A Special Education Program (plan of services) means an education program for an exceptional pupil
that is based on the results of continuous assessment and evaluation and which includes a plan containing specific objectives and recommendations for education services that meet the needs of the pupil. (Education Act Section 1, Definitions)
A Special Education Plan (SEP) should be considered when
a student is experiencing difficulties over an extended period of time and is not making progress even with the additional support that a teacher would typically employ in the classroom. When the classroom teacher or parent suspects that a Special Education Plan may be necessary for a student, he or she should approach the resource teacher for consultation. Initiation of a referral to the school-based team should occur if the teachers believe the extent of the difficulty warrants such intervention. It should be noted that planning and interventions for the student by both the classroom and resource teachers can occur even though an exceptionality has not been identified (or “diagnosed”) through formal assessment. However, it is expected that informal and/or formal assessment information be provided with a pupil’s referral to the resource teacher and/or
school-based student services team for consideration.
The flexibility and facility to begin planning and intervention immediately is consistent with the expectation that plans be dynamic and responsive to the student’s needs, strengths and circumstances. In other words, on-going monitoring and adjustments to the plan throughout a school year will occur in order to effectively enable the student to learn and achieve. Teachers are expected to continue implementing suitable interventions while awaiting special planning and services, should such be required. It should be noted that a Special Education Plan is an indication of exceptionality and applies to those students who may have an underlying behavioural, intellectual, communicational, perceptual/sensory, or physical condition that has resulted in a delay in educational functioning. On-going assessment and monitoring with the assistance of the team(s) will confirm or negate the presence of an exceptionality and the necessity of an on-going SEP. It is expected that all students with an SEP will be on a resource
teacher’s student list for monitoring, indirect, or direct service. read more here...
a student is experiencing difficulties over an extended period of time and is not making progress even with the additional support that a teacher would typically employ in the classroom. When the classroom teacher or parent suspects that a Special Education Plan may be necessary for a student, he or she should approach the resource teacher for consultation. Initiation of a referral to the school-based team should occur if the teachers believe the extent of the difficulty warrants such intervention. It should be noted that planning and interventions for the student by both the classroom and resource teachers can occur even though an exceptionality has not been identified (or “diagnosed”) through formal assessment. However, it is expected that informal and/or formal assessment information be provided with a pupil’s referral to the resource teacher and/or
school-based student services team for consideration.
The flexibility and facility to begin planning and intervention immediately is consistent with the expectation that plans be dynamic and responsive to the student’s needs, strengths and circumstances. In other words, on-going monitoring and adjustments to the plan throughout a school year will occur in order to effectively enable the student to learn and achieve. Teachers are expected to continue implementing suitable interventions while awaiting special planning and services, should such be required. It should be noted that a Special Education Plan is an indication of exceptionality and applies to those students who may have an underlying behavioural, intellectual, communicational, perceptual/sensory, or physical condition that has resulted in a delay in educational functioning. On-going assessment and monitoring with the assistance of the team(s) will confirm or negate the presence of an exceptionality and the necessity of an on-going SEP. It is expected that all students with an SEP will be on a resource
teacher’s student list for monitoring, indirect, or direct service. read more here...
A Special Education Plan, whether it includes planning for accommodation, modification or
individualization is a document that can, and has been called into evidence in a court. As such is the case,
school personnel including the principal, classroom or subject teacher(s), and resource teacher(s), need to
understand that they may be held accountable in such circumstances, for ensuring that serious efforts are
made at implementing the Special Education Plan as part of a collaborative process with students, parents
and others, and that the documentation meets provincial and district standards.
Superintendents and Directors of Education
The ultimate responsibility for ensuring that students with exceptionalities receive a quality education with
the supports and services they may require lies with the superintendent of a school district as indicated in
the Education Act.
Student Services Supervisor(s)
It is expected that the director of education of the school district will designate one or more of his or her
district staff to assume the responsibility for the district programs and services associated with students with
exceptionalities. The Student Services supervisor(s) are responsible for ensuring that planning procedures
and the documentation guidelines of the Special Education Plans are followed, including the tracking and
storage of SEPs.
District Student Services Team
It is also expected that districts have in place an effective district Student Services Team that meets on a
regular basis (suggested minimum of twice a month) to discuss issues regarding the programs and services
for students with exceptionalities. It is expected that this team would comprise those individuals at the
district level who have responsibility for some aspect of the delivery of programs and services to students
with exceptionalities. This should include the Student Services supervisor, district consultants, district
resource teachers, school psychologists, behaviour mentors, speech-language pathologists, other
supervisors, and others who have involvement with programs and services as needed. Each district will
choose the composition of the team, depending on local circumstances and needs. The key to the
effectiveness of this team is regular contact.
School Principals
The school principal has the ultimate responsibility in his or her school to see that the planning procedures
and documentation guidelines are followed. The principal is also responsible to see that an effective schoolbased Student Services Team is in place regardless of the school level, that is, elementary, middle or
high school.
