Programme Overview

Definitions
An adapted program retains the learning outcomes of the prescribed curriculum, but adaptations are provided so the student can participate in the program. These adaptations can include alternate formats (e.g., Braille, books-on-tape), instructional strategies (e.g., use of interpreters, visual cues and aids) and assessment

 Inclusion is the value system which holds that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their education. The practice of inclusion transcends the idea of physical location, and incorporates basic values that promote participation, friendship and interaction.

An Individual Education Plan (IEP) is a written plan developed for a student with special needs which describes the educational program modifications and/or adaptations for the student, and the services that are to be provided.

 Integration is one of the major strategies used to achieve an inclusive philosophy. Integration sees students with special needs included in educational settings with their peers who do not have special needs, and provided with the necessary accommodations and adaptations, determined on an individual basis, to enable them to be successful there. The principle of "placement in the most enabling learning environment" applies when decisions are made about the extent to which an individual student is placed in regular classrooms, or assigned to an alternate placement.

A modified program has learning outcomes which are substantially different from the prescribed curriculum, and specifically selected to meet the student's special needs. For example, a Grade 9 student in a modified math program could be focusing on functional computational skills in the context of handling money and personal budgeting. Or, in language arts, a Grade 5 student could be working on recognizing common signs and using the phone. In these examples the learning outcomes are substantially different from those of the curriculum for most other students. A student's program may include some courses that are modified and others that are adapted.

A school-based team is an on-going team of school-based personnel which has a formal role to play as a problem-solving unit in assisting classroom teachers to develop and implement instructional and/or management strategies and to co-ordinate support resources for students with special needs within the school.

Students with Special Needs

High Intervention (Level 1) - This category provides assistance for a small number of students who have an exceptional disability. They may be physically dependent with multiple needs, or, in addition to having severe physical disabilities, they may also be greatly challenged by one or more disabling conditions which require high-cost intervention. High intervention includes programs for: students who are dependent handicapped;

• deaf/blind students, also referred to as multi-sensory deprived;
• students who are blind and requiring Braille support;
• students who are deaf and requiring a full-time signing or oral interpreter;
• students who are medically fragile

Moderate Intervention (Level 2) - This category provides funding for students who may require some additional personal instruction during the day, and/or support from a part-time program assistant. Moderate intervention includes programs for:

• students with moderate to severe intellectual disabilities (mental disabilities);
• students who are physically disabled;
• students with visual impairment;
• students who are deaf or hard of hearing;
• students who are autistic

Severe Behaviour (Level 3) - This program includes the additional costs related to providing educational programs to students whose behaviour is sufficiently serious that they are known to schools and community personnel as presenting a serious risk to themselves or others, and whose behaviour significantly interferes with their school progress or that of others.

Part-time Personal Care Attendants - Some students with the exception of those in the High Intervention category (where assistance is already provided) may require some additional personal care assistance above and beyond the educational program. These students would demonstrate significant health and personal care needs and would be funded on a part-time basis.

A Team Approach

Each student with special needs is served by a team which may include all, or some, of the following:

• The student's parents
• The special education coordinator
• The classroom teachers
• The special education assistants
• Peers
• Administration
• The computer coordinator
• The librarian
• Community support service

Five Year Plans – High School
At the high school, students and parents are required to complete a five year plan that examines the goals for each student. Based on this five year plan, the program is designed with instruction, activities and support relevant to meeting those goals. If the goals of the student are not able to be met at PCS, registration may not be accepted.

Individual Education Plans
Individual Education Plans (IEP's) define what goals and standards are expected to be achieved, and what supports, adaptations, or modifications are required to enable them to met these goals.

IEP's:

• Are written records of planning conducted by students, parents/guardians, school personnel and other service providers.
• Provide coherent, short-term and long range plans for student learning and service needs
• Provide administrators with evidence of individual planning
• Help in determining how well students are meeting their goals, and form a basis of reporting students' progress.

Evaluation Process
The Special Education Coordinator, the classroom teacher and the teacher assistant are responsible for using the IEP, action plans and five year plans to evaluate on an ongoing basis. The complete educational team will meet annually to review progress and goals. The coordinator will call these meetings.

Evaluation is an involved process and may be completed through checklists, anecdotal records, observation, tests, etc. Professional services assessments and other related records may also be used to evaluate student progress and set new goals. All records will be available to each team member, except those deemed by parents and/or administration to be confidential.

Funding
Funding is determined and applied for from the Independent Schools Branch of Special Education which in turn receives funding from the Ministry of Education. Guidelines are very specific and should be known and followed by the Special Education Coordinator when making application. Appropriate forms are filled out and signed by the school's administrator.

Application should be made early in the spring. Notification of available funding can be received as early as May, or as last as the fall. There is an appeal process with further deadlines for documentation to be sent in.

Learning Resources
The classroom teacher, curriculum coordinator, assistant and Special Education Coordinator are responsible for selecting appropriate resources to meet the needs of particular students. IEP's identify those resources which best suit the learning needs of children. Technological support such as specially adapted computers or keyboards, special hearing devices, etc. may be attainable from Special Education Technology – British Columbia (SET-BC).

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