LEARNING IN ONTARIO
Minister's Advisory Council on Special Education
Annual Report to the Minister for the Year 1996-97May 6, 1997 Honourable John Snobelen Re: Annual Report of the Minister's Advisory Council on Special EducationDear Mr. Snobelen: It is with considerable pleasure that I submit to you this report on the activities of your Advisory Council on Special Education during 1996/97. You will note that, despite our reduced meeting schedule and an almost completely new membership, your Council has had an active and productive year.
At its first meeting, on June 18 1996, the Council established three priority issues for the year. These were accountability, special education funding, and secondary school reform. These issues remain of critical importance to exceptional students and to your Council. As your Advisory Council, we believe it to be our role to document best practices as well as the concerns of the special education community and to recommend to you appropriate actions in response to this information. Best PracticesOn behalf of your Council, I would like to express our appreciation to you and the staff of the Ministry for maintaining this Council, and for your time and efforts on behalf of the Council. We believe that our meetings with you and your deputy, and our frequent meetings with senior managers in the Ministry have created mutual understanding and a valuable working relationship. We particularly appreciated your attendance at our November meeting and our frank discussion at that time. While we continue to believe that there should be a distinct organizational unit in the Ministry dedicated to special education, we also believe that the current placement of special education policy staff in the Policy Branch of the Ministry is the next best alternative. As you will read below, Council is very concerned about school board cuts to special education, especially cuts to support staff who enable many exceptional students to attend school and to benefit from school attendance. We note with approval that you have repeatedly and consistently informed school boards and the public that the monies for special education, included within the provincial grants to school boards, have been maintained at 1995 levels despite overall reductions in provincial grants. We also appreciate your repeated reminders to school boards of their obligations in law to provide special education programs and services to their exceptional students. In the following paragraphs, I highlight some of our most significant issues and recommendations in Council’s three priority areas and also with respect to school board amalgamation. AccountabilityThe Education Act makes school boards responsible for the provision of special education programs and services for the exceptional students of the board. Despite the fact that per pupil funding for special education has been maintained by the Ministry at 1995 levels, school boards across Ontario have been reacting to reductions in provincial funding by reducing the range of placement options for exceptional students and cutting back on the professional support services which these students need in order to attend school, to participate in class and to learn. We urge you, Minister, to inform school boards that expenditures on programs for exceptional students and professional support personnel are classroom expenditures which must be exempt from school board expenditure reductions. We also urge you to take meaningful and effective action to protect Ontario’s exceptional students from school boards’ continuing cuts to special education expenditures in their classrooms. We also believe that the cause of accountability will be well served through the release of the revisions to Regulation 305 and the Categories and Definitions of Exceptionality. The speedy release of these documents would be a positive sign of the government’s continuing interest in exceptional students. FundingThe way in which funds are distributed by the province to school boards has a significant effect on programs and services delivered by the boards. With greater provincial control over school funding, the province’s rationale for its distribution of funds to special education will become critically important to the provision of needed programs and services for exceptional students in our schools. Your Council’s advice is that funds provided in support of special education programs and services should be clearly identified and that school boards should be held accountable by the Ministry for the expenditure of these funds to ensure that needed programs and services are provided for our exceptional students. Secondary School ReformWhile it is appropriate for Ontario to be brought into line with other jurisdictions by reducing secondary education from five to four years and by increasing emphasis on curriculum standards, we hope that you will take special care to ensure that Ontario’s exceptional students do not become victims of Ontario’s drive for excellence. Some exceptional students will require more than four years to achieve the learning outcomes required for a secondary school diploma. Others will require program modifications, special learning materials, technical aids, human supports and/or adjustments to testing procedures. These are necessary accommodations and modifications to ensure equal opportunity for all students regardless of ability or disability. Very careful attention is required to ensure that provincial testing procedures and the provincial report card include our exceptional students while highlighting their abilities – not just their differences. School Board AmalgamationThere are concerns about the implications of Bill 104 for Special Education Advisory Committees. These committees are strong voices for special education and, in this last year, have frequently found themselves in opposition to school board cuts to special education programs and services in the classroom. There is grave concern that school boards will prevail in having the role of Special Education Advisory