Policy Manual

E-100.4-AR: Programming for Students - Special Education

References:

• E-100
• Education Act: 11
• Guide to Education Ministerial Order on Student Learning
• Standards for Special Education (2004)
• Division Student Services Handbook
  
  

1. Definitions
   1. Child/Student in need of Specialized Supports and Services:  is, by virtue of the child’s/student’s behavioural, intellectual, communication, learning, or physical characteristics, or a combination of those characteristics, in need of specialized supports and services. It is a mandatory requirement for any child/student in need of specialized supports and services to have an Individual Program Plan (IPP) or Individual Learning Plan (ILP).
   2. Consultation:  is a process that gives parents/guardians of a child/student with inclusive education needs and, where applicable, students the opportunity to assist in making decisions about all aspects of placement and programming. Consultation includes conferencing and meetings with division and school staff.
   3. Inclusive Education:  is a way of thinking and acting that demonstrates acceptance of, and belonging for, all students - regardless of their backgrounds, needs or abilities. It is founded on the belief that all children can learn and reach their full potential given opportunity, effective teaching and appropriate resources
   4. Individual Program Plan (IPP) or Individual Learning Plan (ILP):  is a statement of intentions developed to address the child’s/student’s learning needs and is based on individual assessments that help identify the level and types of instructional strategies and supports the child/student requires. An IPP or ILP is required for all children/students identified as requiring specialized supports and services, including mild, moderate, and severe disabilities/delays, and those who are gifted and require additional enrichment.
   5. Special Education Coding Criteria: outlines criteria within specific categories to help teachers and administrators identify those children/students who require specialized supports and services. This includes a diagnosis of a disability or disorder by a qualified professional and a clear indication of how the disability or disorder affects the child’s/student’s learning in an educational environment.
   6. Inclusive Education Program:  is a specialized program with smaller classes offering specialized supports and services to meet the needs of students with diverse learning needs.  Flexible and responsive instruction is guided by an Instructional Support (IPS) and follows the Alberta Education Programs of Study, with adaptions and accommodations as necessary.
2. The division meets the diverse learning needs of all resident students by ensuring access to appropriate programming. A student, by virtue of their behavioral, communicative, learning, physical, or intellectual characteristics may benefit from inclusive education programming.
3. The division provides educational programming for students in need of specialized supports and services in both attendance area schools and in division inclusive education programs.
4. The attendance area school is a guaranteed point of entry for all students, and the regular classroom shall be the first option placement considered.
5. The criteria for identifying inclusive needs of students is readily available to staff and parents/guardians.
6. Division inclusive education programs have defined eligibility criteria. If a student meets the eligibility criteria and there is space available, the parents/guardians may be offered and choose an inclusive education program to meet their child’s needs.
7. The decision for placement of students in division inclusive education programs rests with the supervisor, student services, in consultation with school administration, staff, parents/guardians and where appropriate, the student.
8. The supervisor, student services, is responsible for establishing procedures to ensure that school staff review each inclusive needs student’s Individual Program Plan (IPP) and Individual Learning Plans (ILP) at timely intervals and make any recommendations for placement for the upcoming school year. 
9. Parents/guardians and student input will be used in designing Individual Program Plans for students identified as having inclusive needs.
10. Out of division sponsorship for students with inclusive needs is only considered when the division determines that a student’s learning needs cannot be met within the jurisdiction.
11. Parents/guardians are informed of their right to appeal their child’s placement by following the procedures outlined in Board Policy B-150, Appeals.
12. New registrations from non-resident students may be accepted on a year-by-year basis when there are sufficient resources and space to accommodate them in division schools and when sponsored by their resident board.
13. The addition or deletion of a division inclusive education program requires the approval of the board.