ERIC ED414703: Special Education Services: A Manual of Policies, Procedures and Guidelines.

223 Pages·1995·2.7 MB·English

by  ERIC

DOCUMENT RESUME
ED 414 703
EC 306 049
Special Education Services: A Manual of Policies, Procedures
TITLE
and Guidelines.
INSTITUTION
British Columbia Dept. of Education, Victoria.
PUB DATE
1995-00-00
NOTE
222p.
PUB TYPE
Guides
Non-Classroom (055)
EDRS PRICE
MF01/PC09 Plus Postage.
DESCRIPTORS
Ancillary School Services; *Delivery Systems; *Disabilities;
Disability Identification; *Educational Policy; Elementary
Secondary Education; Foreign Countries; *Individualized
Education Programs; Integrated Services; Pupil Personnel
Services; School Districts; Shared Resources and Services;
*Special Education; Special Needs Students; State Programs;
Teamwork
*British Columbia
IDENTIFIERS
ABSTRACT
This document is intended to guide special education policy
in British Columbia (Canada) and stresses the basic elements of Individual
Education Plans, school-based teams, district-wide planning, and resource
sharing. After an introduction on how to use the guide (including a glossary
of terms), the manual is divided into eight sections that address:
(1) the
overall policy framework for delivery of special education programs and
services;
(2) roles ciad 7resnonsibilities of the provincial ministry, school
and students;
boards, district and school-based persoail,..1,
(3)
identifying students with special needs and developing air
Education Program;
(4) the generic supportive services that should be
available in school districts (such as counseling, physiotherapy,
occupational therapy, and home/hospital instruction);
(5) special
considerations for individual planning, essential elements in program
planning, and criteria for receiving supplemental funding;
(6) provincial
resource programs (such as youth custody centers for delinquent youth,
residential treatment programs, and special education technology centers);
(7) sources of information (such as access to school facilities, full day
kindergarten, learning resources, and transportation); and (8) appendices,
which include information on funding standards, classification of tests,
procedures for accessing special provincial services, relevant governing
legislation, resource materials, and facilities planning.
(DB)
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INFORMATION
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES
CENTER (ERIC)
Special Education Branch
DISSEMINATE THIS MATERIAL
reproduced as
IndThis document has been
or organization
HAS BEEN GRANTED BY
received from the person
Fayska,0
originating it.
Parliament Buildings
have been made to
0 Minor changes
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Victoria
opinions stated in this
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British Columbia
necessarily represent
document do not
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or policy.
official OERI position
INFORMATION CENTER (ERIC)
V8V 1X4
Copy AVAILABLE
BEST
A MANUAL OF POLICIES, PROCEDURES AND GUIDELINES
SPECIAL EDUCATION SERVICES
Message from the Minister
This document provides a framework for special education policy in British
Columbia. It incorporates the work of over nine hundred and fifty groups and
parents, teachers, administrators and others - who have shared
individuals
their wisdom and experience in the education of students with special needs.
In addition, the report of a Special Education Advisory Committee
with
informed its development.
representatives of various education partners
The policy framework and guidelines which support it are being released to
clarify expectations and identify practices appropriate for the wide range of
students with special needs.
The policy builds upon best practices around the province. A number of
districts currently have in place the basic elements of this policy
Individual
Education Plans for students with special needs, school-based teams and
district wide planning and resource-sharing. I know that while there are
concerns about the availability of resources, most districts are providing high
quality special education programs. I believe that we can improve and
strengthen our services within the funding currently provided.
We will not be able to reach all of our goals at once. The government is
committed to the provision of equitable access to learning, but we recognize
that a full range of services and specialized expertise may not be readily
available in all areas of the province or may not be available in a timely way.
Innovative methods must be used to ensure that students in remote rural
areas can access the services more readily available to their peers in urban
areas. We must be innovative to meet this challenge
using the technology
available in creative ways, and sharing resources among districts when
possible.
To work more effectively within current funding limits, we must work
together. Parents, teachers and other personnel in the school, administrators
and community members all bring knowledge and skills that we need in
providing the best possible education for all students.
A MANUAL OF POLICIES, PROCEDURES AND GUIDELINES
SPECIAL EDUCATION SERVICES
Parents play a fundamental role in the education of their children. Their
knowledge about their children should inform planning for their children's
education.
Our goal is not to add to the workload of teachers but
on the contrary
to
support their capacity to manage in the classroom. We have dedicated
teachers who have introduced a range of innovative practices to the
classroom. The policy framework outlines orderly ways to support the work of
teachers through school-based teams, good assessment practices and good
planning at the district level. It also clarifies the circumstances in which
alternate placements are appropriate for students, and the need for regular
review and for returning students to their neighbourhood school classroom
with their age and grade peers as soon as it is feasible.
I believe that the people of British Columbia share a common goal
a truly
inclusive education system where all students can learn and grow to their full
potential. To reach this goal we must work together.
Honourable Art Charbonneau
Minister of Education
A MANUAL OF POLICIES, PROCEDURES AND GUIDELINES
SPECIAL EDUCATION SERVICES
Table of Contents
Intro
Introduction to this Manual
Intro 1
Preface
Intro 3
Acknowledgements
Intro 5
Introduction
Intro 5
Using this Manual
Intro 7
Glossary
A
Policy Directions
Al
Meeting the Educational Needs of All Children
A5
Planning Appropriate Educational Programs
A9
Education is a Shared Responsibility
A13
Access to an Appropriate Education
A17
Funding
A19
Greater Accountability
Roles and Responsibilities
B
Ministry of Education: Special Education Branch
B1
B3
School Districts
B7
Schools
B9
Parents
Students
B11
Developing an Individual Education Plan
C
An Overview of the Process
C I
C3
Identification/Assessment
C7
Planning
C13
Program Support/Implementation
C15
Evaluation of Student Learning
C17
Reporting Student Progress
Planning Considerations for Students with
C19
Different Cultural or Linguistic Backgrounds
Special Considerations: Services
D
Learning Assistance Services
D1
Counselling in Schools
D5
School Psychology Services
D9
D13
Speech-language Pathology
Physiotherapy/Occupational Therapy
D17
Hospital Education Services
D21
Homebound Education Services
D23
5
A MANUAL OF POLICIES, PROCEDURES AND GUIDELINES
SPECIAL EDUCATION SERVICES
Special Considerations for Individual
Planning
Students with Medical Diagnoses: Considerations for Reporting
E1
Students with Mild Intellectual Disabilities
E3
Students with Moderate to Severe/Profound Intellectual Disabilities
E7
Students with Learning Disabilities
E 1 1
Students Who are Gifted
E17
Students with Behaviour Disorders, including Rehabilitation Programs
E21
Students with Severe Behaviour Disorders
E27
Students with Multiple Disabilities:
Those Who are Physically Dependent with Multiple Needs (Dependent)
E31
Those Who are Deafblind
E37
Students with Physical Disabilities or Chronic Health Impairments
E41
Students with Visual Impairments
E45
Students who are Deaf or Hard of Hearing
E51
Students with Autism
E57
Provincial Resource Programs
Eligibility for Provincial Resource Program Status
F3
Procedures for Designation
F5
1995/96 Provincial Resource Programs
F7
For Easy Reference
Access to School Facilities
01
Access to Equipment
G3
Access to Technology Support
G5
Adjudication: Provincial and Scholarship Examinations
G7
Appeals/Resolution of Conflicts
011
Child Abuse Prevention
G13
Child and Youth Secretariat
G15
Distance Learning for Students with Special Needs
G17
Freedom of Information and Protection of Privacy
G19
Full Day Kindergarten
G21
Home Schooling
G23
In-School Support for Special Needs Students
G25
Independent Schools
G27
Integrated Case Management
G29
Inter-Ministerial Protocols for the Provision of Support Services to Schools
G31
Learning Resources
G35
Removal for Health and Safety
G37
Student Records: Use and Management
G39
Transition Planning
G41
Transportation
043
Work Experience/Job Training
G45
SPECIAL EDUCATION SERVICES
A MANUAL OF POLICIES, PROCEDURES AND GUIDELINES
Appendices
H
Appendix A: Funding Special Education Programs and Services
111
Appendix B: Classification of Educational and Psychological Tests (Levels A-C)
117
Appendix C: Procedures for Accessing Services:
Auditory Training Equipment (ATE)
H11
Provincial Resource Centre for the Visually Impaired (PRCVI)
1113
Special Education Technology-BC (SET-BC)
1117
Appendix D: Braille Correspondence Course
1121
Appendix E: Relevant Government Circulars
1123
Appendix F: Relevant Governing Legislation
1137
Appendix G: Sample Resource Materials
1159
Appendix Ii: Facilities Planning
1161