Committees downgraded or removed. As fiscal pressures continue to challenge special education programs and services, the role of the Special Education Advisory Committees becomes increasingly important. The Council and the special education community need your assurance, Minister, that our Special Education Advisory Committees will continue to play their crucial role in Ontario. These are just some of the more significant issues and concerns of the Council. Resolutions on many additional topics were submitted to you recently and are included with this report. I am delighted to have learned on April 29 that the Lieutenant Governor of Ontario has signed an Order in Council granting an additional three year term for your Advisory Council. I am certain that the Council will continue to provide you with valuable advice over the next three critical years for Ontario education. In closing, I would like to thank you, Minister, on behalf of all of the members of the Council for your attention to our exceptional students and for your support over the past year. Council members were very appreciative of the time you gave us at our November meeting, and we look forward to a further exchange with you, hopefully at our upcoming meeting on June 19. Yours sincerely, Lynn Ziraldo Minister's Advisory Council on Special Education |
Mandate and Structure of the Council |
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The Advisory Committee on Special Education was established in 1974 and has been renewed continually from that date, with a name change to the Minister’s Advisory Council on Special Education in 1986. The Council advises the Minister of Education and Training on any matter related to the establishment and provision of special education programs and services for exceptional students, including the identification and provision of early intervention programs for students with special needs. In particular, the Council:
In April 1996, a new Council was appointed for a one-year term ending March 31, 1997. In accordance with the recommendations of a 1994 sunset review, the basis of membership on the new council was changed. Instead of seats for specific organizations, the new Council has:
Members are appointed by the Minister from nominations received from over 80 organizations with an interest in special education. Each member is responsible for liaising with and representing the interests of all organizations in his or her constituency. The new Council was appointed for one year only pending the results of the Bob Wood Task Force on Agencies, Boards and Commissions. That Task Force recommended the continuation of the Minister’s Advisory Council on Special Education as an entirely volunteer body. Council’s budget were reduced and meetings cut back from 6 to 3 days per year. On April 29, the chair of the Council was advised that the Council has been renewed for an additional three year term from April 1997 to March :31, 2000, with a sunset review to occur during the final year. |
Activities of the Council in 1996/97 |
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The Council held meetings on June 18 and November 20, 1996 and on February 20, 1997. The June 18 meeting was devoted largely to orientation for the new members. At that meeting the Council decided that its three priorities for the year would be special education funding, accountability and secondary school reform. Following the June 18 meeting, two sub-committees were formed, one on special education funding and the other on secondary school reform. The report of the special education funding sub-committee was submitted to the Minister on October 7, 1997 for consideration in the Ministry’s Meeting Students’ Needs consultation. Council’s letter of transmittal highlighted three key conclusions:
The report of the Secondary School Reform sub-committee was discussed by Council at its November 29 meeting with the Minister’s Parliamentary Assistant, Toni Skarica, present. Following the adoption of the report by the Council, it was submitted to the Minister for consideration in the Ministry’s Secondary School Reform consultation. At its November 20 meeting the Council addressed a number of issues including accountability. An accountability sub-group considered and made recommendations (later endorsed by the full Council) concerning possible future revisions to Regulation 306 and criteria for the biennial school board reports to the Minister on special education programs and services. We understand the Ministry has acted on Council’s recommendations concerning the biennial reports and is requesting information from school boards on their parent guides, the range of placements offered and professional support services provided. (NOTE: In addition to the biennial reports, school boards are required by Regulation 306 to maintain a special education plan for programs and services for exceptional students, and to submit annually to the Minister, any amendments to their special education plan.) The Minister of Education and Training joined the Council at its November meeting for an exchange of views on special education issues. Members of the Council were reassured and pleased to hear from the Minister of his personal commitment to exceptional students and his appreciation for the role of his Advisory Council on Special Education. Deputy Minister, Veronica Lacy, attended the February 20 meeting of the Council and reinforced the Minister’s commitment both to exceptional students and for the role of the Council. At its meeting on February 20, 1997, the Council considered issues including provincial report cards, provincial testing, transition to work, and (again) interministerial coordination. Following the meeting, with the aid of mail and FAX communication, Council refined a set of 23 resolutions on these and other issues. These resolutions (appended to this report) were submitted to the Minister on April 1 for his consideration. During the year, members of Council have participated as Council representatives in numerous Ministry consultations.
