Directorate of Ontario
Download 1.92 Mb.
|
53NunavutRegulationsNunavut‘s Education Act189There is a policy of inclusion in Nunavut‘s Education Act. The government issued the Inclusive Education Regulations in September 2011, and that regions have draft inclusive education handbooks and consultants in place to assist teachers with implementing inclusive education. Schools have student support teachers, who lead the development and management of programs for students requiring program adjustments or special support. Nunavut has a school system with the goal of inclusive education of all students. The challenge has been and continues to be to support effectively the learning of all students but particularly those who, because of special physical, emotional, social and intellectual needs, require extra assistance and support to achieve their learning goals. Children with special needs have the right to be in a regular class with children their own age and in their own community. Extra supports such as student support assistants, Individual Education Plans, and specialists provided through Health are available. Government Policies and ProgramsIndividual Education Plan (IEP)An Individual Education Plan is developed for students who are unable to access the approved curricula. The competencies are determined in accordance with the student‘s needs. Courses taken on an IEP are identified on the student‘s transcript. Attainment of Certificate/Degree while studying Modified Curriculum190All students receive a diploma; Courses on transcript of students who have IEP are signified with an “I” designation. 54Grants and Loans191Basic Grant:The Basic Grant is to help students with the costs associated with tuition, school fees and travel costs. The Basic Grant is up to a maximum of $1850 per semester as well as the actual costs of airfare to and from home community and the closest gateway city (Edmonton, Winnipeg, Ottawa, Montreal) to institution or to the Nunavut Arctic College campus student will be attending. This includes spouse and dependents. Supplementary Grant:The Supplementary Grant is for Nunavut Land Claim Beneficiaries to further assist with the costs associated with tuition, travel costs and settling in a new community. This Grant is on a scale, which increases with the number dependents in a household. Primary Loan:This loan is provided to students to help with costs associated with rent, food and clothing. It is issued annually to eligible students. This loan is available to students who have lived in Nunavut for three or more years. They must return to live and work in Nunavut to have these loans forgiven. Secondary Loan:This loan is provided to new residents of Nunavut. It is to help with the costs of living associated with rent, food and clothing. This loan must be repaid in full. Needs Assessed Loan (NAL):This loan is granted based on demonstrated financial need. Student may apply for a NAL at a time during the school year but cannot receive a NAL for past semesters/years of study. They must apply before the end of the current semester. A new application must be made for each instance they want to apply for a NAL. Grant for Students with Permanent Disabilities:This grant is intended to help with the extraordinary costs associated with post-secondary studies for those with permanent disabilities. Students can apply to this grant at any time during the academic year. Student must provide a medical or learning ability assessment by a certified medical professional describing the manner in which disability effects on their ability to participate in post-secondary studies. This grant allows up to $8,000.00 for equipment and services directly related to their training or up to $1,000.00 for each full credit distance/correspondence course. Distance/Online/Correspondence Course Reimbursements:FANS reimburses students who have successfully completed post-secondary online distance education or correspondence courses. Student must be a Nunavut resident for three years before registering for a course and have to submit original receipts, official transcripts showing a passing grade and a statutory declaration stating that they are not in receipt of reimbursement from their employer or another source. 55Prince Edward IslandRegulationsMinister's Directive No. MD 2001-08 Special EducationThe Minister‘s Directive on Special Education came into effect in October 2001 following extensive consultation with the educational partners in the public school system. The directive provides a framework for special education services in the public school system. It describes the roles and responsibilities of the department, school boards and schools in respect to the delivery of support services to students with special educational needs. The School Act states that the Department of Education has the responsibility to establish outcomes and standards of performance for all students in the public school system. The Minister‘s Directive outlines a commitment to provide a continuum of support services based on the philosophy of inclusion. Implicit in this commitment is a non-categorical approach to the determination of special needs. The Directive incorporates a process to ensure students with special educational needs are identified and that appropriate interventions are implemented and reviewed. It also provides an accountability framework to evaluate the effectiveness of special education services ensuring sufficient and appropriate funding and use of resources, and effective decision-making. Part 1: Provision of a Continuum of SupportA continuum of support services will be implemented according to Department of Education standards, policies, procedures and guidelines in order to assist students with special educational needs achieve learning outcomes. This continuum of support services will be based on the philosophy of inclusionary practices. Roles and Responsibilities The Department of Education has the responsibility to set policies for the provision of special education and to define the applicable goals, standards, guidelines and priorities for students with special educational needs. Specifically, the department shall: Implement policy directions of the Government and the Minister of Education; Define the standards and write the necessary policies, procedures, and guidelines applicable to the financial administration and provision of special education programs and student services; Maintain a database (including students enrolled, nature of difficulties, funding, and special education personnel) in order to inform policy