Workbook final

the right to an appropriate education (the right of every individual to have their unique learning needs

responded to on an individual basis),

the right to quality education taught by licensed qualified teachers,

the right to inclusive education (Inclusive education embodies beliefs, attitudes, and values that promote

the basic right of all students to receive appropriate and quality educational programming and services in

the company of their peers; the goal of inclusive schooling is membership, participation and learning of all

students; support services should be coordinated within the neighbourhood school),

teachers' responsibility (to teach all students), parental involvement (duty to support the child), student

involvement,

individual programme plan and accountability (IPP, is developed in consideration of the student's strengths

and challenges; its outcome form the basis for the evaluation of student progress; component to measure

school success) and collaboration.

Section 1, called Students Services and Supports: Meanwhile the Students Services division of the Department

of Education is responsible for setting the direction and establishing the vision, goals, policy and action plans for

special education programming and services, the school boards provide the programmes and services necessary

to meet the needs of students within their jurisdictions. Section 1 provides for the establishment of provincial

policies and guidelines, school building access (all new schools and major renovation have to respect

accessibility for all according to a Design Requirement Manual of 2007, school boards need to come up with

short- and long-term plans, a funding formula exists), special education grant (from the Department to assist

with the costs with programming and services for students with special needs, only for assessed

“exceptionalities”), provincial review and monitoring, appropriate education, administrative responsibilities, as

well as establishment of school board policy, procedures and appeal process.

Section 2, called Programming, outlines what is needed to achieve an inclusive school and focuses on.

the use of resources for appropriate programming for students with special needs by school boards,

programme process planning (from identification, assessment, programme planning and evaluation of

students with special needs) and teams (to develop, implement and monitor programming), both by school

boards,

assessment and the involvement of parents,

appropriate assessments by qualified personnel,

individual programme plans (an IPP based on the student's strengths and challenges, will be developed and

implemented for every student for whom the provincial curriculum outcomes are not applicable and/or

attainable; responsibility of school districts to establish guidelines hereon),

transition planning, evaluation of programmes, access to school records.

Section 3, called Partnerships, includes parents’ rights, programme-planning collaboration, school board

collaboration, provincial and interdepartmental/interagency collaboration.