Ascend OnlineSPECIAL EDUCATION

parent guidebook & manual

2 016 - 2 017

!!

WHAT’S'INSIDE'

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•  INTRODUCTION'

•  LIVING'And'LEARNING'OUR'FAITH'

'ASCEND'VISION'

'ASCEND'MISSION'

•  SPECIAL'EDUCATION'EXPLAINED'

•  IDENTIFICATION'AND'ASSESSMENT'

•  SPECIAL'FUNDING'

•  LEARNING'SERVICES'

•  ROLE'OF'PARENTS'

•  ROLE'OF'SPECIAL'EDUCATION'

TEACHER'

•  ROLE'OF'EDUCATION'ASSISTANT'

'IMPORTANT'REMINDERS'

•  ROLE'OF'PROFESSIONALS'

•  INDIVIDUAL'EDUCATION'PLAN'

•  ADAPTIVE'VERSUS'MODIFIED'

PROGRAM'

•  REFERENCES'

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ASCEND'

SPECIAL'

EDUCATION:'

A''

GUIDEBOOK'''

AND'

MANUAL'FOR'

PARENTS''

ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS''

ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!!

Introduc*on!This'guidebook'is'created'to'help'

parents'understand'more'about'

the'processes'of'special'educaMon'

and'your'important'role'as''our'

partner'in'your'child’s'educaMon.'

We'hope'it'will'help'you'to'

become'fully'involved'in'this'team'

effort'of'obtaining'the'most'

appropriate'educaMonal'program'

for'your'child.'

'

This'also'a'manual''to'remind'us'of'

our'vision,'mission'and'philosophy'

as'a'school'based'on'ChrisMan'faith'

the''various'approach'and'

processes'we'have'in'place''to'

meet'the'educaMonal'goals'of'our'

special'needs'students.'

'

We'have'published'this'as'a'great'

resource'for'parents'and'as'you'

get'beTer'acquainted'with'this,'we'

hope'it'will'help'you'become'our'

confident'partner'in'your'child’s'

journey'towards'learning.'

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“We$are$more$alike$than$different,$but$we$are$all$individuals,$with$unique$abili8es$and$needs.”$$“People$with$disabili8es$have$the$power$to$demonstrate$that$everything$is$possible.$Logic$is$an$illusion$compared$with$the$power$of$determina8on.”$hTps://www.babble.com/babbleY

voices/inspiringYquotesYforYparentsY

ofYchildrenYwithYspecialYneeds/'

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ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!!

LIVING!&!LEARNING!OUR!FAITH''

ASCEND'is'a'Catholic'educaMonal'

community'developed'with'you'and'your'

family'in'mind.!ASCEND!Online!is!the!first!Catholic!home!school!op*on!in!Canada!directly!supported!by!a!diocese!''It'is'the'sixth'school'to'operate'under'the'direcMon'of'

the'Catholic'Independent'Schools'of'the'

Kamloops'Diocese.''Founded'by'His'

Excellency'Bishop'David'J.'Monroe'in'

April,'2011,'ASCEND!is!truly!a!blessing!to!all!families!by!affirming!the!“domes*c!Church”!in!educa*on!!''Our'goal'at'ASCEND'is'to'build'a'community,'both'

onYline'and'in'person,'of'families'and'

individuals'dedicated'to'promoMng'a'life'

in'Christ'through'faith,'family'and'

educaMon.'

Ascend'meets'all'BC'Ministry'of'

EducaMon'requirements'for'graduaMon'

with'a'Dogwood'diploma.'Your'support'

of'ASCEND'ensures'that'our'school'will'

grow'and'flourish,'rising'to'the'challenge'

of'meeMng'your'parMcular'needs'as'a'

Catholic'homeschooling'family,'and'

conMnuing'the'work'of'forming'our'

children'in'a'Catholic'learning'

community.'''