development and plan special education programs and services; Provide and maintain a Standing Committee on Special Education and Student Services to advise the Department of Education on issues related to special education and student services; Establish guidelines for allocation of student support personnel and allocate staffing units to school boards; Provide, in collaboration with other government departments, school boards and agencies, comprehensive support for students with special educational needs to be delivered within public schools; Research and assess changing needs, trends and approaches in special education and develop and implement strategic plans; Approve educational programs and supplementary and/or specialized instructional resources and services delivered in the school for students with special educational needs; Develop criteria, guidelines and procedures for the provision and use of a range of support and/or specialized resources and services in the school; and Establish and maintain a student services handbook outlining the directives, policies and guidelines applicable to special education and student services in the school. A school board has the responsibility to determine the placement of students in the school and to make provision for instruction in an educational program to all students who are enrolled in its schools. In accordance with department regulations, directives and guidelines, the School Board shall: Place students in the school environment that is the most enabling and that allows opportunities for them to interact with their competitors ; Implement policies and establish procedures for student support services in the school; Ensure the establishment and maintenance of Student Services Teams at the school board and school levels; Ensure the development of Individual Education Plans and transition planning for students with special educational needs in public schools; Provide consultative services to in-school Student Services Teams; Gather information, assess needs and allocate resources to schools; Ensure equitable access to a continuum of support resources in the school for students with special educational needs; Establish written procedures regarding the storage, retrieval and appropriate use of student records; Ensure that schools under its jurisdiction establish and maintain a record for each student enrolled in special education at the school; and Provide, in collaboration with government departments and other agencies, support in school for students with special educational needs. Under the direction and leadership of the principal and subject to department and board guidelines and policies, the school shall: Establish and maintain a Student Services Team; Provide special education programming and services in its school for students with special educational needs that are consistent with the programs and services approved by the department and the school board; Maintain a record of each student in accordance with the regulations and school board policies; Develop Individual Education Plans when required; Implement a transition planning process and include details of the plan within the student's I.E.P.; Seek the collaboration of parents in the development and implementation of the I.E.P. in a timely and supportive manner; Gather information, assess needs and allocate resources within the school; Annually prepare and submit to the school board school profiles of its students with special educational needs; and Attend meetings called by the Board and collaborate with parents, Board personnel and outside agencies to provide support within school settings for students with special educational needs. Part 2: Assessment/InterventionA process will be established to ensure that students with special educational needs are identified and appropriate interventions are implemented and reviewed. Roles and Responsibilities The Department of Education, through the School Act, has the responsibility to establish outcomes and standards of performance and assess the extent to which outcomes are achieved and standards are met. The School Act enables the department to prescribe policies respecting the assessment and evaluation of students. Specifically, the department shall: Establish guidelines for a pre-referral process; Establish guidelines for the referral process; Set standards and guidelines for assessment of students with special educational needs; Provide consultative and direct services for low-incidence populations. A school board, in carrying out its responsibilities under the School Act, and subject to department regulations, directives and guidelines, may develop policies respecting the educational assessment of students. Specifically, the school board shall: Implement the pre-referral process according to the guidelines established by the Department of Education; Implement the referral process according to the guidelines established by the Department of Education; Implement the standards to ensure consistency in reporting and documenting assessments according to standards and guidelines established by the Department of Education; Promote an effective consultation model and provide opportunities for collaboration; and Review and respond to requests for student support services and/or resources by school personnel. Under the supervision and leadership of the principal and subject to department and board policies, the school shall: Establish and implement procedures to support collaborative consultation and planning. Consult with parents regarding assessment of their child's needs, programs and supports. Complete the pre-referral process based on observations, discussions, and informal assessments by the classroom teacher; Initiate the referral process when required; Identify and implement appropriate interventions; Establish and maintain a written record of assessments and interventions carried out by the school and, within the provisions of the School Act, share this information with parents/guardians, the student (where appropriate), staff and, when necessary, Board/department personnel. Part 3: AccountabilityAn accountability framework is required to evaluate the effectiveness of special education programming and services, to determine if special education is receiving sufficient and appropriate funding, to ensure efficient use of special education resources within public schools, and to guide decision-making. Role and Responsibilities The Minister, through the Department of Education, has the responsibility to establish an accountability framework for the school