Between Council meetings, the Chair (Lynn Ziraldo), and other members have met frequently with ministry officials to pursue issues of concern to the Council In anticipation of its continuation beyond March 13, 1997, the Council has made arrangements to hold its next meeting on June 19, 1997. The Minister has been invited to attend. |
Issues in Special Education |
Following its reorganization in the Spring of 1996, the Council adopted a new mechanism for bringing forward best practices and concerns from all organizations with an interest in exceptional children (not just those organizations which have members sitting at the Council table). This process has grown in its use and effectiveness throughout the year. A copy of the form used by the Coucncil to collect this information is appended.
Self-evaluation
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In keeping with the government’s emphasis on quality, efficiency and effectiveness, the Council has instituted a self-evaluation feedback process focussing on strengths, weaknesses, threats and opportunities (SWOT). A copy of the form used to collect this information is appended. While this analysis is intended primarily for internal communication among Council members for ongoing quality improvement, we have also provided results of this feedback regularly to Ministry staff. Minister's Advisory Council on
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| Exceptionality/ Community of Interest Represented |
Members |
|---|---|
| Exceptionalities: | |
| Emotional / Behaviour Disorder
Pervasive Developmental Disorder Deaf & Hard of Hearing Learning Disabilities, All Exceptionalities, Chair Gifted Developmental Disability, Vice Chair Blind & Low Vision Physical Disability Multiple Exceptionalities, Catholic Community |
James Arthur Kristen Spring Jim Roots Lynn Ziraldo (Chair) Joanne Lee Louise Bailey (Vice Chair) Beverley Ginou Derryn Gill Karen Balind (resigned) |
| Educator Groups | |
| Trustees Supervisory Officers, French Language Community Principals Teachers, French Language Community Educational Assistants |
John Hendry Jean-Louis Schryburt Terry Geddes Suzan Garlock Jeanne Robinson |
| Professional Support | |
| Medical Psychologists Social Workers Speech and Language Pathologists |
William Mahoney Janice Prock John Wilhelm Susan Bassili |
| Non-voting | |
| Ministry of Community and Social
Services Ministry of Health |
Joan Belford Jean McCartney or Anna Burwash |
Minister's Advisory Council on Special Education: Subcommittees |
| Special Education Funding: | Interministerial Coordination: |
| John Hendry (Chair) Terry Geddes Jim Roots Joanne Lee Lynn Ziraldo |
James Arthur (Chair) Janice Prock Susan Bassili Derryn Gill William Mahoney John Wilhelm Carol Appathurai (MCSS) Anna Burwash (MOH) Tracy Odell (MET) |
| Secondary School Reform: | Transitions |
| Susan Garlock (Chair) Terry Geddes Bill Mahoney Louise Bailey Derryn Gill Joanne Lee John Wilhelm Lynn Ziraldo |
Louise Bailey (Chair) Jim Roots Jean-Louis Schryburt Jeanne Robinson Kristen Spring |
Resolutions resulting from the February 20 meeting of the Minister's Advisory Council on Special Education |
Provincial Testing and Report Cards Sub-Group |
Provincial Report Card |
| 97.1.1 | That Council have input into the secondary school report card to be developed next year. |
| 97.1.2 | That either a student’s Individual Education Plan (IEP) be attached to the report card or a sign-off on the report card indicate that the parent has seen the IEP. |
| 97.1.3 | That the Student Self-assessment/Conference form be mandated for use across Ontario in grades 1 to 12. |
EQAO | |
| 97.1.4 | That Council work with EQAO around the issue of accommodations and exemptions for exceptional students. |
Transitions Sub-Group |
| 97.1.5 | That Council establish a sub-committee which focuses on ways that exceptional students can gain meaningful employment. |
| 97.1.6 | That there be a basic requirement that Ministry funded projects for transition to work, co-operative education, etc., include a component for the participation of exceptional students. |
| 97.1.7 | That Council in co-operation with the Ministry seek out role models and success stories of exceptional students who have made a successful transition from school to work. |
Interagency Co-ordination / Health and Psychosocial Supports |