School-based Student Services Team
The school-based Student Services Team should include a school administrator, resource teacher(s),
classroom teacher(s), guidance counsellor(s), and/or others that have responsibility in the school for the
programs and services for students with exceptionalities. As with the district team, it is expected that this
school-based team would meet on a regular basis (suggested once a week, but minimum twice a month)
and would keep the principal informed (if he or she is not present at meetings) of discussions and actions
in progress. When a Special Education Plan is developed, it will be the responsibility of one of the members
of the school-based Student Services Team to direct the planning process, to involve the parents, to monitor
the effectiveness of the programs that address the goals and outcomes of the plan, and to report on its
effectiveness. The school-based Student Services Team is also important in helping schools to develop
toward exemplary practice in inclusion and thus promote the planning, development, implementation and
monitoring of Special Education Plans for students that relate to all aspects of their school life.
Resource Teachers
The resource teacher is key to the process of the development and monitoring of a Special Education Plan.
He or she works within a school environment that supports the inclusion of students with exceptionalities.
Inclusive schools are those where all members accept their fair share of responsibility for all children,
including those with disabilities (Fuchs and Fuchs 1994). The processes of consultation, collaboration, and
co-teaching are recognized as essential for effective inclusion programs (Dettmer, Dyck and Thurston 1999,
40). The resource teacher operates within a model of collaborative consultation, where he or she plays a
role in assessment (informal, curriculum-based and some standardized), in co-planning and co-teaching,
and in the provision of resources for the classroom teacher to address the needs of an exceptional student.
Inclusion incorporates a continuum of services for students with exceptionalities, in which case the resource
teacher may serve students through monitoring, through indirect or through direct service, and with
continued consultation and collaboration with the classroom teacher and others involved in the student’s
program. If direct service is provided, it should NOT be for an extended time throughout the day, and should
be continually assessed and monitored, with the intention of including the student within the regular
classroom as soon as is feasible considering the needs of the student. The resource teacher is responsible
for the tracking and storage of Special Education Plans within his or her school.
individualization is a document that can, and has been called into evidence in a court. As such is the case,
school personnel including the principal, classroom or subject teacher(s), and resource teacher(s), need to
understand that they may be held accountable in such circumstances, for ensuring that serious efforts are
made at implementing the Special Education Plan as part of a collaborative process with students, parents
and others, and that the documentation meets provincial and district standards.
Superintendents and Directors of Education
The ultimate responsibility for ensuring that students with exceptionalities receive a quality education with
the supports and services they may require lies with the superintendent of a school district as indicated in
the Education Act.
Student Services Supervisor(s)
It is expected that the director of education of the school district will designate one or more of his or her
district staff to assume the responsibility for the district programs and services associated with students with
exceptionalities. The Student Services supervisor(s) are responsible for ensuring that planning procedures
and the documentation guidelines of the Special Education Plans are followed, including the tracking and
storage of SEPs.
District Student Services Team
It is also expected that districts have in place an effective district Student Services Team that meets on a
regular basis (suggested minimum of twice a month) to discuss issues regarding the programs and services
for students with exceptionalities. It is expected that this team would comprise those individuals at the
district level who have responsibility for some aspect of the delivery of programs and services to students
with exceptionalities. This should include the Student Services supervisor, district consultants, district
resource teachers, school psychologists, behaviour mentors, speech-language pathologists, other
supervisors, and others who have involvement with programs and services as needed. Each district will
choose the composition of the team, depending on local circumstances and needs. The key to the
effectiveness of this team is regular contact.
School Principals
The school principal has the ultimate responsibility in his or her school to see that the planning procedures
and documentation guidelines are followed. The principal is also responsible to see that an effective schoolbased Student Services Team is in place regardless of the school level, that is, elementary, middle or
high school.
School-based Student Services Team
The school-based Student Services Team should include a school administrator, resource teacher(s),
classroom teacher(s), guidance counsellor(s), and/or others that have responsibility in the school for the
programs and services for students with exceptionalities. As with the district team, it is expected that this
school-based team would meet on a regular basis (suggested once a week, but minimum twice a month)
and would keep the principal informed (if he or she is not present at meetings) of discussions and actions
in progress. When a Special Education Plan is developed, it will be the responsibility of one of the members
of the school-based Student Services Team to direct the planning process, to involve the parents, to monitor
the effectiveness of the programs that address the goals and outcomes of the plan, and to report on its
effectiveness. The school-based Student Services Team is also important in helping schools to develop
toward exemplary practice in inclusion and thus promote the planning, development, implementation and
monitoring of Special Education Plans for students that relate to all aspects of their school life.
Resource Teachers
The resource teacher is key to the process of the development and monitoring of a Special Education Plan.
He or she works within a school environment that supports the inclusion of students with exceptionalities.
Inclusive schools are those where all members accept their fair share of responsibility for all children,
including those with disabilities (Fuchs and Fuchs 1994). The processes of consultation, collaboration, and
co-teaching are recognized as essential for effective inclusion programs (Dettmer, Dyck and Thurston 1999,
40). The resource teacher operates within a model of collaborative consultation, where he or she plays a
role in assessment (informal, curriculum-based and some standardized), in co-planning and co-teaching,
and in the provision of resources for the classroom teacher to address the needs of an exceptional student.
Inclusion incorporates a continuum of services for students with exceptionalities, in which case the resource
teacher may serve students through monitoring, through indirect or through direct service, and with
continued consultation and collaboration with the classroom teacher and others involved in the student’s
program. If direct service is provided, it should NOT be for an extended time throughout the day, and should
be continually assessed and monitored, with the intention of including the student within the regular
classroom as soon as is feasible considering the needs of the student. The resource teacher is responsible
for the tracking and storage of Special Education Plans within his or her school.