Directorate of Ontario
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- Government Policies and Programs
- Guidelines and Standards Educational Planning for Students with Exceptionalities
- Post-Secondary Institutions
- Student Employment Experience Development (SEED) Program
- Community Based Services for Children with Special Needs (CBSCSN) Program
- The Child and Adolescent Community Mental Health Services
- Post-Secondary Education, Training and Labour (PETL) Program
- Post-Secondary Education Case Studies
- Join Accommodation and Accessibility Committee
- Common Accommodations and Supports
49New BrunswickRegulationsThe Education Act for K-12The New Brunswick Education Act (2001) stipulates that an exceptional student receive special education programs and services in circumstances where he or she can participate with his or her competitors in regular classroom settings to the extent that is considered practical, having due regard for the educational needs of all pupils.121 The Human Rights ActThe New Brunswick Human Rights Act stipulates a right to accessible workplaces, public transit, schools, libraries, restaurants, shops, hotels, theatres etc. and places an obligation on businesses and government to make their facilities accessible. Failure to provide equal access to a facility, including a workplace is a violation of the Act and can form the basis of a human rights complaint. The Human Rights Act applies to both new and existing buildings. It supersedes all other laws in New Brunswick, so meeting Building Code requirements is not enough if the result still discriminates. Even when building code barrier-free requirements were met, judgments have been made against building owners for not providing sufficient access for persons with disabilities. Government Policies and ProgramsTeaching Students with Autism Spectrum DisordersTeaching students with Autism Spectrum Disorder is intended to support teachers and others working with students with Autism Spectrum Disorders (ASD) to plan and implement effective education programs. 122 Guidelines and Standards Educational Planning for Students with ExceptionalitiesIn implementing the philosophy of inclusion, the province of New Brunswick has a responsibility to provide special education programs for students who are deemed exceptional, considering that such planning should occur with the belief and goal that each student will benefit from his or her involvement in the regular education system. Section 12 of the Education Act provides some clarity as to who can be identified as an exceptional pupil, beginning with the presence of an educational delay. However, until this time, districts have, with broad guidelines from the Department of Education, developed local planning procedures and templates for Special Education Plans (SEPs). 123 New Brunswick has the strongest inclusive special education program in Canada. It is required, by law, that all children with disabilities be included into regular classroom settings. A cross-departmental Early Childhood Development policy framework has been implemented.124 In 1994, the government created the Minister of State for the Family, along with a separate Family Policy Secretariat; which, in 1995, developed a broad family policy framework, Foundations for the Future: A Proposed Family Policy in New Brunswick. This work focused on economic security and balancing work and family responsibilities but did not include the needs of children with various disabilities and their families. In 1999, the policy framework was integrated into the Ministry of Family and Community Services. In New Brunswick, eligibility for certain aspects of in-home disability support programs is determined through income tests. 125 Post-Secondary InstitutionsPost-secondary institutions provide accommodations for students with learning and other disabilities to pursue degree and certificate programs. The TESS program is available to cover the cost of some accommodations and supports. NBCC/CCNB campuses in New Brunswick offer various services to persons with a disability including verification of accessibility, academic accommodations, note takers, test accommodations, assistive technology, alternative format documentation, and tutoring services. A special admissions process is in place for students who do not meet the entrance criteria because they were on a modified high school program. Between 25 and 30 students are admitted into NBCC/CCNB programs each year through this process. 126 Public universities in New Brunswick also offer accessibility services or centres that provide a range of accommodations or services for students with a disability. Some private colleges and training centres also provide accommodations. 127 Student Employment Experience Development (SEED) ProgramThe Student Employment Experience Development (SEED) Program provides a variety of employment opportunities for post-secondary students during the summer months. Jobs are approved at the provincial, municipal, and First Nations government levels and in non-profit organizations. Jobs approved aim to enhance the students' employment prospects upon completion of their studies, while enabling them to finance the continuation of their education. This program provides students with employment opportunities during the summer break. Attempts are made to provide students with work experience in their field of study. The average length of these placements is 8 weeks. In order to be considered for referral to SEED jobs, all eligible students must register in the Student Employment and Referral System (SEARS). SEARS is a central computerized database that matches the requirements