system. The Department of Education shall: Establish a funding protocol, within the overall funding framework, that builds the capacity to deliver, within public schools, a continuum of supports based on inclusionary, evidence-based practices; Review and monitor special education and student services programs and services provided in public schools to students with special educational needs; Review and monitor school board resource allocation (material and personnel) to ensure that the resources are used appropriately, effectively and efficiently within public schools in order to support the philosophy of inclusionary practice; Establish and maintain procedures for evaluation and revision of special education programming and services delivered within public schools; Communicate results from the evaluation process to stakeholders; Consult with education partners to identify staff development needs, establish priorities for professional development and coordinate and provide professional development and in-service activities that enhance the delivery of special education; Establish desired qualification standards for student services personnel; and Establish guidelines, within the provisions of the School Act, for a dispute resolution procedure. According to the School Act, the school board is responsible for delivering the provincial curriculum through effective programs, instruction and services within its schools, the management of the schools in its unit and for monitoring and evaluating the effectiveness of schools. The school board shall: Ensure the departmental policies and guidelines are implemented in the planning, documentation and delivery of student support services in its schools; Report to the department on the utilization of staffing allocations for special education; Ensure that personnel assigned to special education have met department standards of qualification, relevant experience and appropriate training; Ensure that special education staffing needs are addressed in the recruitment and deployment of staff; Monitor and evaluate the delivery of special education programs and services within schools; Identify and assist in the provision of professional development and in-service activities, consistent with provincial priorities and guidelines, to enhance the delivery of programs and services to students within its schools. Pursuant to department and board policies and under the direction and leadership of the principal, the school shall: Adhere to departmental and board guidelines in the assignment of special education personnel; Provide information to the school board on the utilization of special education staffing allocations and student information required by the School Board or department; Support and encourage professional development of staff; Maintain liaison with students who are temporarily placed in alternate schools maintained by the school board or department. Consult with parents regarding students' progress.192 Government Policies and ProgramsThe Department of Education and Early Childhood Development is committed to providing services to students with special educational needs based on the philosophy of inclusion. Services for Students who are Deaf or Hard of HearingHear Education Auditory Resources itinerant teachers provide services to children who are hard of hearing or deaf. Services are provided to infants and preschoolers in their homes or in the community childcare centres and to school age children in their neighborhood schools. Parents of newly identified children with hearing loss receive HEAR support and resources to help their child adjust to using hearing aids, learn to listen and learn to communicate. HEAR services assist teachers in providing any adaptations required to meet a student's individual needs, supporting inclusionary practices. Schools provide educational programs for school age children who are hard of hearing or deaf with their hearing competitors in regular classrooms. Partnerships among HEAR teachers, parents and educators positively affect educational outcomes for students. Teaching communication strategies, reducing competing background noises, and developing good listening skills so children can participate successfully in regular classrooms boost both academic and social skills. HEAR mission is to provide a continuum of services supporting children who are hard of hearing or deaf and their families; to collaborate with school personnel to support inclusionary practices through direct service and consultation.193
Preschool ServicesThe Preschool Parent Education program is designed to serve the individual needs of preschool children who are deaf, deaf blind or hard of hearing and their parents. Itinerant Teacher ServicesService to students in the public school system. Supervision of educational assistant/interpreters (EA/I) and APSEA tutors. Direct service to students who have a severe language delay due to their deafness. In-services and consultative service to school district personnel. Program support of those students who receive direct, EA/I or tutorial service. Collaboration with classroom teachers to help modify materials and programs for student use. Provision of technical support in the care and use of amplification equipment and cochlear implant technology. Ear mould impressions and fittings. Resource Room Teacher ServicesSupport for students whose current linguistic and communicative needs require intensive intervention. Provision of individualized language program. Collaboration with teachers in the school to gradually move the students into an inclusive setting. Supervision of the APSEA teacher assistants and EA/I who facilitate the student's transition into an inclusive classroom setting. Short-Term Residential ProgramsProvides a comprehensive level of programming which may be difficult to incorporate into an integrated setting. Focuses on the mastery of specific skills or addresses specific learning or behavioural difficulties. Involves parents and public school staff in the design, implementation and follow-up to short-term programs. Varies in length to a maximum of one semester. Assessment SupportThe assessment team comprises an audiologist, a psychologist, an academic language evaluator and a vocational evaluator. Comprehensive psycho-educational assessments are completed on students entering the school system for the first time. Assessments are completed on students who are having academic difficulty. Assessments are provided for students to assist in transition planning. Written assessment reports are shared with school teams.