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The!Ascend!Vision!We'put'faith'and'family'

first.'We'acknowledge'

and'support'the'

sacramentality'of'

marriage'and'family'life,'

and'the'role'of'parents'

as'the'primary'

educators'of'their'

children.''

The!Ascend!Mission!Our'mission'at'ASCEND'

is'to'support'and'affirm'

families'who'choose'to'

learn'together'at'home'

by'extending'flexibility'

and'choice,'while'at'the'

same'Mme'correlaMng'

student'learning'to'

provincial'Learning'

Standards.'

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ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!!

SPECIAL!EDUCATION!!'

ASCEND'Online'is'a'distributed'

learning'school'which'supports'the'

educaMonal'and'learning'needs'of'

students'across'BriMsh'Columbia'in'a'

variety'of'environmental'and'home'

sebngs.'Special'EducaMon'services'are'

provided'to'students'in'Kindergarten'

through'Grade'12,'and'include'funded'

and'nonYfunded'designated'students'

as'idenMfied'in'the'guidelines'of'the'

Ministry'of'EducaMon.'

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ASCEND'Online'recognizes'and'

endorses'the'basic'right'of'all'student'

to'full'and'equal'parMcipaMon'in'

educaMon.''

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All'students'have'a'right'to'be'taught'

by'licensed,'qualified'teachers'who'are'

responsible'for'ensuring'that'the'

objecMves'of'the'program'match,'as'

much'as'possible,'student'strengths'

and'needs.'

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Defini*on!!'”Student'with'special'

needs:”'A'student'who'

has'a'disability'of'an'

intellectual,'physical,'

sensory,'emoMonal'or'

behavioural'nature,'has'

a'learning'disability'or'

has'special'gies'or'

talents,'as'defined'in'the'

Manual'of'Polices,'

Procedures,'and'

Guidelines''in'the'BC'

Ministry'of'EducaMon'

Manual.''

Special!Educa*on!Policy!All'students'should'have'

equitable'access'to'

learning,'opportuniMes'

for'achievement,'and'

the'pursuit'of'excellence'

in'all'aspects'of'their'

educaMonal'programs.'

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ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!! Iden*fica*on!and!Assessment!

To'idenMfy'your'child’s'learning'needs,'a'

meeMng'will'be'arranged'usually'withe'

Special'EducaMon'Coordinator'and'the'

Special'EducaMon'Teacher'assigned'to'

your'child.'They'will'conduct'a'family'

interview'and'use'this'as'a'chance'to'

meet'your'child.'As'a'parent,'you'can'

also'contribute'and'share'any'

informaMon'that'may'be'useful'in'the'

assessment'process.'This'informaMon'

could'include'medical'reports'and'

observaMons'you'have'made'about'your'

child’s'learning'needs'and'recent'

behavioural'changes'outside'of'the'home'

or'school.'Aeer'the'family'interview,'the'

teacher,'in'consultaMon'with'the'parents,'

may'decide'that'a'referral'to'a'specialist'

for'support'or'further'assessment'is'

necessary.'WriTen'parental'consent'is'

recommended'before'any'referral'to'

other'teaching'or'clinical'resources'

within'the'school/division'is'made.''

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Aeer'you'give'consent'to'the'school'for'

referral'of'your'child'to'a'resource'

teacher'or'clinician,'an'assessment'plan'

will'be'developed.'This'is'where'parents'

can'be'involved'in'the'assessment'

process'and'contribute'in'the'

development'of'the'learning'plan'for'

your'child.'

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REASONS!FOR!ASSESSMENT!•'To'find'out'whether'

your'child'has'a'special'

learning'need.''

•'To'idenMfy'your'child’s'

current'capabiliMes,'

skills,'and'needs.''

•'To'find'out'how'those'

special'learning'needs'

affect'your'child’s'ability'

to'learn'and'funcMon'in'

general'

•'To'idenMfy'the'

appropriate'

programming'and'

services'that'will'meet'

your'child’s'unique'

needs.'

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ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!! Iden*fica*on!of!Students!With!Special!

