Special Education

3.1.3   Special Education

 

Overview

SupportEd, SelfDesign’s Special Education services, is an integral part of SelfDesign’s education program, and not a separate component. In keeping with this philosophy, the Board of Directors (the “Board”) believes that every learner has the fundamental right to an education that is designed as comprehensively as possible to meet his/her needs.

In SelfDesign SupportEd Services, we provide inclusive support for learners with disabilities/diverse abilities with various levels of need, including: autism, vision needs, deaf and hard of hearing, physical dependencies, mental health, behavioural needs, learning disabilities, ADHD, and physical and chronic health needs.  Learners enrolled in SelfDesign will receive the support they need based on their unique profile, as determined by the learning team.

The education of learners with special needs, as for all learners, is a shared commitment with SelfDesign educators, parents and community support services. The purpose of education for learners with special needs is the same as that for all learners – to provide for their optimal development as skilled and purposeful individuals, able to reach their fullest potential as members of society.

POLICY:

All learners in SelfDesign Learning Community have a right to an education in the most supportive system appropriate for their learning needs. In the circumstance when a learner has been identified and has documented special needs, a careful assessment is made 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).

SE Admission Policy

SelfDesign offers unique services  for learners with special needs. SupportEd  services work with the family and educators to design an integrated learning plan, a budget and support services to meet each learner’s unique and individual needs.

Our Educational program is delivered in the home and community and requires the participation of at least one parent to be in regular weekly communication with the SelfDesign educator.

SelfDesign  accepts admissions for enrolment from learners age 5-18 in  SupportEd  who have provided documentation that will enable SelfDesign to submit data to the Ministry of Education to obtain a Special Education Grant for that learner in one of the designated categories as described by the Ministry of Education Special Education: A Manual of Policies, Procedures, and Guidelines.

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

  1. The documentation is incomplete or inadequate to meet the criteria for Special Education grant funding.
  2. The learner will not be eligible for additional services that require qualification for the Special Education grant.
  3. In the judgment of the intake coordinator, it is deemed that the family will not be able to meet the program agreements of our Distributed Learning program, which include an understanding that our program is delivered in the home and requires online coordination and weekly reporting on learner progress.
  4. SelfDesign does not have enough space with specially-trained educators or does not have available resources to support the needs of the learner.

Admissions Procedures

Parents who express an interest in  Low Incidence SupportEd  services are sent a ‘Contact Request’ by the Intake Coordinator to establish a day/time where they can be contacted by phone. An initial phone call is made to ensure connection and cover questions/concerns that the family would like addressed.

 After the initial discussion (outlined below), family contact information is recorded on an inquiry list. Parents are also sent an ‘Information Overview’ outlining the SupportEd services and providing contact information for the Intake Coordinator should further questions need addressing.

 Initial contact discussion with parent includes:

  • the family’s (and child’s) story
  • the age of the child
  • the diagnosis (including where it was done and by whom)
  • the child’s passions, interests, and strengths
  • the child’s areas of challenge and where support is needed
  • the parents’ ideas and wishes
  • the parents’ level of commitment and interest in participating in our program

SE information overview includes:

  • SelfDesign Philosophy
  • Administration of educational funding
  • Ministry Guidelines
  • Expectations and Program Agreements
  • LCLI Role
  • Parent Role
  • Contact information for Intake Coordinator for SE Program (Low Incidence)

After the initial discussion and reviewing the overview, parents indicate whether or not they think the SupportEd at SelfDesign  would be a good fit for their child(ren).

Potential applications are invited to submit documentation outlining learner needs. Documentation is reviewed to determine if/how learner meets Ministry of Education requirements for funding categories/levels.  If documentation meets criteria, the learner is  placed on a waitlist. Depending on the time of year, families are invited to enrol in the SelfDesign Educational program when there is a Learning Consultant with SE experience available to work with the learner and family and the program is not full.

Families are advised when the program is full and we do not have space to provide support for them. Families are asked whether or not they would like to remain on the waitlist in anticipation of the next enrolment opportunity.

Support Services

  • Specially-trained Learning Consultants will be assigned to learners.
  • Parents/guardians will be engaged and involved in the development of their child’s Individual Education Plans (IEPs).
  • Special Education Assistants will be provided in consultation with the Learning Consultant and parent.
  • The Support Services educator will develop a budget for services to support the learner’s IEP. Families are encouraged to contribute to the development of the support services budget. The parent does not determine the budget.
  • SelfDesign reserves the right, as the educational program, to determine what resources will be allocated to support each learner’s IEP and budget.

Parents or Guardians

  1. Parents or guardians will be involved with the development of an IEP for their child.
  2. When parents or guardians have a concern relating to the educational needs of their child, they may contact their Learning Consultant, or a SupportEd Coordinator. 

Program Completion
Learners will be supported to complete their education program in a 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.

Change Log

  • Policy page updated Feb 20, 2018
  • Last reviewed/updated July 2020