Amplification and Technical SupportMaintenance of student's personal hearing aids. Maintenance of student's FM hearing aid systems. Provision of technical computer support for APSEA teachers.
Consultation for Educational Assistant/InterpretersProvides in services and support to school districts on the EA/I service. Visits the student, school personnel and EA/I twice yearly to facilitate the service. Provides written reports to the itinerant teacher and APSEA provincial supervisor. Co-ordinates sign communication proficiency interviews for APSEA staff. Co-ordinates summer programs.
Consultant for Students who have MultineedsVisits with student, school personnel and APSEA teacher to assess the student and school environment in order to track the progress of the student. Collaborates with the student's professional team and parents. Helps the team develop an individual program plan and/or put an educational program in place for the following year. Provides written reports for the itinerant teacher and APSEA provincial supervisor to share with the student's team. Auditory/Verbal TherapistProvides individual assessment, structured programming in auditory skills development and meaningful activities to generalize speech, language, cognition and communication goals. Works with the parents, APSEA staff members and other professionals to develop an Individual Service Plan for auditory verbal therapy. Collaborates with professionals at the hearing and speech clinics and cochlear implant centers. Provides follow-up written reports to the itinerant teacher and APSEA provincial supervisor to share with the student's team. Develops related summer programs for professionals.
Family/Student CounsellorVisits schools and home settings where student/parents are dealing with issues such as cultural isolation or behavioural disorders. Works with teachers to help them develop a behavioural management program. Works with families in their home to help them develop parenting or coping skills. Collaborates with school districts and other agencies to establish the necessary support to help the child function at home and at school. Provides direct counselling service to students where appropriate.
Transition Planning TeamThe Transition Planning Team comprises the Coordinator of Career and Transition Services, Co-operative Education Consultant and the Transition Planning Facilitator. Establishes future goals with students and parents in the areas of education, career, housing, health, recreation and finance. Establishes links with business and industry for work placement positions. Organizes job shadowing and visits to industry. Organizes and facilitates HRD special employment program for students. Advocates for adaptations and modifications of post-secondary programs to meet the individual needs of students. Referral for ServicesReferrals are made by the audiologist who contacts APSEA on behalf of the parent.194 Services for Students who are Blind or Visually ImpairedThe PEI Department of Education and Early Childhood Development supports the philosophy of inclusion of students who are blind or visually impaired with their competitors who are sighted in their community schools. Services provided through the inter-provincial agency, APSEA, the Atlantic Provinces Special Education Authority, make it possible for each child to receive an appropriate educational program designed to meet the student's individual needs and assist schools in providing the necessary adaptations required by the student. A student who is diagnosed legally blind or partially sighted by a medical practitioner or optometrist is eligible for APSEA service. Legally blind is defined as having a corrected visual acuity of 6/60, (20/200), or less in the better eye, or a visual field of no more than 20 degrees. Partially sighted is defined as having a corrected acuity of 6/24, (20/70) or less in the better eye. In Prince Edward Island, APSEA staff include itinerant teachers who offer direct support to students in inclusive settings, a preschool specialist, an orientation and mobility instructor who monitors travel training in the province, and a transition facilitator who assists students and families in the transition from school to adult life. The majority of these services are provided to students in their local communities, however, requests can be made for 'Center Based Services' which may include short term programming and/or assessment at the APSEA Center in Halifax.195 The APSEA provides the following programs and services for students who are blind or visually impaired: Integrated school programAn integrated school program for students who are blind or visually impaired. Direct instruction is provided by APSEA itinerant teachers trained in the education of students with a visual impairment. These teachers provide instruction in disability-specific skills (e.g., braille, development of visual efficiency, orientation and mobility, independent living skills, use of adaptive technology), work with classroom teachers to adapt the regular curricula, and participate as members of multidisciplinary school teams designed to address the needs of children with disabilities. Public school staff and parents are assisted in adapting programs, both educational and recreational, to ensure active participation of students who are blind or visually impaired in school, home, and community life. Consultant serviceA consultant service designed to assist school officials in providing appropriate programs for students who are blind or visually impaired. Each province has a supervisor responsible for supervising