POLICY SCHOOL CURRICULUM
Susan Garlock
(chair) Ministry Resource Person: Bruce Drewett
Terry Geddes
Joanne Lee
Derryn Gill
John Wilhelm
Lynn
Ziraldo (ex officio)
Carol Clark
INTERMINISTRY
CO-ORDINATION/SUPPORT SERVICES
James Arthur
(chair) Ministry Resource Person: Tim Higgins
Janice Prock
Susan Bassili
John Wilhelm
Jeanne Robinson
Bev
Ginou
Lynn Ziraldo (ex officio)
Laurie Alphonse
Raymond LeBlanc
TRANSITION TO WORK/POST SECONDARY
Bev Ginou (chair)
Ministry Resource Person: Bill Wyman
Derryn
Gill
Jeanne Robinson
Pat Worth
Jim Roots
John Hendry
Lynn
Ziraldo (ex officio)
Laurie Alphonse
Raymond LeBlanc
Greg Gillis
ACCOUNTABILITY AND BOARD GOVERNANCE
Terry Geddes
(chair) Ministry Resource Person: Bruce Drewett
Susan Bassili
Jeanne Robinson
Joanne Lee
Lynn Ziraldo (ex
officio)
Jean-Luc Bernard
Pat Worth
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AD HOC COMMITTEES
VIOLENCE PREVENTION POLICY
Jeanne Robinson
Ministry Resource Person: Tim Higgins
Janice
Prock
James Arthur
Greg Gillis
John Wilhelm
Lynn Ziraldo (ex
officio)
CATEGORIES AND DEFINITIONS
Janice
Prock Ministry
Resource Person: Louise Moreau
Joanne Lee
Lynn Ziraldo
James Arthur
Susan Bassili
Jim Roots
SPECIAL EDUCATION INFORMATION
HANDBOOK
Joanne Lee (chair) Ministry
Resource Person: Louise Moreau
Carol Clark
Janice Prock
(Mediation
- part of Special Education Handbook
Derry Gill
including
John Wilhelm)
Lynn Ziraldo
Susan Bassili
Susan Garlock
Jim
Roots
EDUCATIONAL ASSISTANTS
Jeanne Robinson (chair)
Ministry Resource Person: TBA
Janice Prock
James
Arthur
Jean-Luc Bernard
Terry Geddes
Lynn Ziraldo |
