Special Needs

Being a parent of a child with special needs adds a complexity to daily life that most other families can only imagine. When it comes to schooling, it often means that there are a number of additional steps to take, and frequent meetings with the teacher, with educators and the principal are a must.

This section provides you with helpful tips and advice to help you through these steps and accompany your child on his or her school adventure. In addition to these documents, each school board has its own framework for organizing services for students with special needs. For more information, please visit your school board’s website.

What do we mean by ‘child with special needs’? Typically, most government and school board documentation will use the term “student with handicaps, social maladjustments or learning difficulties” (EHDAA). In order to make the text below easier to read, we have shortened the terminology accordingly.

Services available

to your child

Depending on your child’s needs, the principal and the special needs services of the school board will discuss with you all of the options available to maintain or integrate your child into a regular or a specialized classroom. Please note that these services vary from school board to school board, so it is always best to be in close contact with your child’s principal.

Integration Into A Regular Class
After the assessment, your child may be placed in a regular class. In that case, the school board will enroll your child in a regular class, with or without assistance or other services

Assistance Services
Assistance services are provided by a special education technician or an attendant for handicapped students. These services vary depending on the student’s needs, the time of day and the location. For example, the technician or attendant could:

shadow your child
work with your child in a full- or part-time basis
provide in-class support only
assist your child outside the classroom, during lunch, recess, etc.
accompany your child on field trips
help your child with hygiene care

Complementary Educational Services
Complementary educational services are provided by professionals such as psychologists, special education teachers, speech language assistants, special education technicians, etc. These services may be provided by the school or by outside organizations. All these professionals can offer support services such as intervention, attendant care, evaluation and counselling. The services offered are based on your child’s needs and abilities, as specified in his or her individualized education plan.

Special Classes
Depending on the way services for students with handicaps, social maladjustments or learning difficulties are organized in your school board, different types of special classes may be set up to meet the most common needs. These classes generally offer a lower student- teacher ratio (fewer students per class) and adapted teaching methods to meet the different needs of each student. To find out more about special classes, contact the special education services of your school board or read the school board’s policy on the subject.

Inter-Board Agreements
If your school board does not have the room or the resources to meet a child’s needs, it can enter into an agreement with another school board that offers special needs services. Generally, when a child must attend school outside of the school board’s territory, transportation is provided by the school board.
School Daycare Services
All elementary school children, from kindergarten to grade 6, residing in the territory of a school board can attend their school’s daycare, provided their school offers such services. Qualified individuals create a stimulating and enriching environment for students before and after school, during lunch and on pedagogical days. Children thus receive quality services in an appropriate environment

Information and communications technologies

Prior to 2011-2012, parents whose children’s special needs limited their learning activities at home had to apply to Aide financière aux études to obtain the technological resources and materials needed for their children to do schoolwork at home. That is no longer the case.

That assistance is now available from school boards directly, part of the Improved Access to Information and Communication Technologies program. The Ministère de l’Éducation, has produced a help pamphlet outlining the changes to the program, the eligibility criteria involved, and how to apply.

Access to information and communications technologies for students with handicaps, social maladjustments or learning difficulties

What are the advantages of harmonizing these two MELS measures

Provides a one-stop service outlet for students in the public school system, thus reducing the number of steps that students and their parents have to take.
Relieves parents of the costs of having their children evaluated in the private sector, if necessary.
Provides greater continuity in responding to students’ special needs, ensuring that they are met at school and at home.
Confirms the central role of the individualized education plan in identifying a student’s special needs in the classroom and at home.

Note that in order to get a computer for your child, you do not have to pay to have an external assessment done.

For more information

DYP and kids in scvhool

Entente multisectorielle feuillet complementaire eng

Handicape codes- Organization of Services

TEVA guide 2018 EN

19-7053 phasesplan eng

One pager TSAL

Here are some reference documents in link with needs of Handicapped Student and Student with Special Maladjustments or Learning Disabilities (HSSSMLD).