Needs!!Students'may'come'to'the'school'already'

idenMfied'as'having'a'Special'Needs'

designaMon.''DocumentaMon'is'reviewed'

to'verify'the'current'status'in'order'to'

claim'funding'for'the'student'in'

September'and'February'of'each'school'

year.'''

Students'should'be'idenMfied'according'

to'the'following'general'guidelines:''

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•  The'current''categorical''system'is'not'

intended'to'specifically'idenMfy'all'

medically'diagnosed'condiMons'and'

syndromes'that'may'have'an'impact'on'

the'student’s'needs'and'educaMonal'

program.''

•  'A'medical'diagnosis'by'itself'does'not'

determine'the'appropriate'special'needs'

category'or'service'required.''

•  IdenMfying'and'reporMng'students'should'

involve'careful'determinaMon'of'the'

nature,'extent'and'impact'of'their'

disabling'condiMon(s)'and'the'nature'and'

extent'of'educaMonal'intervenMons'

required.''

•  'Students'with'diagnosed'condiMons'

should'be'idenMfied'in'the'educaMonal'

category'that'best'reflects'the'type'and'

intensity'of'educaMonal'intervenMons'

documented'in'the'IEP.'

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Students'that'are'funded'

in'the'following'

categories'receive'the'

support'of'a'Case'

Manager.'

LEVEL!1!A !Physically!!Dependent'B !DeafQBlind'!LEVEL!2!C !Moderate!to!Profound!Intellectual!Disability'D !Physical!Disability!or!Chronic!Health!Impairment'E !Visual!Impairment'F !Deaf!or!Hard!of!Hearing'G !Au*sm!Spectrum!Disorder'!LEVLE!3!H !Intensive!Behaviour!Interven*on!/!Serious!Mental!Illness!'

ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!! SPECIAL!FUNDING!

In'order'for'a'student'to'qualify'for'

Special'Needs'funding,'the'student'must'

be'appropriately'assessed'and'idenMfied,'

and'have'an'Individual'EducaMon'Plan'

(IEP)'in'place.''

School'districts'that'report'students'as'

one'of'the'categories'previously'

menMoned,'and'who'are'provided'with'

special'needs'supports,'will'receive'

supplemental'Special'Needs'funding,'

which'is'provided'in'addiMon'to'the'

curriculum'funding'basic'allocaMon.''

These'funds'are'not'targeted'to'specific'

students;'however,'are'provided'to'

school'districts'to'support'the'needs'of'

students'within'their'district.'

The'Basic'AllocaMon'provided'for'all'

students'includes'funds'to'support'

students'with'other'special'needs,'

including'students'with'Mild'Intellectual'

Disability,'Learning'Disability,'Moderate'

Behaviour'Support/Mental'Illness,'and'

students'who'are'Gieed.'

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The'Basic'AllocaMon'also'includes'funds'

to'support'Boards'of'EducaMon'in'

providing'learning'assistance,'speechY

language'pathology'services,'hospital'

homebound'services,'and'assessment'

services.''

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FUNDING!AMOUNTS!!As'part'of'the'funding'

formula'school'districts'

will'receive:'

Level'1'supplementary'

funding'(CATEGORY'

A&B)'$37,700'per'

student'

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Level'2'supplementary'

funding'(CATEGORY'

C,D,E,F'G)'$18,850'per'

student'

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Level'3'supplementary'

funding'(CATEGORY'H)'

$'9,500'per'student'

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ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!!

'LEARNING!SERVICES!!'

Every'learner'is'unique,'and'each'one'has'

specific'ways'in'which'they'learn'best.''

Curriculum'can'be'tailored'to'the'specific'

needs'of'a'student,'and'this'can'be'done'

without'involving'Learning'Services.'''

When'referred'to'Learning'Services,'

some'will'eventually'be'idenMfied'as'

having'a'specific'excepMonality'based'on'

four'categories.''The'school'does'not'

apply'for'specific'funding'to'support'

these'students,'rather'they'are'

supported'through'the'programs'and'

services'designed'to'support'them.''

