1. The Rights of Persons with Disabilities
1.1. United Nations Convention on the RIghts of Persons with Disabilities (CRPD) and; Canadian Human Rights Code
1.1.1. - must have access to safe and inclusive environments
1.1.2. - must have access to intellectual, social, emotional, and physical supports dignity
1.1.3. - must abolish laws that discriminate against disabled people
1.1.4. -have the rights that are equivalent to the rights of any other person
1.1.5. -have the right to not be discriminate against
1.2. Differentiated Special Education Amount (DSENA)
1.2.1. -special education amount given based on needs
2. Funding
2.1. Founding Grant (FG)
2.1.1. -basic funding per student
2.2. Special Education Grant (SEG) (includes formally named Facilities Amount (FA)
2.2.1. -special programs, equipment or services
2.3. Special Education Per-Pupril Amount (SEPPA)
2.3.1. -special education supports including intervention
2.4. Special Equipment Amount (SEA)
2.4.1. -special education equipment
2.5. Special Incidence Portion (SIP)
2.5.1. -special education supports based on medical condition
3. Policy and Procedure Memorandums (PPM)
3.1. PPM 1
3.1.1. Ontario Schools for the Blind and Deaf Resource Centres
3.1.1.1. -allows schools to provide appropriate resources for the hearing impaired and low vision students; free of charge
3.1.1.1.1. Audiological services
3.1.1.1.2. Psychological and Assessments Services
3.1.1.1.3. Educational Consultative Services
3.2. PPM 8
3.2.1. Identification Of And Program Planning for Student with Learning Disabilities
3.2.1.1. Development, Implementation and Monitoring of the IEP
3.2.1.1.1. Must include differentiated instruction and universal design
3.3. PPM 11
3.3.1. Early Identification of Children's Learning Needs
3.3.1.1. Teachers
3.3.1.1.1. Use continuous assessment
3.3.1.1.2. Collaborate with IEP Team
3.3.1.1.3. Implement individualzied programs, supports and assessments
3.4. PPM 59
3.4.1. Psychological Testing and Assessment of Pupils
3.4.1.1. Initiated by Principal's Authority
3.4.1.1.1. Parents must be consented prior to testing
3.4.1.1.2. Report must be kept confidental
3.4.1.1.3. Must be kept in OSR (Reg 271)
3.4.1.2. Registered Psychologist
3.5. PPM 76C
3.5.1. Alternative Educational Programs and Services for Deaf, Blind and Deaf-Blind Exceptional Pupils
3.5.1.1. Funding for resource, withdrawal or self-contained classroom settings
3.5.1.1.1. Instruction is lead by specialist teacher
3.6. PPM 81
3.6.1. Provision of Health Support Services in School Settings
3.6.1.1. Responsibility and Accountabillty
3.6.1.1.1. Ministry of Health
3.6.1.1.2. School Boards
3.6.1.1.3. Home Care Program- Ministry of Health
3.7. PPM 85
3.7.1. Guidelines for Educational Programs for Students in Government Approved Care and/or Treatment, Custody and Correctional Facilities (CTCC)
3.7.1.1. Provincial programs and supports for students unable to attend regular schools
3.7.1.2. Development and implementation of pathways for future success
3.8. PPM 127
3.8.1. The Secondary School Literacy Graduation Requirement
3.8.1.1. Increase in options for students to meet the secondary school literacy graduation requirement
3.8.1.2. Option for ‘mature’ students to take Ontario Secondary School Literacy Course (OSSLC)
3.9. PPM140
3.9.1. Incorporating Methods Of Applied Behaviour Analysis (ABA) Into Programs For Students With Autism Spectrum Disorders (ASD)
3.9.1.1. To provide direction to school boards to support their use of applied behaviour analysis (ABA) as an effective instructional approach in the education of many students with autism spectrum disorders (ASD)
3.9.1.2. School boards must offer students with ASD special education programs and services, including, where appropriate, special education programs using ABA methods
3.10. PPM 156
3.10.1. Supporting Transitions for Students with Special Education Needs
3.10.1.1. Describes the requirements for transition plans for students that have special education needs
4. Special Education Advisory Committees (SEAC)
4.1. History
4.1.1. Legislated by the Education Act
4.1.2. Required by every Board of Education in the province
4.1.3. Roles and Responsibilities
4.1.3.1. 3 Trustees and up to 12 representative from various agencies representing peoples with disabilities
4.1.3.2. Discuss progress, concerns and future planning with multiple stakeholders and makes recommendations regarding programming and services to the Board
4.1.3.3. The SEAC provides special education advice to all authorities at the board and school level
4.1.3.4. Advocates for students with exceptional needs
4.2. School Board Obligations
4.2.1. All school boards must establish a SEAC for their board
4.3. Legislation
4.3.1. SEAC must adhere to the policy and procedures related to the committee which are developed by the Ministry of Education/ Education Act (Regulation 464/97)
4.3.2. Specific guidelines for who is to be a part of each boards SEAC and how voting occurs
4.4. Funding
4.4.1. SEAC participates in the budget process and the review of financial statements as they relate to special education