of SEED employers with the skills, education and location of students. Students who wish to register in the SEARS system must obtain and complete a SEED Student Application for Summer Employment Placements.128 Community Based Services for Children with Special Needs (CBSCSN) ProgramCBSCSN provides social work support and financial resources to families unable to provide all the care and support required to meet the special developmental needs of their child. The significant improvements being made are the direct result of feedback the Department of Social Development received through citizen engagement and from individuals involved with the CBSCSN program. The program changes took effect from April 1, 2014: Enhanced program philosophy – The name of the program changed to Family Supports for Children with Disabilities. The new name reflects that services are provided to support the entire family raising the child with a disability. 129 Increased accessibility for eligible families – The new eligibility looks beyond the child‘s disability to examine all relevant factors that affect the child‘s ability to participate in society. In order to be eligible for the modernized program, the family must identify the unmet needs as a result of raising a child with a disability130 Expanded the range of available services – Every family accepted into the Family Supports for Children with Disabilities program will be provided the opportunity to engage in a family-centred meeting. This meeting is an opportunity for family members and service providers working with the family to come together to clearly identify goals and address particular issues faced by the family and child.131
Specialized Education ServicesProvide services to children with delayed educational functioning, including a special education plan, accommodations, and individualized considerations. Grants and LoansPost-Secondary Education, Training and Labour (PETL) ProgramThe program provides funding for persons with a disability for a variety of services or supports, including: Employment training – includes tuition, books, tutors, living expenses, and training supplies (some of these items are only covered if they have a disability-related component – for example, converting text to Braille). Employment support – includes job search, job coaching, support workers, counselling, entrepreneurial planning, and work-site modifications. Adaptive and assistive – includes technologies, tools and equipment, ergonomic aids, specialized transportation, and assessment. Job crisis – includes various job crisis intervention services.132
University of New Brunswick Fredericton: Accessibility ServicesUNB's Statement of PrincipleThe University of New Brunswick must be known as an institution of inclusion. In accordance with this objective, the University will make its best efforts to ensure there is barrier-free access to learning and employment for qualified people who have different types of disabilities. The university accepts as a priority that future construction of campus facilities, including buildings, parking areas, pedestrian routes, and related infrastructure, will incorporate principles of universal design and barrier-free access. Recognizing special challenges, e.g., the topography and legacy of old buildings on the Fredericton campus, the university is working and will continue to work towards the renovation of existing facilities to ensure accessibility for students, faculty, staff, and campus visitors who may have a disability. Join Accommodation and Accessibility CommitteeArticle 57 of the AUNBT Collective Agreement establishes a Joint Accessibility and Accommodation Committee, which is intended to serve as a vehicle for discussions between the two Parties (AUNBT and management) concerning the development, implementation, and monitoring of accessibility initiatives. In undertaking this work, the committee recognizes that reasonable accommodation for AUNBT members mirrors similar needs of all employees, students, and visitors. This university-wide Committee strives to work closely with campus-specific accessibility committees and offices.133 The Student Accessibility Centre provides registered students with access to a variety of services and supports: Guidance, support, advocacy and advice from staff Arrangements for instructional, classroom, and test/examination accommodations Assistance with Canada Student Grant for Students with Permanent Disabilities applications (for qualifying students) Transition and mentoring support through the STEP program Referrals to on-campus or community-based services such as counselling, psychological assessment services, writing/study skills, or health services Collaboration and consultation with faculty, staff, and students about disability-related issues Access to assistive technology software and equipment
Advocacy and advising Mentoring Reduced Course load Funding assistance Note-taking support-digital pens, digital recorders, note-takers Assistive technology-laptops, text-to-voice software, mind mapping software, magnification software Alternative format of print materials-e-texts, large print, digitized Test and Exam Accommodations-extra-time, quiet rooms, scribes, computer access and assistive software
Accessibility on CampusUNB is committed to providing accessible spaces and services on campus. Improvements to campus accessibility are made on a priority basis and in consultation with stakeholders.134 Directory: strong-effective-aoda strong-effective-aoda -> Accessibility for Ontarians with Disabilities Act Alliance Download 1.92 Mb. Share with your friends:
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