Inclusive Education Policy

Supporting Students with Disabilities or Diverse Abilities

We believe that all students should have equitable access to learning, opportunities for achievement, and the pursuit of excellence in all aspects of their educational programs. Inclusive Education programs and services enable students with disabilities or diverse abilities to have equitable access to learning and opportunities to pursue and achieve the goals of their educational programs.

As part of the application process for Pathways Academy’s Inclusive Education Program, the school will conduct a screening to determine if the school is able to provide the specialized services that the student requires. Pathways Academy reserves the right to decline applications for students that the school cannot support. If your child's learning needs change or increase after enrollment, Pathways Academy may not have the resources to support your child. In this case, Pathways Academy reserves the right to refer your child to another school.

Definitions and Responsibilities
Learning Support Student	Definition: A student with characteristics that make it necessary to provide them with resources different from those that are needed by most students. Learning Support needs are identified during assessment of a student; they are the basis for determining an appropriate educational program (including necessary resources) for that student.
Individual Education Plan (IEP)	Definition: A documented plan developed for a student with diverse abilities that describes individualized goals, accommodations (supplementary or replacement curriculum), the services to be provided, and includes measures for tracking achievement.
Parent	Definition: In the wording of the School Act, the term ‘parent’ "...means, in respect of a student or of a child registered under section 13, a) the guardian of the person of the student or child; b) the person legally entitled to custody of the student or child; or c) the person who usually has the care and control of the student or child." Responsibilities: The parent must maintain regular contact with their teacher about their child’s program using an agreed upon weekly contact method. The parent will give a short account of learning progress, struggles and significant events of the week. The parent will work with the teacher to collect work samples, photographs, activity records and tests that will be reviewed at the end of each term. The parent will be responsible for transporting the student to, and supporting the student with, therapies (e.g. Speech Language Therapy, Occupational Therapy, Physiotherapy, etc.), classes and community recreation programs.
Pathways Teacher	Definition: The person who provides teaching services and provides a supportive role in the education of a Learning Support Student. They are responsible to the parents and to the student. Responsibilities: The teacher is responsible for supervising and supporting learning and for monitoring the student’s progress. The Pathways teacher provides additional support, including supporting the family with the implementation of the Individualized Education Plan (IEP).
Learning Support Manager	Definition: The parent’s primary contact at the school regarding learning support services. They coordinate learning support services for students with disabilities and diverse abilities. Responsibilities: The Learning Support Manager will collaborate with the parents to develop an Individualized Education Plan (IEP) and will apply for Inclusive Education funding (if applicable), recommend community resources and support services, and refer the student to professionals for specialized assessments. In addition, the Learning Support Manager will also monitor progress, create a budget for funding, and approve equipment, therapy, programs, and resource purchases.
Learning Support Coordinator	The Learning Support Coordinator works under the direction of the Learning Support Manager to fulfill the responsibilities of the Learning Support Manager.
Accommodation	Definition: Supplementary Curriculum (adaptation) or Replacement Curriculum (modification)
Supplementary Curriculum (Adaptation)	Definition: Used to accommodate a student’s individual needs. Adaptations can include access to a computer for written assignments, alternatives to written assignments to demonstrate knowledge and understanding, extended time, and working on a provincial learning outcome from a lower grade level. See the flowchart from the Ministry of Education for more information.
Replacement Curriculum (Modification)	Definition: Used when a student is unable to access the curriculum and is unable to access the Learning Standards set by the Ministry. Decisions about modifications should be subject specific or course specific whenever possible and should be reviewed on a regular basis. The decision to provide modifications in Grade 10 will result in students earning a School Completion Certification, rather than receiving a Dogwood Diploma. See the flowchart from the Ministry of Education for more information.

Our Inclusive Education Program

An Individual Education Plan (IEP) is a documented plan developed in consultation with the family and support professionals every year. The IEP describes individualized goals, curriculum adaptations or modifications, the services to be provided, and guidelines for tracking achievement. Goals set out in the IEP should be measurable, and learning is evaluated based on the outcomes established in the IEP. The IEP also includes the present levels of educational performance of the student, the names of those who will be providing the educational and support services, and long-range goals.