provincial programs and staff, assessing and recommending appropriate educational placement, providing in service training to educators, and co-ordinating the development and implementation of programs for the school-aged population who are blind or visually impaired. Technology and equipmentA technology, equipment, and materials loan service which provides such items as braillers, tape recorders, low-vision aids, laptop computers with speech or large print, electronic aids adapted for students with visual impairments, as well as a variety of adaptive aids and materials. Services provided by APSEA specialistsAccess to APSEA services from specialists who provide consultation to public school personnel in specialized subject areas such as physical education, family living, technical education, career education and music. Short-term residential programsShort-term residential programs at the APSEA Centre in Halifax are designed to provide a comprehensive level of programming which may be difficult to incorporate in an integrated setting. Short-term programs focus on mastery of specific skills such as orientation and mobility, use of a specific piece of technology, or addressing specific learning or behavioural difficulties. They vary in length from one week to five months. Parents and public school staff are involved in the design, implementation, and follow-up to short-term programs. Family counsellingA family counselling service provided by a counsellor with training and experience in the education of students who are blind or visually impaired. Issues such as adjustment to blindness, raising a child who is visually impaired, or behavioural disorders are typically addressed by the family counsellor.196 PEI Council of People with DisabilitiesThe Council‘s Access Department offers a range of services ranging from information to assistance with disability pension appeals and public education. Public Education and Awareness ProgramThe Council's Public Education and Awareness service aims at informing the general public and decision makers about issues important to the disability community. The Council makes many presentations to groups, institutions and government every year on a variety of topics. The Public Education and Awareness Program focuses on raising awareness of disability issues and promoting education among the public on disabilities. The Counselling and Advocacy Program mandate is to promote positive change for people with disabilities through support for each individual‘s access to services and opportunities. Access to Services and Opportunitiesaddresses accessibility and barrier free design issues advocacy on housing, transportation, education, human rights and other issues Disability Benefit Applications and Appeals assists with applications for benefits under, and appeals of Canada Pension Plan Disability, PEI Disability Support Program and Income Support. Information and Referral Service provides information and directs individuals and groups to appropriate community services. The Community Development Program involves people with disabilities in community and civil society and provides support for developing disability and self- help organizations.197 Counselling and Advocacy ProgramThe Counselling and Advocacy Program is offered by the two Community Access Workers [one in Prince County and one in Kings County] and the Information and Development Co-ordinator. The mandate of the program is to promote positive change for people with disabilities through support for each individual's access to services and opportunities. It has two component services: The Access to Services and Opportunities service involves advocacy and support for individuals with a variety of disability issues such as accessibility and barrier free design, housing, transportation, education and human rights. The Disability Benefit Applications and Appeals service involves assistance with applications and appeals for Canada Pension Plan [CPP] Disability, Disability Support Program and Income Support programs.198 Access to Services & OpportunitiesThis service involves advocacy and support for individuals in the areas of accessibility & barrier free design, housing, transportation, education, human rights. Barrier Free DesignAnother facet of this service is the Council's emphasis on barrier free design and physical accessibility to buildings. Many building owners request free "access checks" of their building or of their plans for renovation or construction. Access Department staff will review plans or visit a building to review and report on existing or potential barriers to accessibility in buildings. This allows for building owners, builders or planners to eliminate barriers and allow access to all. In the case of businesses, this means more customers and is of direct benefit to the business owner. Sometimes an access check is complaint driven. When a person with a disability finds that they cannot enter a building, or have other problems with maneuvering in one, they may contact the Council. The Access Department staff would do an access check and contact the building owner about the problem, giving suggestions for remedying the situation.199 Summer Tutoring ProgramThe Summer Tutoring Program is a Province-wide service first offered by the Council in 2006. The program is for children with disabilities who would otherwise lose school and literacy skills over the summer months. The program is structured to meet the individual needs of each student. Instructional Assistants are hired across the province to deliver the service to approximately 150 students with special