Individual Education Program IEP

Staying on top of your child’s IEPYour involvement in the IEP process does not cease once your kid has a plan in place for special education services. In fact, the IEP’s actual work is only getting started. Here are five methods to remain on top of your child’s IEP and ensure he or she is receiving the necessary help.
1. Maintain your involvement and awareness.
Managing the IEP is a collaborative endeavour. You’ll want to collaborate with the school and your child’s teacher to stay on top of your child’s plan. It is easier to ensure that your child’s support and services are effective when you are more involved. Ensure that all components of your child’s IEP are communicated to the instructors. And that the IEP is being used correctly. For example, the goals set in the IEP will be used to assess your child’s progress. Knowing what these goals are (and that they are SMART) allows you to keep track of how much your child is improving. Every year, the team will create new goals to meet your child’s changing needs. It may appear like your child’s progress has stagnated at times. You might also notice a drop in grades in one or more subjects. You have the option of meeting with the IEP team to discuss your concerns and questions. Keep in touch with the teacher so that she can give specifics about what’s going on in the classroom.
1. Be ready to speak up if necessary.
The more you know about your child’s IEP, the easier it will be to manage it. Write down any questions you have about how the IEP works. It has the potential to make your meetings more effective. As an example: Is extracurricular activity covered by the IEP? How are IEP objectives reinforced during the summer? Sometimes a child’s IEP must be revised. You might want to bring up an issue that isn’t working.
1. Put together an IEP binder.
When your child has an IEP, there is a lot of paperwork to keep care of. First and foremost, there is the plan itself. Other documents, such as evaluation findings and report cards, should be kept on hand for when you meet with the team. Make an IEP binder to reduce stress. It’s an excellent tool for keeping everything in one place and organized. You won’t have to hustle to find something crucial during an IEP meeting or at any other time.
1. Learn how to handle IEP disagreements.
It’s probable that you’ll dispute with the school at some point regarding your child’s IEP or specific support. Cutting or refusing services, for example, can cause conflict. There are a few options for resolving disagreements.
- Informal negotiation. This means working directly with the school to come to an agreement.
- Mediation. This involves an outside professional who helps you and the school settle a dispute.
- Student Ombudsman. A formal way to resolve disputes. But it’s only for disagreements that have to do with rights to special education. This process can take a while, and it should only be used as a last resort.
1. Become an effective advocate for your child.
Having an impact on your child’s IEP requires you to be a strong advocate. Some parents find it difficult to do so. There are, however, ways to develop those skills and be a voice for your child when necessary.

The difference between IEP meetings and parent-teacher meetings

If your child has an IEP, it can be confusing to have both an IEP meeting and a parent-teacher meeting. It may feel like both cover the same ground.

But the reasons for each meeting aren’t the same. The people who come to the meeting are different. And the conversations focus on different aspects of your child’s education. Here are the differences between IEP meetings and parent-teacher meetings.

	IEP meeting	Parent-teacher meeting
The purpose	To review, revise, and update your child’s IEP.	To discuss your child’s academic and social progress in school.
How long	It depends on what’s being discussed. A meeting can be 30 minutes, or it can last an hour or more.	Schools typically schedule 10 to 20 minutes for parent-teacher meetings.
Which students	Students with IEPs, or students being evaluated for special education.	All students.
Who attends	Your child’s general education teacher(s) A special education teacher or case manager Someone from student services Other service providers who work with your child A professional who can interpret evaluation results (if there are evaluations to discuss) Your child, depending on age and whether you want your child to attend. Together, this is the IEP team.	You and your child’s teacher will attend the parent-teacher meeting. A second teacher or administrator may also be there. Some schools are also moving toward student-led meetings. So your child might attend with you. Depending on what’s being discussed, your child might attend all or part of the meeting.
When they happen	Provincial law requires schools to hold annual IEP meetings. But you can request an IEP meeting at any time. The special education teacher or IEP case manager can also ask for one. These meetings continue for as long as your child has an IEP.	Typically, schools offer one parent-teacher meeting in the fall and another in the spring. In some schools, it’s held at the same time as an IEP meeting for students with IEPs. However, you can ask for a meeting with the teacher at any time. It’s important to do this if you have concerns about your child, or if you need to talk through any specific issues. Parent-teacher meetings occur until the end of high school.
What’s discussed	It depends on the purpose of the IEP meeting. For example, if your child isn’t making progress toward IEP goals as expected, you’ll talk about why. You’ll also talk about what needs to be changed. If your child has recently been evaluated, the team will talk about the results and recommendations. At the annual IEP meeting, the team will talk about how much progress your child made over the last year. You’ll also discuss how IEP goals, services, and supports should be adjusted for next year.	Many parent-teacher meetings follow a set agenda. The teacher provides basic information about test scores and shares work samples. Then, the teacher talks through observations about your child’s academics and social life with peers. It can be helpful to use a parent-teacher worksheet to make sure you cover any questions you may have. You can even email your concerns ahead of time. This is important since time may be limited.

Knowing the difference between an IEP meeting and a parent-teacher meeting can help you make the most of both meetings.

Here are five things you should do before an IEP meeting

The key to being a successful, confident advocate in your child’s IEP sessions is preparation.

Here are five things you should do before an IEP meeting.

Gather and examine your records.

Take out any official documents you have copies of, such as your child’s current IEP, recent progress reports, and report cards. Collect samples of your child’s homework, tests, and teacher notes. Make your own notes and observations as well. (An IEP binder is a handy method to collect all this information in one spot.)

When you’ve gathered everything, search for areas that want attention. Where is your child progressing or struggling? What resources and services are (or are not) beneficial? Is there anything fresh to report?

Invite visitors and supporters.

If you believe you will require assistance at the meeting, request someone to accompany you. This might be a family member or friend, a professional who works with your child, or an advocate. Explain how you believe they can assist you.

You may wish to meet with them before the meeting to discuss your issues, obtain their perspective, and prepare your approach. If your child is attending an IEP meeting, be sure to prepare them as well.

Plan your questions and suggestions.

You may have a lot on your mind after reading your records and speaking with your child, family, or invited guests. Making a short list of the points you wish to make during the meeting might be beneficial. Consider the fundamentals: your worries, questions, and ideas. During the meeting, you might refer to this list.

