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Educating Students with Special Needs in Quebec
Cindy Finn, Ph.D.October 24, 2012
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Classification of Special Needs in Quebec (MELS)
** Identification procedures and government funding differ for
both categories
Special Needs
Students in Difficulty (Learning or Behavior)
Students with Social Maladjustments
or Handicaps
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Students in difficulty
• Students identified as having academic difficulties and behavioral challenges – Learning difficulties/Mild Intellectual Delay– Behavior disorders
• a priori Funding, based on historical percentage of student population (10-12%)
• School boards determine identification, in accordance with MELS guidelines and collective agreements
• LBPSB Policy on Special Needs
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Students with Handicaps/Severe Behavior Disorders
• Variable Per capita funding (per board per code)
• Validation process to substantiate “codes” 3 necessary elements to support a code– Diagnosis by professional – Limitations that affect learning – School-based Services
• Code = Dx + limitations + services• Represents +3.8% of LBPSB
population
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MELS Codes for students with Social Maladjustments/Handicaps
Categories (identified by MELS with numerical code):• Severe behavioral disorder (14) • Mild motor impairment/Organic impairment (33)• Severe motor impairment (36) • Language Disorder (34)• Moderate to severe intellectual impairment (24) • Profound intellectual impairment (23)• Pervasive developmental disorder (50)• Psychopathological disorder (53)• Visual impairment (42)• Hearing impairment (44)• Atypical disorder (99)
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LBPSB Stats on Special Needs
• 12% of total LBP population• 1810 students in difficulty (2012)
– 34% at elementary level – 66% at secondary level
• 879 students with handicaps (2012)– 50.6% at elementary– 49.4% at high school
• Students with special needs in all LBPSB schools except Soulanges
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Breaking down the data
• In difficulty: Learning Difficulty (74.6%), Behavior Disorders (16.3%), Mild Intellectual Delay (9.1%)
• Handicaps: Autism (47%), psychopathological disorders (13.5%), moderate-profound intellectual impairments (11%), language impairment (10.5%), mild motor/organic disorders (7.9%), sensory impairments (6.6%), severe motor disability (2.9%)
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Provincial Picture
• Policy on Special Education (1999)• Promotes success for all
– “Educational success has different
meanings depending on the abilities
and needs of different students” (p. 15)- 6 ways to promote success
- Prevention & early intervention- Adapting services to the needs of students- Favoring inclusion/integration in natural environment- Creating community & enhancing partnerships - Assisting students ‘at-risk’ - Evaluating students’ educational success
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Complementary Educational Services
• Services to assist schools in supporting the diverse learning and social needs of all students
• 12 services, 4 programs
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4 Complementary Education Programs
Prevention and Promotion: Provide students with an environment conducive to the development of a healthy lifestyle, their health and well being
Assistance: Help students with academic and career choices
Student Life: Develop students’ sense of autonomy, responsibility, moral and spiritual dimension, interpersonal relationships and sense of community and school belonging
Support to Learning: Provide students with conditions conducive to learning
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Educational Services for Students within LBPSB
• Classroom teachers• Resource teachers• Support from paraprofessionals (Integration
aide/Special Education Technician/Social Aide Technician)
• Student Services Department (Non-teaching professionals)
• Educational Services Department (Curriculum/Program Consultants)
• Itinerant Teacher Services – MOSD & MAB (Vision and Hearing)
• Professionals from outside agencies (CSSS, Batshaw)
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• Non-teaching professionals supporting all schools • Direct services to students (e.g., assessment) • Services to schools (e.g., consultation, professional
development)• Services to parents and families (e.g., FSSTT)• Assist with Ministry of Education-related duties
