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Legalities and Funding in Special Education - Coggle Diagram

- - - - Covers basic costs of educational experiences common to all students
  - - - Supports positive outcomes for students with special needs
  - - - Provides all school boards with foundational amount to support special education
  - - - Funding to address cost of providing intensive staff support required by small number of students with high needs
  - - - Supports purchase of assistive technology for students with special needs
  - - - Supports students with high needs who require more than two staff to address their health/ safety needs
  - - - Funds educational programs for students in government-approved facilities such as hospitals, correctional facilities or treatment facilities
- - - - What exactly does SEAC do? How do they operate?
      - How does the voting work for the elected school board officials to become members of SEAC? Do school board employees vote them in or do trustees have their own vote after a municipal election?
      - How do people from local associations become elected?
      - When was SEAC established?
    - - Does the committee allocate funding for special education resources?
      - If there are more special education needs can they provide additional funding?
      - If a recommendation is made by SEAC how quickly is it put into action by the board? Is it mandatory that it will be put into action?
  - - - How much funding does each school board get? Is it based on population size? Is it based on need? Or does each board receive the same amount of funding?
    - - Grants for Student Needs Projections for the 2021-22 School Year
        Special education funding was projected to be 3,211,144,334 for students with special needs across Ontario in 2021-2022. I looked at the projections of my school board TLDSB and the one I went to when I was a student YRDSB and found that the projections were different. So they are obviously based on population size and students who have identification through the IPRC process.
- - - - Ontario schools for the blind and deaf as resource centres
      - The Ontario Schools for the Blind and Deaf have been resource centres for the hearing impaired and visually impaired since 1971. The schools recently underwent an extensive reorganization to permit them to discharge their mandate more effectively. Most significant among the many changes was the formation of a separate and identifiable resource services program within each school to enhance the schools' capability to provide appropriate services to school boards and agencies that have hearing impaired, visually impaired, and deaf-blind pupils in their jurisdictions.
      - The services available to boards and agencies without charge are:
      - Audiological Services
      - Psychological and assessment services
      - Educational consultative services
      - Learning Materials and Media (ex braille, auidotapes, communication materials)
  - - - Identification of and program planning for students with learning disabilities
      - This memorandum sets out requirements for school boards for the identification of and program planning for students who have learning disabilities. It provides the ministry's definition of the term learning disability, which must be used by an Identification, Placement, and Review Committee (IPRC) in the identification of students who have learning disabilities.
      - This Memorandum applies to work as a LRT because we are required by law to follow the identification requirements at IPRC meetings as they are outlined and program accordingly. We must also have the proper documentation from the professional providing the diagnosis and determine if it meets the criteria for an identification based on the outlined definitions in the memorandum.
  - - - Early identification of children's learning needs
      - Required procedures to identify each child's level of development, learning abilities and needs and to ensure that educational programs are designed to accommodate these needs and to facilitate each child's growth and development. These procedures are a part of a continuous assessment and program planning process which should be initiated when a child is first enrolled in school or no later than the beginning of a program of studies immediately following Kindergarten and should continue throughout a child's school life.
      - This memorandum applies to the work of every teacher as teachers are trained to recognize learning challenges and target instruction based on those challenges and also request other opinions or observations for extra support from LRTS, Admin and non teacher professionals.
  - - - Psychological testing and assessment of pupils
        
        The following principles should be taken into account when school boards are considering psych services
      - -Parent must be provided with information prior by school psychologist and provide signed consent
      - -Psychologists have their own sent of rules of conduct they must abide by, governed by their profession and in accordance with administration and appropriate supervisory officer
      - -parents must consent to sharing information from the psych report with the school
  - - - Alternative educational programs and services for deaf, blind, and deaf-blind exceptional pupils
      - This memorandum recognizes the need for flexibility in providing funding for a range of alternative placements for deaf, blind, and deaf-blind pupils who are enrolled in school board programs and who are eligible to attend a Provincial School or the Centre Jules-Léger. The range of placements eligible for funding includes resource/withdrawal settings as well as self-contained classes in schools operated by boards where education is provided by a specialist teacher and where essential support services are available. It is recommended that school boards discuss placement options, including placement in Provincial Schools, with pupils and their parents.
      - Because of the low incidence of these types of exceptionalities and the complex educational programming required, school boards planning to undertake the provision of an alternative educational program are encouraged to do so in co-operation with neighbouring and coterminous school boards.
      - If a program provided by a board is to be recognized for funding by the ministry as an alternative educational program for deaf, blind, or deaf-blind pupils, it must satisfy the following criteria:
      - Educationally Deaf
      - Educationally Blind
      - Educationally Deaf-Blind
  - - - Psychological testing and assessment of pupils
        
        The following principles should be taken into account when school boards are considering psych services
      - -Parent must be provided with information prior by school psychologist and provide signed consent
      - -Psychologists have their own sent of rules of conduct they must abide by, governed by their profession and in accordance with administration and appropriate supervisory officer
      - -parents must consent to sharing information from the psych report with the school
  - - - Provision of health support services in school settings
      - School boards, parents and local agencies have raised a concern regarding the provision of health support services to school-age children. This concern involves services that extend beyond educational services and are not included in the normal preventive health programs already provided by boards of health to school children.
      - The Ontario Government has decided that the responsibility for ensuring the provision of such health support services will be shared among the Ministries of Education, Health, and Community and Social Services. Responsibility for the direct provision of these services at the local level will be shared by the school boards, the Home Care Program of the Ministry of Health, and agencies operating under the Ministry of Community and Social Services.
      - This memorandum applies to the LRT role as we are the main point of contact for health agencies working closely with some students and families within our school. We also help coordinate scheduling of school visits between the healthcare teams and the educational assistants
  - - - This memorandum sets out for school boards and schools new requirements for transition plans for students with special education needs from Kindergarten to Grade 12.
      - Effective transition planning is important. Individualized transition plans that reflect a student's strengths and needs provide the foundation for successful transitional experiences that support the building of student resiliency. Articulating student transition needs can also be a valuable component of developing an individual student profile. It is expected that the implementation of the requirements set out in this memorandum will result in continuity of programs and services for students with special education needs and will support improved student achievement and well-being.
      - This memorandum applies to the role of classroom teachers and LRTs as we are required to create a transition plan for all students on IEPs or students within our school who are diagnosed with ASD.