Inform the school about your visitors and requests.

Inform the IEP team leader of any visitors you want to bring to the meeting. Give their names and explain how they are related to you and your kid. If you or any of your visitors require special accommodations, such as videoconferencing or a translator, please notify the team leader in advance.

Unwind and think about your child.

Once you’ve prepared everything for the meeting, try to unwind and concentrate on your child’s skills, interests, and problems. Pay attention to what your youngster has to say about school and learning. Remember that you are the only one on the IEP team who knows and understands your child. That frame of mind will allow you to approach the IEP meeting with power and confidence.

5 Things You Should Do During an IEP Meeting

Discuss your child.

No one on the IEP team is as familiar with your child as you are. Share your thoughts about your child’s personality, challenges, and strengths. You are not required to limit your remarks to academics. Discuss your child’s performance on sports teams and other extracurricular activities. This provides the team with further information about your child’s strengths and interests.

Maintain an open mind.

If someone brings up an issue or solution that you are unsure about, listen to them out. Sometimes obstacles arise at school that you do not encounter at home. After all, school is a unique setting with its own set of rules and objectives. You can create the best plan for your child if you work together.

Make inquiries.

Laws and programs governing special education are complex. Even if you’re well prepared, new terminology may be introduced at an IEP meeting. When this occurs, request an explanation. You have the right to be informed about every aspect and choice. You can also request that someone take notes during the meeting ahead of time. Then, at the end of the meeting, request a copy of the notes.

Concentrate on the end result.

Verify that the staff is aware of your expectations and goals for your child. This puts everyone on the same page while you work on a plan together. Inquire about the team’s proposals. You can also make changes. Share your concerns if you’re not sure how something supports your child’s objectives.

Advocate for your child’s — and your own — rights.

For example, if you are told that the school would not cover specific services, request to see a copy of the section of the Education Act that supports that claim. If you are hesitant about the IEP draft, do not feel obligated to sign it. You have the right to take the IEP draft home and think about it. Be polite yet firm.

Advocating for your Child in School.

Here are eight strategies for advocating for your child in school.

Recognize what it means to advocate.

You may believe that in order to advocate for your child, you must be confident and knowledgeable. However, “advocating” just implies speaking up about the issues at hand.

You can also express yourself in a style that is comfortable for you. You don’t have to be loud or speak in front of a large crowd. You can advocate quietly and with a single individual, such as your child’s teacher.

Understand that it is acceptable to speak up.

You may not consider it your responsibility to be involved in your child’s education. It may even appear to be going too far. However, if you are concerned, you should speak out. It is not impolite to express your worries. Teachers want their students to succeed. They understand that families have a wealth of knowledge to contribute.

Make a list of your ideas.

It is beneficial to write down what you intend to discuss. If you need assistance, you can use this parent-teacher conference worksheet to organize your thoughts and outline what you want to discuss.

Some people think more clearly when they speak. If this describes you, consider capturing your thoughts on a smartphone. Alternatively, speak with a friend or family member who can take notes. Knowing what you want to say ahead of time can help make the conversation go more smoothly.

Begin by talking to someone you trust.

Start the topic with your child’s teacher if you have a good relationship with them. Send an email, a message, a text, or make a phone call to find out when the best time to talk is.

If talking to the teacher makes you uncomfortable, find someone else you trust to help you think through your options. This could be an administrator, a professional or a librarian. You can also talk to another parent who has gone through a similar experience. Remember that other parents may have had an emotional or traumatic experience as well.

Remember that speaking up with someone you trust is preferable to not speaking up at all. It will also make you feel more confidence when speaking with the teacher or other school personnel.

Ask as many questions as necessary.

You can begin by inquiring about what is going on at school. Inquire about what children this age are learning and whether your child is learning as quickly as other children.

If you have specific concerns, ask about them. For example, you could say, “My child appears to be struggling with math.” He tears and says he’s stupid if he has math homework. Is that common?” You may also state, “I’m concerned that my child’s reading takes too long and that she doesn’t recognize simple words.” Do you see it as well?”

Don’t be afraid to express your emotions — but do so in a respectful manner.

Speaking up for your child is an emotional experience. It’s difficult to express your concerns, especially in front of strangers. It is acceptable to become emotional. It’s even acceptable to cry.

But try not to take things personally or to lash out. When others are feeling attacked, it makes it more difficult for them to assist you. Even if you don’t always agree with each other, most teachers and school staff are doing their best and want to help.

Inquire about more assistance for your child.

Learn what to do if your child is falling behind in school. Don’t be scared to inquire about available assistance. You can also request a free school evaluation to have a better understanding of your child’s abilities and requirements. The results will be used to determine what kind of support and assistance your child requires at school.

Any requests should be made in writing. Make copies of these and keep a communication diary to detail who you spoke with and when.

Continue to speak up.

Advocating for your child is a continuous process. You’ll most likely have to keep doing it. It’s a good idea to figure out how frequently you should contact your child’s teacher. PPO meetings, for example, can provide insight into what’s going on in the school and can help you learn about additional resources that may benefit your child.