Directorate of Ontario
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- Schedule "A", Amendments to the Governor in Council Education Act Regulations
- Government Policies and Programs
- Students for Whom Special Education Funding May Be Used
- Provincial Review and Monitoring
- Identification, Assessment, and Program Planning
- Supported Child Care for Children with Special Needs program
- Early Intervention Program
- Individualized Programme Plan (IPP)
- Accessibility Standards for Website Design and Content
- Skills Training and Awareness
- Tuition Support Program (TSP)
- Intervention and Support Services for Families with Preschool Children Diagnosed with Autism Spectrum Disorder (ASD)
- Supports for School-Aged Children with a Diagnosis of Autism Spectrum Disorder (ASD)
- Student Assistance Program
- Grants for Students with Disabilities
- Post-Secondary Education Case Studies
- Dalhousie University: Accessibility
51Nova ScotiaRegulationsNova Scotia – Education ActNova Scotia, Education Act, sec 25(3); and Ministerial Education Act Regulations, s.53-61 ("Board of Appeal - Special Education") states: "Where the parent of a child with special needs does not agree with the individualized program plan that has been developed for that child; and the disagreement cannot be resolved by a school board appeal process, the parent or the school board may initiate an appeal as prescribed by the regulations." Schedule "A", Amendments to the Governor in Council Education Act RegulationsThe Honourable Mayann E. Francis, Lieutenant Governor of Nova Scotia, signed the Amendments to the Governor-in-Council Education Act Regulations respecting the tuition support program for students with special needs. These amendments are the result of the Minister's Response to the 2009 Tuition Support Program Review. The revised regulations include clarification and expansion of the definitions and terms related to the Tuition Support Program, clarification around the eligibility requirements, duration of placement and opportunities for linguistic accessibility.150
School boards provide the programs and services necessary to meet the needs of students within their jurisdictions. Boards are responsible for regional management, policy development, and operational issues. Support services may be required by any student at any point during his or her school life and should be designed to be flexible enough to accommodate a wide range of needs at any given time. This necessitates a service delivery model that emphasizes teamwork, collaboration, and co-operation in the provision of a continuum of programming options to meet student needs. A proactive approach in working with students with special needs encourages consistency and comprehensiveness across settings.151 GuidelinesThe department will carry out policy directives of the government and Minister of Education and co-ordinate with other departments on delivering related services to students, particularly for students with special needs. A committee on Special Education Programming and Services (SEPS) provides advice and support to the Department of Education by reviewing and monitoring programming and services for students with special needs. The committee also advises on Department of Education program initiatives and makes recommendations on special education policy and procedures to help ensure that the needs of students with exceptionalities are represented. The Student Services division meets regularly with school board personnel responsible for student services to facilitate effective and comprehensive programming for students with special needs.152
School Building AccessThe Department of Education and school boards are responsible for ensuring that all new school buildings or major renovations of existing buildings provide equal access for all. GuidelinesThe Department of Education utilizes the Design Requirements Manual (Nova Scotia Department of Transportation and Public Works 2007), which outlines standards for accessibility in new school buildings. As stated in the Education Act 64 (2) (e), school boards are required to “develop short and long term plans for the provision of barrier-free access to and within educational facilities.” The Department of Education assists school boards by providing formula funding, a component of which is for property services and includes building improvements such as building accessibility to existing buildings. Additionally, government provides Tangible Capital Assets funding, approved annually, for new schools and major renovation projects. School boards are responsible for developing emergency/evacuation procedures with particular reference to students who are unable to independently follow standard emergency procedures. Principals are responsible for ensuring that program-planning teams develop emergency/evacuation procedures for individual students who are unable to independently follow standard emergency procedures. These procedures should be documented as a part of each school‘s fire safety plan. 153
Special Education GrantIn addition to a program formula funding grant, the Department of Education provides a special education formula funding grant to each school board to assist with the costs of programming and services for students with special needs. Students for Whom Special Education Funding May Be UsedThe funds provided through the special education grant shall be used to supplement the cost of programming and provision of services to students whose special needs are such that they require supports in addition to those provided by a classroom teacher. The funds shall be used for students who are assessed as having any of the following exceptionalities: Cognitive impairments Emotional/behavioural disorders Learning disabilities Physical disabilities and/or health impairments Speech impairments and/or communication disorders Sensory impairments—vision, hearing Multiple disabilities Giftedness154
GuidelinesThe Department of Education consults and collaborates with school boards in the review of programming and services for students with special needs. This is effected through reviews requested by school boards and through ongoing audit and data collection procedures. Specialized school health-care protocols should be developed by school boards in collaboration with district health authorities. Some health-care protocols are at the provincial level. The Department of Education collaborates with the Department of Health, agencies, and organizations to address health-care issues that affect school-aged children and youth across the province. Guidelines for the transportation of students with special needs are outlined in the Handbook for Transportation of Students with Special Needs in Nova Scotia (Nova Scotia Department of Education 1999). School boards should ensure that all involved personnel are informed of and follow these guidelines. Whenever possible, school boards should make provision for the transportation of students with special needs with their age competitors. 155