| 97.1.8 | That the school be the "hub" of service delivery and that it be recognized as the appropriate and desirable setting for programs and services for compulsory school age children. |
| 97.1.9 | That there be separate line items in the basic, per pupil grant for professional support staff and para-professional support staff. |
| 97.1.10 | That there be a designated allocation in the line item for professional support staff and that the allocation at least maintain present levels of service. |
| 97.1.11 | That role descriptions for service delivery be developed in line with professional, para-professional and teaching staff qualifications. |
Ontario Secondary Schools |
Accommodations for Exceptional Students | |
| 97.1.12 | That provisions for accommodations/modifications for exceptional students be articulated in clear, well defined and absolute terms throughout the Ontario Secondary School policy document. |
| 97.1.13 | That the Minister’s Advisory Council on Special Education be invited to participate fully in the development of the Ontario Student Transcript policy. |
| 97.1.14 | That the policy include an appeal process to waive full disclosure. |
Teacher EducationThe Minister’s Advisory Council on Special Education recognizes that staff education is a critical element to the implementation of the Ontario Secondary School policy document. | |
| 97.1.15 | That a collaborative training program be implemented for all secondary school staff in this province. A focus on accommodations/modifications for exceptional pupils in a range of programs and services must be included in this program. All secondary school teachers must participate in this program. |
Provincial TestingThe Minister’s Advisory Council on Special Education recognizes the potential impact of provincial testing for exceptional students in the province. | |
| 97.1.16 | That the special education community be adequately and actively involved in the establishment and implementation of provincial testing policies for secondary school students in this province. |
| 97.1.17 | That provincial testing policies include well-defined provisions for accommodations/modifications for exceptional students. |
Co-operative Education/Work Experience | |
| 97.1.18 | That Co-operative Education/Work Experience be expanded to provide all students of this province with the opportunity to experience the workplace firsthand. All experiences in this program should be for credit attainment. The policy must ensure that adequate support be provided for exceptional students participating in this program. |
Community PartnershipsThe Minister’s Advisory Council on Special Education recognizes that the development of key partnerships is vital to the implementation of the Ontario Secondary School policy. | |
| 97.1.19 | That the Minister’s Advisory Council on Special Education be involved in the development of the framework for building partnerships among various organizations. This would ensure that the needs of exceptional students will be considered. |
Implementation | |
| 97.1.20 | Considering the breadth and scope of restructuring initiatives within the MET, that time lines regarding the implementation of Ontario Secondary Schools policy be readjusted. |
General |
| 97.1.21 | That Advisory Council supports the existence and the vital role of school board SEACs and recommends that SEAC’s role be affirmed and that the Ministry of Education and Training and the school boards ensure that school councils will be made aware of SEAC and special education issues on an on-going basis. |
| 97.1.22 | That the Ministry release the revised Categories and Definitions and amend Regulation 305 as soon as possible, and that Council have further input before they are finalized. |
| 97.1.23 | That appropriate training in special education and working with exceptional children be made available to all staff in schools. |
Minister's Advisory Council on Special EducationCommunication: Collaborating with the CommunitySUBMITTED BY: ______________________________________ |
| BEST PRACTICES/ WHAT’S WORKING WELL IN SPECIAL EDUCATION |
CHALLENGES/ISSUES |
Minister's Advisory Council on Special Education
SWOT Analysis Meeting
| STRENGTHS |
WEAKNESSES |
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| OPPORTUNITIES |
THREATS |
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