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All'students'with'these'designaMons'have'

an'IEP'developed'by'the'Contact'Teacher'

with'the'support'of'the'Learning'Services'

Consultant'and'any'professionals'

involved'and'input'from'the'parents'or'

guardians.''Students'that'are'able'to'

parMcipate'in'this'process'are'

encouraged'to'have'input.'''

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Students'in'the'GraduaMon'Program'in'

Grades'10,'11'and'12'must'be'part'of'the'

team'and'have'input.'

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On'a'case'by'case'basis,'

a'small'budget'will'be'

created'to'supplement'

these'programs'and'

services'in'the'following'

Special'EducaMon'

categories.'

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K !Mild!Intellectual!Disability'P !GiWed'Q !Learning!Disability'R !Moderate!Behaviour!Support!/!Mental!Illness''

ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!! ROLE!OF!PARENTS!

'Parents'know'their'children'best'and'are'

considered'as'the'main'educators'of'

students'who'aTend'home'school.'They'

play'a'very'important'role'in'the'

educaMon'of'their'children'and'especially'

possessing'certain'excepMonaliMes.'It'is'

expected'that,'parents/guardians'work'

hand'in'hand'with'teachers'and'other'

support'personnel'in'the'school.''

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As'a'parent'you'play'an'acMve'role'in'the'

special'educaMon'process.'From'the'

referral'to'the'placement'in'a'special'

educaMon'program,'you'play'an'

important'part.'This'is'a'group'effort'so'

you'will'find'yourself'one'of'a'team'of'

people'all'working'together'to'plan'and'

provide'the'most'appropriate'

educaMonal'program'for'your'child.''

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Parents'are'highly'encouraged'to'be'

acMve'in'all'the'processes'of'your'child’s'

special'educaMon.'Be'prepared'to'ask'

quesMons'about'anything'you'do'not'

understand.'Your'parMcipaMon'and'

suggesMons'are'needed'in'a'variety'of'

ways.''

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HELPFUL!TIPS!FOR!PARENTS!'

Consent'–'Your'consent'is'

required'before'your'child'

can'be'tested'or'receive'

any'special'educaMon'

services.''

InformaMon'–You'will'be'

asked'to'provide'personal'

needed'informaMon'

concerning'your'child'as'

part'of'the'assessment'

process'and'the'IEP'

planning.'Rest'assured,'

this'informaMon'will'be'

kept'confidenMal.'''

Review'–'Your'child’s'IEP'

will'be'reviewed'a'few'

Mmes'in'a'year'and'

changed'as'needed.'

Please'be'involved'in'this'

process'and'your'input'is'

needed.'The'IEP'is'the'

heart'of'your'child’s'

educaMon'so'your'

parMcipaMon'in'the'

process'is'vital.''

ATendance'–'Try'to'

aTend'all'IEP'meeMngs'

and'parent'conferences'

pertaining'to'your'child.'!

ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!! ROLE!OF!SPECIAL!EDUCATION!!TEACHER!

!•  The'SE'Contact'Teacher'is'usually'the'

Caseload'Manager'for'the'child.''

Usually,'they'will'meet'with'the'

parents'at'the'beginning'of'the'year'

to'set'up'the'program'and'services'

and'to'develop'the'IEP.''They'will'

meet'again'with'the'parents'to'

discuss'the'report'card''in'December,'

March'and'June'and'to'review'the'

IEP.''Because'availability'is'somewhat'

dependent'on'geography'and'

proximity,'we'do'expect'the'SE'

Teacher'to'make'weekly'contact'with'

parents'through'emails,'phone'calls,'

and'video'conferencing.''In'addiMon,'

the'teacher'should'have'meaningful'

contact'with'the'student'every'week.''

This'can'be'done'through'the'support'

of'the'contracted'EducaMon'Assistant'

or'the'Professionals'that'work'with'

the'child.'

