|
Roles
and Responsibilities |
Purpose
of the Standard
To
provide the public with information on roles and responsibilities
in the area of special education.
Requirement
of the Standard
The
board's special education plan must provide information on the roles
and responsibilities of the following in the area of special education
in Ontario.
- The
Ministry of Education
|
|
|
|
|
- Principals
and teachers of the board
|
|
|
|
|
Roles
and Responsibilities
The
Ministry of Education has begun to define roles and responsibilities
in elementary and secondary education in several key areas:
- legislative
and policy framework
|
|
|
|
|
|
|
It
is important that all involved in special education understand their
roles and responsibilities, which are outlined below.
The
Ministry of Education:
- defines,
through the Education Act, regulations and policy/program
memoranda, the legal obligations of school boards regarding
the provision of special education programs and services
and prescribes the categories and definitions of exceptionality;
|
- ensures
that school boards provide appropriate special education
programs and services for their exceptional pupils;
|
- establishes
the funding for special education through the structure
of the funding model. The model consists of the Foundation
Grant, the Special Education Grant and other special purpose
grants;
|
- requires
school boards to report on their expenditures for special
education;
|
- sets
province-wide standards for curriculum and reporting of
achievement;
|
- requires
school boards to maintain special education plans, review
them annually and submit amendments to the ministry;
|
- requires
school boards to establish Special Education Advisory
Committees (SEACs);
|
- establishes
Special Education Tribunals to hear disputes between parents
and school boards regarding the identification and placement
of exceptional pupils;
|
- establishes
a provincial Advisory Council on Special Education to
advise the Minister of Education on matters related to
special education programs and services;
|
- operates
Provincial and Demonstration Schools for students who
are deaf, blind, or deaf-blind, or who have severe learning
disabilities.
|
The
District School Board or School Authority:
- establishes
school board policy and practices that comply with the
Education Act, regulations and policy/program memoranda;
|
- monitors
school compliance with the Education Act. Regulations
and policy/program memoranda;
|
- requires
staff to comply with the Education Act, regulations and
policy/program memoranda;
|
- provides
appropriately qualified staff to provide programs and
services for the exceptional pupils of the board;
|
- obtains
the appropriate funding and reports on the expenditures
for special education;
|
- develops
and maintains a special education plan that is amended
from time to time to meet the current needs of the exceptional
pupils of the board;
|
- reviews
the plan annually and submits amendments to the Minister
of Education;
|
- provides
statistical reports to the ministry as required and as
requested;
|
- prepares
a parent guide to provide parents with information about
special education programs, services and procedures;
|
- establishes
one or more IPRCs to identify exceptional pupils and determine
appropriate placements for them;
|
- establishes
a Special Education Advisory Committee;
|
- provides
professional development to staff on special education.
|
Special
Education Advisory Committee:
- makes
recommendations to the board with respect to any matter
affecting the establishment, development and delivery
of special education programs and services for exceptional
pupils of the board;
|
- participates
in the board's annual review of its special education
plan;
|
- participates
in the board's annual budget process as it relates to
special education;
|
- reviews
the financial statements of the board as they relate to
special education;
|
- provides
information to parents, as requested.
|
The
School Principal:
- carries
out duties as outlined in the Education Act, regulations
and policy/program memoranda and through board policies;
|
- communicates
Ministry of Education and school board expectations to
staff;
|
- ensures
that appropriately qualified staff are assigned to teach
special education classes;
|
- communicates
board policies and procedures about special education
to staff; students and parents;
|
- ensures
that the identification and placement of exceptional pupils,
through an IPRC, is done according to the procedures outlined
in the Education Act, regulations and board policies;
|
- consults
with parents and with school board staff to determine
the most appropriate program for exceptional pupils;
|
- ensures
the development, implementation and review of a student's
Individual Education Plan (IEP) including a transition
plan, according to provincial requirements;
|
- ensures
that parents are consulted in the development of their
child's IEP and that they are provided with a copy of
the IEP;
|
- ensures
the delivery of the program as set out in the IEP;
|
- ensures
that appropriate assessments are requested if necessary
and that parental consent is obtained.
|
The
Teacher:
- carries
out duties as outlined in the Education Act, regulations
and policy/program memoranda;
|
- follows
board policies and procedures regarding special education;
|
- maintains
up-to-date knowledge of special education practices;
|
- where
appropriate, works with special education staff and parents
to develop the IEP for an exceptional pupil;
|
- provides
the program for the exceptional pupil in the regular class,
as outlined in the IEP;
|
- communicates
the student's progress to parents;
|
- works
with other school board staff to review and update the
student's IEP.
|
The
special education teacher, in addition to the responsibilities listed
above under "the teacher":
- holds
qualifications, in accordance with Regulation 298, to
teach special education;
|
- monitors
the student's progress with reference to the IEP and modifies
the program as necessary;
|
- assists
in providing educational assessments for exceptional pupils.
|
Educational
Assistants:
Under
the Education Act, Educational Assistants have not been given specific
legal responsibilities. Educational Assistants provide assistance
to the teaching staff in meeting the legal responsibilities in the
delivery of programs to students.
The
Parent/Guardian:
- becomes
familiar with and informed about board policies and procedures
in areas that affect the child;
|
- participates
in IPRCs, parent-teacher conferences and other relevant
school activities;
|
- participates
in the development of the IEP;
|
- becomes
acquainted with the school staff working with the student;
|
- supports
the student at home;
|
- works
with the school principal and teachers to solve problems;
|
- is
responsible for the student's attendance at school.
|
The
Student:
- complies
with the requirements as outlined in the Education Act,
regulations and policy/program memoranda;
|
- complies
with board policies and procedures;
|
- participates
in IPRCs, parent-teacher conferences and other activities,
as appropriate.
|
|