A MANUAL OF POLICIES, PROCEDURES AND GUIDELINES
SPECIAL EDUCATION SERVICES
INTRODUCTION
Introduction to this Manual
Preface
This manual replaces the 1985 publication, Special Education: A Manual of
Policies, Procedures, and Guidelines. It reflects the many changes which have
taken place in legislation, policy and educational practice since that time. It is
the direct result of a Special Education Review announced by the Minister of
Education in April, 1993, and an extensive consultation process which
followed.
In preparing this document for publication, the ministry has received
valuable input from the Special Education Advisory Committee, school district
representatives, groups of specialist teachers and administrators, and
associations throughout British Columbia. The ministry appreciates their
significant contributions to the revision of this manual.
Recognizing that research, practice and policy in education will continue to
evolve, the manual has been designed for periodic updating. In this regard,
manual users can direct any queries or comments to:
Special Education Branch
Ministry of Education
Parliament Buildings
Victoria, B.C. V8V 1X4
Phone: [phone]
Fax: [phone]
TTY: [phone]
SECTION Intro PAGE
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9
SPECIAL EDUCATION SERVICES
A MANUAL OF POLICIES, PROCEDURES AND GUIDELINES
INTRODUCTION
Additional copies are available from:
Learning Resources Branch
Ministry of Education
Parliament Buildings
Victoria, B.C. V8V 1X4
Phone: [phone]
Fax: [phone]
This document is also available in alternate format. Please contact the
Special Education Branch at the above address for information.
IQ
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