•  CoordinaMon'with'the'SE'Contact'

Teacher'and'the'EducaMon'Assistant'

is'extremely'important'to'make'sure'

that'the'IEP'is'fully'implemented'and'

adjusted'as'necessary.'

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“The'teacher'

responsible'for'a'

student'with'special'

needs'is'responsible'for'

designing,'supervising,'

and'assessing'the'

educaMonal'program'for'

that'student.”'

'

YMinistry'of'EducaMon'

Manual'of'Policies,'

Procedures,'and'

Guidelines'for'Special'

EducaMon'Services''

ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!! ROLE!OF!SPECIAL!EDUCATION!

ASSISTANT'The'EducaMon'Assistant'in'Ascend'plays'a'

key'role'in'assisMng'Special'educaMon'

Contact'teachers'to'facilitate'programs'

for'students'with'special'needs.''

This'include'performing'funcMons'that'

range'from'personal'care'to'assisMng'the'

teacher'with'instrucMonal'programs.''

The'primary'goal'of'the'EducaMon'

Assistant'is'to'moMvate'the'student'to'

become'a'more'independent'learner'and'

member'of'the'home,'school,'and/or'

community.''

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The'Special'EducaMon'

Assistant'is'to:''

•  work'under'the'guidance'

of'a'cerMfied'teacher'or'

other'professionals'who'

are'responsible'in'

designing,'implemenMng,'

and'evaluaMng'the'

individual'educaMonal'

program'(IEP)'for'a'

parMcular'student;''

•  assess'and'evaluate'

student'progress'in'the'

reporMng'process'through'

the'ongoing'collecMon'of'

data,'including'observing'

and'recording'academic'

and'behavioural'

performance'(e.g.'a'daily/

monthly'wriTen'reports'

in'Filemaker);''

•  parMcipate'in'schoolY

based'team'meeMngs'and'

IEP'meeMngs'as'needed'

•  provide'instrucMonal'and/

or'other'direct'service'to'

students'(e.g.'behaviour'

management,'personal'

care,'health'related'

procedures);''

•  collaborate'with'Special'

EducaMon'Teachers'in'

providing'informaMon'

and'inYservice'training'to'

the'school'staff.'

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ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!! IMPORTANT!REMINDERS!FOR!PARENTS!

'

When'inevitable,'it'is'the'responsibility'of'the'

EducaMon'Assistant'to'give'24'hours'noMce'for'any'

cancelled'sessions.'Parents'are'also'expected'to'

observe'the'24'hours'noMce'to'cancel'sessions,'if'not'

these'hours'can'be'counted'as'paid.'

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Any'incident'or'accident'whether'behaviour'related'

or'not'must'be'reported'and'documented'in'wriMng.'

The'EducaMon'Assistant'fills'up'an'Incident/Accident'

Report''signed'by'the'parent'and'a'witness'if'

applicable;'then'sends''the'form'to'the'SE'Contact'

Teacher'or'SE'Coordinator.'This'must'be'completed'

by'the'EducaMon'Assistant'before'the'end'of'the'

session'that'day.''

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For'safety'and'security'reasons'for'both'the'student'

and'the'EducaMon'Assistant,'it'is'highly'

recommended'that'parents'do'not'bring'their'

children'in'the'EducaMon'Assistant’s'home.'

EducaMon'Assistants'are'advised'to'ensure'that'they'

are'not'lee'alone'or'work'in'a'confined'space'with'

the'student.'If'it'is'really'unavoidable'and'under'

special'circumstances,'a'waiver'form'must'be'filled'

up'by'the'parent'and'EducaMon'Assistant'consenMng'

to'this'arrangement.'

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Any'medicaMon'given'to'a'student'by'an'EducaMon'

Assistant'requires'both'consent'by'the'parent'and'

the'EducaMon'Assistant.'This'consent'should'be'done'

in'a'completed'form'signed'by'both'parMes'with'the'

descripMon'of'medicaMons'indicated.'