Appropriate EducationSchool boards are required to provide an appropriate education for all students who reside within their jurisdiction who are of school age and who are enrolled in a public school. GuidelinesIn order to provide a quality education for all students, school boards are strongly encouraged to appoint student services personnel at the board level to provide leadership and professional development in programming and service delivery for students with special needs. The Department of Education recommends that personnel have expertise in the following: Establishing and maintaining effective ways of identifying students with special needs Assessing students’ strengths and challenges to determine what kinds of programming and services should be provided for them Planning and organizing a variety of interventions and programming for students with special needs Developing, implementing, and evaluating individualized program plans and transition plans Co-ordinating the resources needed to deliver comprehensive programming Co-ordinating the efforts of all those who are engaged in meeting the needs of students with special needs Involving community representatives in program planning to ensure their understanding and support Consulting with and mediating among diverse stakeholders, parents, and advocacy groups Conducting programs for staff development such as in-service and continuing education programs The process of policy development156
EligibilityTo be eligible for an EIP, a child must be younger than school age and Have a developmental delay of 6 months or more, in two or more areas of development or Be at risk for developmental delay due to a diagnosis or health history. Referral to an EIP can be made by a member of the child's family or a representative acting on behalf of a child's family, (if the family has given consent to make the referral) such as a family physician, speech/language or early childhood specialist.158 Following the referral, the EIP will contact the family by telephone to arrange a home visit to discuss the program and plan what supports and services will be required. Currently, there are 17 Early Intervention Programs in the province. 159 Individualized Programme Plan (IPP)Nova Scotia's educational plan offers an Individualized Programme Plan (IPP) for those children who are considered to have special educational needs. This also provides the opportunity for eligible students to attend special private schools where necessary. 160 Each school district will establish procedures and guidelines for the development and implementation of IPPs including the components and processes as outlined in this policy.161 Accessibility Standards for Website Design and ContentThese standards arise out of the Government of Nova Scotia's Internet Policy of April 1, 1997. The intention of these standards is to assist departments and agencies with the production of their websites. The standards are a framework for development, within which there is potential room for variation as long as there is consistency throughout the Government of Nova Scotia website as a whole. Consistent design presents a strong corporate identity, gives the website coherence and integrity, improves usability, and helps to strengthen the individual and overall messages. Communications Nova Scotia has been given the responsibility to ensure that the Internet Policy and these Standards are followed.162 Best Practices to Improve Accessibility:163 Use standards-compliant, semantic HTML5 that validates. Separate content from presentation Use tables for tabular data, not for page layout. Use a text equivalent for all non-text elements Never use colour alone to convey information Make content easy to read Make sure all vital information is accessible and perceivable on a range of devices Make sure that all forms can be completed and submitted by all users Provide a way for users to skip repetitive elements. Accessible links. Make sure that text used for links is understandable when read by itself and out of context of surrounding text. Identify the language of the text Ensure accessibility of non-HTML content. Never use frames. Inline frames are better but still problematic. Test pages during and after development. Learn about and use WAI-ARIA. Skills Training and AwarenessGovernment is continuing to support Access to Community Education and Employment (ACEE) in partnership with the Halifax Regional School Board, the Nova Scotia Community College, and Independent Living Nova Scotia as well as the Strait-to-Work program in Port Hawkesbury in partnership with the Strait Regional School Board. The Government is additionally supporting professional development for teaching personnel, including classroom, resource, and learning centre teachers, speech-language pathologists, school psychologists, and autism lead team members The government is supporting DirectioNS (a provincial umbrella association of vocational and day-program service providers) to provide vocational and day-program options164 Tuition Support Program (TSP)The Tuition Support Program (TSP) provides an option for students who meet program eligibility requirements to access specialized programming and services outside the framework of the Nova Scotia public school system (PSP). The intent of the TSP is to provide students with the opportunity to develop strategies and skills that will support their successful transition back to their neighbourhood school, post-secondary learning and/or community. The TSP provides funding which partially covers the tuition costs at designated special education private schools (DSEPS) or registered special education private schools (RSEPS). There are currently three DSEPS (four campuses) in Nova Scotia. There are currently no RSEPS through the Tuition Support Program. A student who is entitled to be provided a French-first-language program of the Conseil Acadian (CSAP) pursuant to Section 12 of the Education Act and who meets all the other eligibility requirements is able to apply for funding through the TSP. As there are currently no designated special education private schools offering programming and services in French, eligible students may be eligible to receive the same funding unit to schools outside the province of Nova Scotia. These schools must be registered special education private schools (RSEPS). All eligible students receive the same base per pupil funding unit that is paid directly to the DSEPS or RSEPS. Parents/guardians are also able to apply for a supplemental grant, the amount of which is determined on a sliding scale, based on their reported family income during the previous taxation year, to further assist them in meeting the related tuition costs. The maximum amount that a student is eligible to receive through the TSP is 90 percent of the tuition costs of the DSEPS/RSEPS or the combined total amount of the funding unit and the maximum supplement, which is the equal amount of the funding unit, whichever is the lesser. The Tuition Support Program is available to students for three years, with a potential fourth additional year available, in cases where transition outcomes have been identified through the program planning process. The TSP addresses the specific needs of students who have been diagnosed with one of the following disorders or disabilities: Learning Disability (as defined by the Learning Disabilities Association of Canada, 2002) Attention Deficit Hyperactivity Disorder Autism Spectrum Disorder165
