Question on Background Question on Background Reading.Reading.

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

Managing Inclusion: Special Managing Inclusion: Special Education Policies and Education Policies and

Practices using the EMSB as Practices using the EMSB as a Case Studya Case Study

Professor Sam BruzzesseProfessor Sam BruzzesseEducational Resource Management 628 Educational Resource Management 628

McGill UniversityMcGill UniversityFebruary 18, 2008February 18, 2008

Presented by:Presented by:Joanna GenovezosJoanna Genovezos

Alan SimoneauAlan Simoneau

• The EMSB Policy Governing the The EMSB Policy Governing the Organization of Educational Services Organization of Educational Services for Students with Handicaps, Social for Students with Handicaps, Social Maladjustments or Learning Maladjustments or Learning Disabilities was implemented in Disabilities was implemented in February of 2005.February of 2005.

• The EMSB Policy is also known as the The EMSB Policy is also known as the Special Education Policy.Special Education Policy.

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

• Section 235. Every school board shall adopt, after Section 235. Every school board shall adopt, after consultation with the advisory committee on consultation with the advisory committee on services for handicapped students and students services for handicapped students and students with social maladjustments or learning with social maladjustments or learning disabilities, a policy concerning the organization disabilities, a policy concerning the organization of educational services for such students to of educational services for such students to ensure the ensure the harmonious integrationharmonious integration of each such of each such student into a regular class or group and into student into a regular class or group and into school activities if it has been established on the school activities if it has been established on the basis of the evaluation of the student's abilities basis of the evaluation of the student's abilities and needs that such integration would facilitate and needs that such integration would facilitate the student's learning and social integration and the student's learning and social integration and would would not impose an excessive constraint or not impose an excessive constraint or significantly undermine the rights of the other significantly undermine the rights of the other students. students.

Section 235 specifies that the Section 235 specifies that the following must be included in following must be included in all school board policies:all school board policies:• 1° procedures for evaluating 1° procedures for evaluating

handicapped students and students handicapped students and students with social maladjustments or with social maladjustments or learning disabilities; such procedures learning disabilities; such procedures shall provide for the participation of shall provide for the participation of the parents of the students and the the parents of the students and the students themselves, unless they are students themselves, unless they are unable to do so; unable to do so;

• 2° methods for integrating those 2° methods for integrating those students into regular classes or groups students into regular classes or groups and into regular school activities as and into regular school activities as well as the support services required well as the support services required for their integration and, if need be, for their integration and, if need be, the weighting required to determine the weighting required to determine the maximum number of students per the maximum number of students per class or group; class or group;

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

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

Guiding Principles of the EMSB Guiding Principles of the EMSB Special Education PolicySpecial Education Policy

• Every child has the right to receive quality Every child has the right to receive quality educational services promote the realization educational services promote the realization of his/her full potential.of his/her full potential.

• The EMSB endorses the “principle of The EMSB endorses the “principle of inclusion”: a students’ membership in a inclusion”: a students’ membership in a general education classroom with age-general education classroom with age-appropriate classmates, having appropriate classmates, having individualized and relevant learning goals, individualized and relevant learning goals, and being provided with the support and being provided with the support necessary to learn.necessary to learn.

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

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

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

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

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

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

• ““wherever possible” wherever possible”

• The organization of such educational The organization of such educational services shall be based on the services shall be based on the individual evaluation of the abilities individual evaluation of the abilities and needs of the students and on the and needs of the students and on the available financial resourcesavailable financial resources. .

Break-Out Room Question Break-Out Room Question #1#1• The key point in both Ministry and EMSB The key point in both Ministry and EMSB

policies on Special Education is that all policies on Special Education is that all students have a right to a sound education students have a right to a sound education regardless of handicap or difficulty. regardless of handicap or difficulty. However, it is also mentioned that this must However, it is also mentioned that this must not impose an excessive constraint or not impose an excessive constraint or significantly undermine the rights of the significantly undermine the rights of the other students. With respect to these two other students. With respect to these two statements, what kinds of challenges have statements, what kinds of challenges have you faced in your day-to-day dealings with you faced in your day-to-day dealings with students, allocation or resources, etc?students, allocation or resources, etc?

EvaluationEvaluation

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

Parent

Principal of School

Professional

Case ConferenceFurther evaluation

Case Conference

Special EducationClass*

Regular Class*Special Education

School*

Teacher

School Principal

- Observes student/identifies concerns- Contacts parents- Adapts teaching strategies and/or intervenes to meet student’s needs- Prepares written documentation for principal if case is referred to ad hoc committee

Ad Hoc Committee

Suggested plan of action

-Recommended in-class and out-of-class interventions

Further evaluation

Ad Hoc Committee

RegularClass*

SpecialEducation

Class*

SpecialEducationSchool*

• Evaluation may include analysis of a Evaluation may include analysis of a student’s:student’s:– Intellectual abilityIntellectual ability– Visual-motor skillsVisual-motor skills– Auditory skillsAuditory skills– Personality and BehaviorPersonality and Behavior– Speech/Language skillsSpeech/Language skills– Medical historyMedical history– Family situation (culture, history, etc.)Family situation (culture, history, etc.)– Assessment of Curriculum and Assessment of Curriculum and

instructional variablesinstructional variables

• Goal of Evaluation is to provide an Goal of Evaluation is to provide an accurate identification of special accurate identification of special needs.needs.