(coding, committees, measures, training) • Work in partnership with other ministries and
community groups (e.g., Batshaw, health, police)• Conduct research on best practices regarding special
needs and inclusive education • Supervise interns/placements, peer supervision
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SOURCES OF FUNDING
• General funding (teacher posts = resource teachers, aides/techs, professionals)
• In difficulty funding (base funding)• Code-generated funding (per capita)• Special grants (examples)
– 30059: IEP release $– 30053: Supports Inclusion – 30364: Professional resources – 30810-1/2: Adapted equipment and
technology
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Organization of Services
• Delivered at the School level
• Importance of Resource Teams
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Purpose of Resource Teams
Learn more about student Review teaching strategies already in progress Brainstorm additional strategies with multi-
disciplinary group Develop/monitor an action plan Facilitate communication within the school, with
parents, with other professionals involved Carry out referrals for consultation, assessment,
or identification of special needs
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PRINCIPALPRINCIPAL
CLASSROOM TEACHER
SP. ED TECH SOCIAL AIDE
TECH
SP. ED TECH SOCIAL AIDE
TECH
Possible Resource Team
ParticipantsCLSC (SOCIAL
WORKER/ NURSE )
CLSC (SOCIAL WORKER/ NURSE )
SCHOOL PSYCHOLOGIST
SCHOOL PSYCHOLOGIST
RESOURCE TEACHERS
RESOURCE TEACHERS
SPEECH LANGUAGE PATHOLOGIST OR
OCCUPATIONAL THERAPIST
SPEECH LANGUAGE PATHOLOGIST OR
OCCUPATIONAL THERAPIST
CONSULTANT FOR SPECIAL
NEEDS/OTHER SSD PROFESSIONALS
CONSULTANT FOR SPECIAL
NEEDS/OTHER SSD PROFESSIONALS
INVITED GUEST
INVITED GUEST
INTEGRATION AIDE
INTEGRATION AIDE
FSSTTFSSTT
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Individual Educational Plan • A legal, confidential document
• Must be created when a student is identified with special needs – Formal identification (LD,BD,MI + Handicapped codes)
• May be developed when an intervention plan is needed but there is no formal identification
• Linked directly to the QEP and report card
• To be developed in collaboration with key players
• A hands-on tool that outlines objectives and strategies that should be referred to regularly and updated as to student’s progress
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Points of Transition
ELEMENTARY
• Registration procedures
• Resource team planning
• Emphasis on early intervention
• Collaboration with outside partners
HIGH SCHOOLS • Graduation
Track/Individual paths• Work-Oriented Pathway
(WOTP) • Students with high
special needs – Academic emphasis +
Life skills (hygiene, sexuality, independent living)
• Transition planning (until age 21 for some)
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Building capacity in our schools
• Provincial Resources housed at LBPSB
• Ongoing Professional Development
• Projects (e.g., ALDI, FLASH)
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More initiatives
– For students with emotional/social/behavioral challenges– Focus on early intervention, proactive focus – Meaningfully involve parents in child’s world
• REACH Program – Cycle 1 elementary program for students with severe behavioral
difficulties
• LIFE/Transition Programs– Programs for 16+ students with high special needs
• Co-op program (John Abbott & Vanier)– Supports autonomous secondary students (18-21)
with developmental challenges who participate in college life – Focus on basic academics, life skills, work skills (Light a Dream)
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Collaboration with Partners• Parents & Families • Health & Social Services
– Batshaw Youth & Family Centres – Hospitals (MCH, JGH, Douglas)– CSSS (4 on our territory)– Readaptation Centres
• CRDI (Centres for Intellectual Handicaps) e.g., CROM• CRDP (Centres for Physical Handicaps) e.g., MAB/Mackay
• Universities (McGill, Concordia) & CEGEPS (Vanier, Dawson)• Community groups (e.g., WIAIH)• Professionals in Private Practice • Other schools/school boards (e.g., Montreal Oral School for the Deaf)
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Entente MELS-MSSS/Specialized schools
• Dawson Alternative/Portage (Batshaw)• Angrignon School (Douglas Institute)• Philip E. Layton & Mackay Centre School
(EMSB)• Hors reseau schools (e.g., Peter Hall, MOSD)
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MELS Resources http://www.mels.gouv.qc.ca/DGFJ/das/orientations/orientations.html
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Thank you
http://snac.lbpsb.qc.ca/