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This a complicated multi-tiered process with many criteria

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PPM's - Which do you think will apply most to your work? Why?

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PPM's - Which do you think will apply most to your work? Why?

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(Erin) I feel like PPM 140 applies to my practice the most as I am working in a self-contained ASD class and Applied Behaviour Analysis (ABA) is the backbone of my program. The beauty of ABA is that you can use it anywhere, not just self-contained and not just with ASD! The principles of ABA focus on the function of behaviour and how we can use this information to plan for the success of our students.

I would encourage anyone to take the Autism AQ (after this one of course ;)) to learn more about ABA and how to apply it to you practise!

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History: Nothing about it

Roles and Responsibilities: An overseer of spec ed. programs

School Board Obligations: To establish SEAC

Legislation: Requirements set out in  Regulation 464/97.

Funding: Publicly funded by the Ministry of Education

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History: How were programs in Special Education governed before SEAC?

Roles and Responsibilities: What are the specific roles and responsibilities of the SEAC?

School Board Obligations: What school-based professionals are included in the Special Education Advisory Committee?

Legislation: What requirements are set out in the legislation?

Funding: How is funding from the Ministry accessed by teachers and schools?

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The Convention sought to "elaborate in detail the rights of persons with disabilities and set out a code of implementation”.

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States are to ensure equal access to primary and secondary education, vocational training, adult education and lifelong learning. Education is to employ the appropriate materials, techniques and forms of communication. Pupils with support needs are to receive support measures, and pupils who are blind, deaf and deaf-blind are to receive their education in the most appropriate modes of communication from teachers who are fluent in sign language and Braille. Education of persons with disabilities must foster their participation in society, their sense of dignity and self worth and the development of their personality, abilities and creativity (Article 24).

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FG | Foundation Grant  - basic level of funding for each student

SEG |  Special Education Grant - additional amount for  students who need special programs, services equipment (6 components)

SEPPA | Special Education per pupil amount - provides all school boards with foundational amount of funding for special education

HNA |  High needs amount

SEA | Special Equipment Amount - amount approved for special equipment

SIP | Special incidence portion  - covers costs of staff support to ensure health and/or safety of students who have extraordinarily high needs (more than two full-time staff)

FA | Facilities amount - supports school boards’ provision of education programs to school-aged children/ youth in care, treatment or detention facilities

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-formation of a separate/identifiable resource services program within each school to enhance schools' capability to provide appropriate services to school boards and agencies that have hearing impaired, visually impaired, and deaf-blind pupils in their jurisdictions
-program examples: audiological services, psychological and assessment, educational consultive, professional development, learning materials/media (Braille, audiotape) )

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Defines the term Learning Disability  - sets out requirements for school boards for the identification of and program planning for students who have learning disabilities

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Regarding Early Identification of Children's Learning Needs:  "Research consistently confirms that a supportive teacher who implements programs suited to children's individual needs and who provides immediate, positive reactions about developing competencies and attitudes, is a very reliable authority for deciding what a child can and cannot do."

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Psychological Testing and Assessment of Pupils

School boards can provide psychological assessments and services to students with written consent from the individual (if an adult) or the parent/guardian. Confidentiality is of the utmost importance. Documents and assessments can be removed from OSR if the individual (adult) or guardian requests removal.

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Alternative Educational Programs and Services for Deaf, Blind, and Deaf-Blind Exceptional Pupils

Ensures that there is funding to accommodate students with the exceptionalities of deafness and/or blindness. Funding goes to providing specialised, adaptive equipment and services (i.e. hearing aids, acoustic systems, large print materials, interpreters, orientation and mobility personnel, transcribers, Educational Assistants, specialised schools - see A.1). Funding is

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-Ontario Government has decided that the responsibility for ensuring the provision of such health support services will be shared among the Ministries of Education, Health, and Community and Social Services.
- Responsibility for the direct provision of these services at the local level will be shared by the school boards, the Home Care Program of the Ministry of Health, and agencies operating under the Ministry of Community and Social Services.

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PPM 85 has been consolidated and replaced by the Guidelines for Approval and Provision of an Education and Community Partnership Program (ECPP) 2020-21

-provides critical support to meet the needs of children and youth who cannot attend school due to their primary need for care, treatment and/or rehabilitation services
- facilitates transitions to future educational success.

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-provides direction to school boards to support their use of applied behaviour analysis (ABA) as an effective instructional approach in the education of many students with autism spectrum disorders (ASD)

-establishes a policy framework to support incorporation of ABA methods into school boards’ practices (use of ABA instructional approaches may also be effective for students with other special education needs)

-has been informed by recommendations of the Report of the Minister's Autism Spectrum Disorders Reference Group

- intended to strengthen collaborative working relationships between parents, schools, and the community.
-collaboration is essential for supporting positive learning for students with ASD.
-example of such collaboration is development of an Individual Education Plan (IEP) for a student.

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Supporting Transitions for Students with Special Education Needs Transition plans are required for all students K-12 with Special Education needs, (all students with an IEP). The transition plan is to be included in the IEP. It is to be reviewed regularly and at the same time as the IEP. The transition plan must capture a variety of settings and contexts. Parties involved in creating a transition plan include the student, parents/guardian, the educational institution (school supports) and relevant community agencies. Goals on the transition plan must be specific and address the unique strengths and needs of the student. A copy of the transition plan must be included in the student OSR.
Students diagnosed with Autism Spectrum Disorders must have transition plans that reflect the principles of Applied Behaviour Analysis (ABA) as per PPM 140.

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History: According to The Education Act (Education for All), School Boards are required to provide Specialized programs for all students identified as exceptional. The purpose is to provide equity in learning and access to the curriculum.

Roles and Responsibilities: Make recommendations as to the development, delivery and maintenance of Special Education Programs and participate in the annual review of the board's Special Education Plan.
Plays an active role in financial and budget planning regarding Special Education.

School board Obligations: Establishes SEAC. Makes decisions about recommendations from SEAC. Facilitate the functions of the committee. Respect the committee as well as Board/Ministry policies.

The SEAC of a school authority is composed of the following: One representative and one alternate from each of two local associations ;one trustee and one alternate ;up to two First Nations representatives – where there are First Nations representative(s) on the school authority; and two members at large and two alternates (who are not members of the board) – if there are no local associations.SEAC Membership (gov.on.ca)

Legislation: Full document can be found here: O. Reg. 464/97: SPECIAL EDUCATION ADVISORY COMMITTEES (ontario.ca)

Funding: The following is a document that outlines how funding is accessed for Special Education in Ontario: 2021-22 Education Funding: A Guide to the Special Education Grant (gov.on.ca)

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To uphold the Universal Declaration of Human Rights:
udhr_booklet_en_web.pdf (un.org)