needs. The Instructional Assistants are generally post-secondary students in the Education and Human Services fields. Before the end of the school term, each child‘s teacher or resource specialist supplies the Instructional Assistant with an individualized program to implement over the summer months. The program is generally delivered in each child‘s home. However, in circumstances where the home cannot be used, an alternative setting in the child‘s community is found. The goal of the program is to help children and youth maintain their skills and prevent regression of those skills when they are not in school during the summer months. On average, students receive 2 - 3, one-hour sessions per week. The amount of time Instructional Assistants spend with the child/youth each week depends on their needs and program demand. Children with disabilities who have completed one year of school in the public education system and who are returning in the fall are eligible to participate in the program. The fee is $125.00 for this eight-week program. Only Parents/Guardians may make application to the program. Referrals may not be made through schools or other professionals, although these individuals most often recommend the program to parents, pass along contact information or assist them in completing the program application. Parents must make application to the program each year, with payment, in order to receive services from the Summer Tutoring Program. Children are accepted on a first-come, first-served basis.200 Disability Support ProgramThe PEI Disability Support Program is a social program with a financial component. This means it is open to all Islanders with a qualifying disability, and may provide financial help. It was introduced in October 2001. Eligibility is determined by meeting the applicable definition of disability and by the identification of required disability-specific supports. The program is set up to respond to individual needs. It encourages economic independence by supporting people to work and earn income. It may also offer support to children and youth who have disabilities as well as their families.201 Web Content AccessibilityWeb Content Accessibility Guidelines (WCAG) 2.0 defines how to make Web content more accessible to people with disabilities. Accessibility involves a wide range of disabilities, including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general. WCAG 2.0 is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a shared standard for Web content accessibility that meets the needs of individuals, organizations, and governments internationally. WCAG 2.0 builds on WCAG 1.0 and is designed to apply broadly to different Web technologies now and in the future, and to be testable with a combination of automated testing and human evaluation.202 Grants and LoansIn Prince Edward Island (PEI), Canada Student Loans are available alongside PEI Student Loans. However, since PEI Student Financial Services administers both the federal and provincial loans, only one application has to be completed to be considered for both federal and provincial assistance. The following is an overview of the general federal and provincial loans available in Prince Edward Island, as well as specific loans and grants available to students with permanent disabilities. Full-Time Student Loans203As a full-time student in Prince Edward Island, students are also eligible for up to $165 per week in provincial loans. To be eligible for a full-time student loan in Prince Edward Island:
Prince Edward Island Debt Reduction Grant204If a student in Prince Edward Island has an annual debt level greater than $6,000 with at least $100 of provincial funding, then they are eligible for the Prince Edward Island Debt Reduction Grant. In this case, a non-repayable grant of up to $2,000 will be issued following the student’s year of graduation. The grant will be paid directly to the lending institution and applied against the Prince Edward Island Student Loan balance only. Post-Secondary Education Case StudiesUniversity of Prince Edward Island (UPEI) – Accessibility ServicesThe University of Prince Edward Island encourages the full participation of all students, including students with disabilities, as members of the University community. It strives to ensure fair and consistent treatment for all, and provide equal access to University services, programs, and facilities. Accessibility Services provides the students with a welcoming, relaxed, and positive atmosphere. UPEI is aware that some students are somewhat hesitant when first approaching Accessibility Services. They realize that each student has different needs and/or learning styles. Their goal is to make UPEI accessible for all students. Accommodations and services can include:
Individualized program planning for academic accommodations Arranging for identification of learning disabilities Test and exam accommodation Advice on funding Access to specialized technology Note taking, tutoring and mentoring Learning strategy support Campus accessibility Assistance with self-advocacy Transition planning with high schools and families The Accessibility Services Program defines a disability as a functional limitation caused by a long term or recurring physical, sensory, mental, psychiatric or learning impairment that restricts the ability of a person to perform the daily activities necessary to participate in learning or daily living at UPEI.205 Directory: strong-effective-aoda strong-effective-aoda -> Accessibility for Ontarians with Disabilities Act Alliance Download 1.92 Mb. Share with your friends:
|