• The official identification leads to a The official identification leads to a “coding” of the student (or “coding” of the student (or designation of “At Risk”) and designation of “At Risk”) and requires the development of an IEP.requires the development of an IEP.

• In conformity with the Teacher’s In conformity with the Teacher’s Collective Agreement, the principal Collective Agreement, the principal shall ensure that teachers are provided shall ensure that teachers are provided with information with special needs.with information with special needs.

• An ad hoc committee shall periodically An ad hoc committee shall periodically review cases of students with special review cases of students with special needs and make necessary needs and make necessary recommendations.recommendations.

IntegrationIntegration

• The purpose of the procedures for The purpose of the procedures for integrating students with Special Needs is integrating students with Special Needs is delineate the methods for the following:delineate the methods for the following:– Integrating students into regular classes.Integrating students into regular classes.– Determining support services needed for Determining support services needed for

integration.integration.– Identifying the “weighting” required for Identifying the “weighting” required for

determining the number of students per class determining the number of students per class or group (see Teacher’s Collective Agreement).or group (see Teacher’s Collective Agreement).

• Whether or not a student is integrated Whether or not a student is integrated into a regular class is dependent on into a regular class is dependent on the following:the following:

• (1) the integration will facilitate the (1) the integration will facilitate the student’s learning and social student’s learning and social integration and NOT impose an integration and NOT impose an excessive constraint or significantly excessive constraint or significantly undermine the rights of other undermine the rights of other students.students.

• (2) That appropriate resources are (2) That appropriate resources are available to support the integration.available to support the integration.

Student vs. Teacher Support Student vs. Teacher Support

• Resource teacherResource teacher

• Adapted evaluationAdapted evaluation

• Specialized equipmentSpecialized equipment

• Professional Professional assistance: guidance, assistance: guidance, speech and language speech and language pathologists, social pathologists, social workers, etc.workers, etc.

• Services of a child Services of a child care workercare worker

• Professional Professional DevelopmentDevelopment

• Release time for Release time for meetingsmeetings

• Assistance with Assistance with student integrationstudent integration

• Team teachingTeam teaching

• Services of Services of interpreters, interpreters, consultants, etc.consultants, etc.

GroupingGrouping

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

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

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

IEPsIEPs

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

Establishment of an IEPEstablishment of an IEP

• Responsibility of the school principalResponsibility of the school principal

• Student must be evaluated in conformity Student must be evaluated in conformity with procedures already discussedwith procedures already discussed

• The IEP must be consistent with board The IEP must be consistent with board policy and must include participation policy and must include participation from: administration, teachers, student, from: administration, teachers, student, parents, professional staff (guidance, parents, professional staff (guidance, etc.)etc.)

Content of an IEPContent of an IEP

• IEP content will vary from student to IEP content will vary from student to student according to need and student according to need and ability.ability.

• The IEP will have measurable The IEP will have measurable objectives and suggest strategies to objectives and suggest strategies to attain them.attain them.

• IEPs must be periodically evaluated IEPs must be periodically evaluated and modified as the need arises. and modified as the need arises.

ConfidentialityConfidentiality

• The Charter of Human Rights and The Charter of Human Rights and Freedoms of Quebec and the Quebec Freedoms of Quebec and the Quebec Civil Code oblige all citizens to respect Civil Code oblige all citizens to respect the confidential nature of information. the confidential nature of information.

• Information pertaining to students with Information pertaining to students with Special Needs is to be shared Special Needs is to be shared judiciously, with a view to protecting the judiciously, with a view to protecting the privacy and dignity of the student and privacy and dignity of the student and his/her family.his/her family.

Right of Response and/or Right of Response and/or Contesting the Application of Contesting the Application of this Policythis Policy• Parents who have issues with the way in Parents who have issues with the way in

which the Special Education Policy is which the Special Education Policy is applied have the right to respond to or applied have the right to respond to or contest the application of measures contest the application of measures taken in the following manner:taken in the following manner:– First: the school principal must be First: the school principal must be

contacted and an attempt at resolving the contacted and an attempt at resolving the issue must be made, if necessary, with a issue must be made, if necessary, with a Special Ed. Consultant from the EMSB.Special Ed. Consultant from the EMSB.

• Second: If the issue cannot be resolved at Second: If the issue cannot be resolved at the school level, the Director of Student the school level, the Director of Student Services as well as the Regional Director will Services as well as the Regional Director will be asked to investigate the situation and be asked to investigate the situation and make a ruling.make a ruling.

• Last: if the parent is unable to obtain a Last: if the parent is unable to obtain a satisfactory response from the Board and its satisfactory response from the Board and its representatives, they have recourse to representatives, they have recourse to utilize the procedures outlined in Sections 9-utilize the procedures outlined in Sections 9-12 of the Education Act with respect to 12 of the Education Act with respect to consideration of a decision.consideration of a decision.

Break-Out Room Question Break-Out Room Question #2#2• The stated purpose of school is to The stated purpose of school is to

instruct, socialize and qualify students. instruct, socialize and qualify students. Do you think that decentralized policies Do you think that decentralized policies discussed serve to promote these discussed serve to promote these goals? If so, discuss how your school goals? If so, discuss how your school has managed to make use of your has managed to make use of your allocated resources in organize its allocated resources in organize its Educational Services for students with Educational Services for students with special needs. special needs.