providing the Early Intensive Behavioural Intervention (EIBI) program in the eight District Health Authorities and the IWK Health Centre (DHA/IWK): The current funding of $4 million serves 50 percent of the eligible preschool-aged children diagnosed with ASD. 185 have been serviced since the introduction of the program in 2005. 50 new children per year are offered admission into the program. The program offers one year of intensive treatment, followed by sporadic consultation sessions as required. offering diagnostic capacity for children and youth: Each DHA/IWK has an established autism assessment process or access to an assessment process. providing 17 Early Intervention Programs (EIPs) across the province supporting families of children from birth to school entry who have, or are at risk of having, developmental delay and thereby meeting the program eligibility: The 17 EIPs currently serve approximately 670 families, with approximately 135 families on wait-lists. The current budget for EIPs is approximately $2.5 million. As EIPs are not 100 percent funded, each has entered into a service agreement with the Department of Community Services with a fund-raising component to their approved annual budgets. 166
Distributing a $213,000 Early Identification and Intervention Services grant to school boards to facilitate transition of students with ASD into grade primary Employing a full-time provincial autism consultant Supporting all school boards to have autism support teachers/specialists to support program planning teams in schools and the training needs of staff Supporting Access to Community Education and Employment (ACEE) in partnership with the Halifax Regional School Board, the Nova Scotia Community College, and Independent Living Nova Scotia as well as the Strait-to-Work program in Port Hawkesbury in partnership with the Strait Regional School Board and the Nova Scotia Community College Funding DHAs/IWK to provide a diagnostic assessment for school-aged children suspected of having ASD Providing funding for the Regional Development Program grants to support activities that respond to the goals and priorities of communities including responding to traditionally underserved populations; autism organizations that meet the eligibility guidelines may apply for these grants Providing support for individuals with ASD through the Direct Family Support program if they have developmental delays and exhibit severe acting-out behaviours Offering summer camp opportunities through the Provincial Autism Centre and Reachability Providing summer respite funding for eligible children with disabilities through the Direct Family Support for Children program Providing support to Regional Respite Services programs in the four regions of the province. These programs help families plan respite care for their children by assisting them in identifying and accessing the supports they require.167
Students can qualify as a full-time student with a smaller, more manageable course load. For University studies, a student with a permanent disability is considered full-time if they are taking 40 percent or more of a full course load. Students may qualify for extra funding that is specifically designed to help students pay for exceptional expenses related to their disability, such as transportation, specialized equipment, specialized textbooks, learning support services, and more. The program partners with Post-Secondary Disability Services to help student‘s access disability-related resources that can help them succeed at school.168 Grants for Students with DisabilitiesPermanent Disabilities Loan Forgiveness ProgramThe Permanent Disability Loan Forgiveness Program reduces total student debt for eligible Nova Scotia Student Loan borrowers who study in university at a reduced course load because they have a permanent disability.169 This new program pays down debt at graduation for students with permanent disabilities who have higher debt because they study at a 40 percent to 60 percent reduced course load. It applies to NS Student Loans issued after August 2015.170 Post-Secondary Education Case StudiesAcadia University: Accessible Learning ServicesAccessible Learning Services staff at Acadia University is committed to providing a supportive, inclusive, and welcoming on-campus environment for all students, staff, and faculty. Their main goal is to help students, staff, and faculty access support resources across campus that can help maximize their ability to fully participate in all opportunities within the Acadia community. To help promote accessible learning on campus, the university: Helps students develop individualized support plans to address classroom accommodation concerns. Helps students with disabilities access expert support services. Organizes workshops for faculty, staff, and community members to promote awareness about disability and accommodation. Works with faculty to develop, and implement reasonable student-centred classroom policies that promote equality, and inclusivity in the classroom. Organizes workshops that contribute to student, faculty, and staff academic, and personal skills development. Organizes workshops for students that highlight strategies for coping with transition from high school to university, and from university to the workforce. Administers academic alert, and mentoring programs to increase first-year student retention.171
A disability, Religious obligation, or Any barrier related to any other characteristic protected under Human Rights legislation They also work with faculty, staff, parents and prospective students, who have questions regarding access and accommodation.172
Assistive TechnologyRead and Write Gold available for Dalhousie Students: Read and Write Gold - a text to speech software program - is now available to Dalhousie students. Assistive technology comes in many forms: e-readers, voice-recognition software, smart phones, screen-enhancing magnifiers, and FM systems are only a few examples. Assistive technologies are designed to: Reduce or remove barriers to help students achieve their academic and personal goals Provide equitable access to information and support Assist or refine their academic performance173
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