Some of our students require extra services and we apply to the Ministry of Education to receive inclusive education funding to meet these needs. Although money is received based on individual student funding applications, the Ministry of Education intends that these funds are used to develop programs and services for all students with disabilities or diverse abilities. We structure our inclusive education budget to provide the maximum support possible to the individual student but to also provide services to students who require educational support and do not receive additional funding. Educational support can include testing, one-to-one support from a Learning Support Specialist, or resources. Resources can include computer hardware and software, physical aids, or recommendations from therapists and services providers that will determine what type of intervention is the most appropriate.

Funding is received based on individual student applications, but we use these funds to develop programs and services for all students enrolled in our program. Every year we will develop a learning plan, which considers your child’s needs and the types of requests made for spending, and balances it with the needs of other students.

Inclusive Education Funding

Pathways can apply for Inclusive Education funding to support enrolled students with professionally diagnosed, specific needs that fit the funding criteria for “Low Incidence,” as defined by the Ministry for Education. These include the following students:

Level 1	Level 2	Level 3
Physically dependent Deaf/Blind	Moderate to profound intellectual disability Chronic health conditions including nervous system impairments, musculoskeletal conditions or chronic health impairments that seriously impact student’s education and achievement Visually impaired Deaf/hearing impaired Autistic	Intensive behavior intervention Serious mental illness

Learning Support

All students requiring learning support will undergo a screening to determine the nature of the student’s struggle. This screening will help the Learning Support Manager determine the most appropriate intervention or support. Once the screening assessment has been put in place, a specialized program will be created to meet the individual student need. The Learning Support Manager will monitor progress and determine if the establishment of an official IEP is appropriate.

Significant Details

Purchases can only be made with the approval of the Learning Support Manager.
Funds will not be used to reimburse parents for any purchases

Online Learning Considerations

Pathways adheres to the policy set out by the BC Ministry of Education in the Inclusive Education Services: A Manual of Policies, Procedures and Guidelines. As such, for funding purposes only, online learning students in Grades K-7 may enroll with only one board of education. However, the enrolling school district may make its own arrangements in providing students with access to support services to meet student needs.

Online learning students in Grades 8-12 may enroll in more than one board. When an online learning student in Grades 8-12 who needs learning support is enrolled with more than one board, the Ministry will fund a single board. The board that identifies itself as responsible for a student’s learning support is responsible for the student’s Individual Education Plan (IEP). All boards where a student is enrolled must be consulted by the one holding responsibility for the student’s IEP regarding services and meeting IEP requirements.

Ministry of Education guidelines found in Inclusive Education Services: A Manual of Policies, Procedures and Guidelines, which contain requirements for assessment and provision of services for students with disabilities or diverse abilities, must be followed.

The online learning program provided for a student with disabilities or diverse abilities must comply with the provincial learning goals of the British Columbia K-12 curriculum or the goals in a student's IEP.

School boards are responsible for ensuring that appropriate technical support is available.

A board must have a policy that addresses roles and responsibilities, including custodial care, for a student engaged in online learning. Boards of education providing online learning are not responsible for custodial care, personal care, or behavior management for a student taking online learning while the student is at home.

Online learning students whose primary educational setting is at home may have the option, according to school policy, of participating in a school setting and receiving school-based support as the need arises. The online learning school or program must provide equitable access to school-based support services. Support may include learning assistance services, counseling, school psychology services, speech-language pathology, and physiotherapy/occupational therapy.

If services are arranged by more than one board of education, a written agreement must be in place and be held by the board of education that receives the funding. The written agreement must identify the roles and responsibilities of each party. Planning such services must be part of the IEP development, and the parents must be consulted. Service providers must be under the supervision of a qualified teacher or principal.

Documentation must be kept on file recording the frequency and duration of the student’s program and support services.

British Columbia School Completion Certificate

The British Columbia School Completion Certificate or “Evergreen” will be awarded to a student who:

has an Individual Education Plan (IEP), and
is enrolled in a program that is not designed to meet the BC Dogwood graduation requirements, and
meets the learning outcomes contained in their IEP, if that IEP contains all of the learning outcomes of their educational program, or
has successfully completed the student’s education program, if the student’s IEP does not contain all the learning outcomes of the student’s education program.