5.8.2 Disabilities or Diverse Abilities Policy

Policy Statement

SelfDesign Learning Foundation (SDLF) is committed to every learner having the fundamental right to an education that is designed as comprehensively as possible to meet their needs.

Definitions

Inclusive Education Services (IE Services) – an integral part of SelfDesign Learning Community’s education program and not a separate component. Inclusive Ed Services provides inclusive support for learners with disabilities/diverse abilities with various levels of needs, including: autism, vision needs, deaf and hard of hearing, physical dependencies, mental health, behavioural needs, learning disabilities, ADHD, and physical and chronic health needs.

Learning Consultant (LC) – is a B.C. certified teacher. The main role of the LC is to provide educational leadership and work in cooperation and collaboration with the learner (as appropriate), with support from parent/guardian, support provider(s) and/or other learning team member(s) to plan, support, and account for the learner’s learning progress.

Individual Education Plan (IEP) – designed for a learner that includes one or more of the following: personalized goals or learning outcomes that are different from, or in addition to expected learning outcomes, a list of support services, a list of adapted materials, instruction or assessment methods.

Support Provider – is a 3rd party service provider contracted by SDLF to provide specific services in support of progress on goals outlined by the LC on a learner’s Individual Education Plan, if applicable.

Policy

SelfDesign Learning Community (SDLC), a part of SDLF, will, when a learner has been identified as and has documented disabilities and/or diverse abilities, make a careful assessment of the learner’s functional levels, including learning strengths, learning needs, and learning styles, as part of the development of the learner’s Individual Education Plan (IEP).

Protocol

How is the program delivered?

SelfDesign Learning Community’s Inclusive Education program is delivered in the home and community and requires the participation of at least one parent/guardian to be in regular weekly communication with a specially trained educator with Inclusive Education experience.

How can a learner be accepted into the program?

SelfDesign Learning Community accepts admissions for enrolment from learners aged 5-18 who have provided documentation that will enable submission to the Ministry of Education and Child Care to obtain an Inclusive Education Grant for that learner in one of the designated categories as described in the Ministry of Education and Child Care: Inclusive Education: A Manual of Policies, Procedures, and Guidelines.

SelfDesign Learning Community reserves the right to refuse an application for enrolment if:

• The documentation is incomplete or inadequate to meet the criteria for Inclusive Education Grant funding.

• The learner will not be eligible for additional services that require qualification for the Inclusive Education Grant.

• In the judgment of the Inclusive Education coordinator, it is deemed that the family will not be able to meet the program agreements of the online learning program, which include an understanding that the program is delivered in the home and requires online coordination and weekly reporting on learner progress.

• SDLC does not have enough space with specially trained educators or does not have available resources to support the needs of the learner.

What are the admission procedures?

1. Parents/Guardians who express an interest in Inclusive Education services are sent a contact request by the intake coordinator to establish a day/time when they can be contacted by phone.
2. During the initial discussion, to ensure connection and cover questions/concerns that the family would like addressed, the discussion will also include:
   • A family overview
     • The family’s and learner’s story.
     • The age of the learner.
     • The diagnosis (including where it was done and by whom).
     • The learner’s passions, interests, and strengths.
     • The learner’s areas of challenge and where support is needed.
     • The parents’/guardians’ ideas and wishes.
     • The parents’/guardians’ level of commitment and interest in participating in the program.
   • Inclusive Education overview
     • SelfDesign Learning Community’s philosophy.
     • Administration of educational funding.
     • Ministry of Education and Child Care Guidelines.
     • Expectation and Program Agreements.
     • LC-LI role.
     • Parent/Guardian role.
     • Contact information for the  Inclusive Ed coordinator.
3. After the initial discussion, parent(s)/guardian(s) indicate whether they think SelfDesign Learning Community would be a good fit for their learner.
4. Potential applicants are invited to submit documentation outlining their learner needs.
5. Documentation is reviewed to determine if/how the learner meets Ministry of Education and Child Care requirements for funding categories/levels.
6. If documentation meets criteria, the learner is placed on a waitlist. When the program is full, families are advised and given the choice to decide whether they would like to remain on the waitlist in anticipation of a later enrolment opportunity.
7. Depending on the time of year, if there is an educator available to work with the learner and family, and if the program is not full, families are invited to enrol.

What support services exist?

• Educators will be assigned to learners.
• Education Assistants may be provided in consultation with the educators and parents/guardians.
• The educator will develop a budget for services to support the learner’s IEP. (The parent/guardian does not determine the budget; however, families are encouraged to contribute to the development of the support services budget.)

What if a parent/guardian has a concern?

When parents/guardians have a concern relating to the education needs of their learner, they may contact their educator or SDLC Inclusive Education contact.

How is program completion obtained?

Learners will be supported to complete their IEP in the manner that best meets their long-term goals.

• Graduation Certificates will be awarded to learners who successfully meet the requirements of the Dogwood or Adult Graduation Certificates.
• School Completion Certificates will be awarded to learners upon successful completion of their Evergreen school program.

Related Documents

• Individual Education Plan.
• Ministry of Education and Child Care: Inclusive Education Resources.
• Ministry of Education and Child Care:  Inclusive Education: A Manual of Policies, Procedures, and Guidelines.