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Items'purchase'for'the'use'of'instrucMon,'field'trip'

admission'costs,'gas'for'a'field'trip,'supplies'etc.'are'

not'to'be'purchased'unMl'the'SE'teacher'has'given'

approval'for'IEP'and'budget'reason.'

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ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!! ROLE!OF!PROFESSIONALS!

•  The'roles'of'related'service'

professionals'vary'by'experMse,'

needs'and'discipline.'

•  Related'service'professionals'are'

oeen'integrated'throughout'the''

'''''''child’s'day'and'the'IEP.'This'level'of'''

'''''''integraMon'in'educaMonal''

'''''''programming''warrants'intensive''

'''''''collaboraMon'among'all'educaMonal'''

'''''''team'members.''

•  A'child'may'receive'services'from'one'

related'service'professional'or'more;'

therefore,'it'is'important'to'have'a'

case'manager'(SE'Contact'Teacher)'in'

charge'of'communicaMon'among'the'

team'and'with'the'family'members.''

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RELATED!SERVICES!!The'concept'of'related'

services;'other'services'

determined'educaMonally'

necessary'in'order'to'benefit'

from'special'educaMon.''

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“The'term'related'service'

was'defined'as'

“transportaMon'and'such'

developmental,'correcMve,'

and'other'supporMve'services'

(including'speech'pathology'

and'audiology,'psychological'

services,'physical'and'

occupaMonal'therapy,'

recreaMon,'and'medical'and'

counselling'services,'except'

that'such'medical'services'

shall'be'for'diagnosMc'and'

evaluaMon'purposes'only)'as'

may'be'required'to'assist'a'

handicapped'child'to'benefit'

from'special'educaMon,'and'

includes'the'early'

idenMficaMon'and'assessment'

of'handicapping'condiMons'in'

children”'

''

hTp://

www.emeraldinsight.com/

doi/full/10.1108/

S0270Y40132015000030A005'

'

ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!! INDIVIDUAL!EDUCATION!PLAN!(IEP)!

'

What'is'an'IEP?'

'

An'IEP'is'a'documented'plan'developed'

for'a'student'with'special'needs'that'

describes'individualized'goals,'

adaptaMon,'modificaMons,'the'services'to'

be'provided,'and'includes'measures'for'

tracking'achievement.'

'

It'serves'as'a'tool'for'collaboraMve'

planning'among'the'school,'the'parents,'

the'student'(where'appropriate)'and,'as'

necessary,'school'district'personnel,'

other'ministries'and/or'community'

agencies.'

'

Typically'an'IEP'includes'individualized'

goals'with'measurable'objecMves,'

adaptaMons'and/or'modificaMons'where'

appropriate,'the'strategies'to'meet'these'

goals,'and'measures'for'tracking'student'

achievement'in'relaMon'to'the'goals.'

'

It'also'documents'the'special'educaMon'

services'being'provided'as'these'relate'to'

the'student’s'idenMfied'needs.'

'

What'is'an'IEP'for?'

'

•'It'formalizes'planning'

decisions'and'processes,'

linking'assessment'with'

programming.'

•'It'provides'teachers,'

parents,'and'students'with'a'

record'of'the'educaMonal'

program'for'an'individual'

student'with'special'needs,'

and'serves'as'the'basis'

for'reporMng'the'student's'

progress.'

•'It'serves'as'a'tool'for'

tracking'individual'student'

learning'in'terms'of'agreed'

upon'

goals'and'objecMves.'

•'It'documents'the'

relaMonships'between'any'

support'services'being'

provided'

and'the'student's'educaMonal'

program.'

•'It'provides'parents'and'

students'with'a'mechanism'

for'input'into'the'

individualized'planning'

process.'

'

ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!! ADAPTIVE!VERSUS!MODIFIED!

PROGRAM!AdaptaMons'are'teaching'and'assessment'

strategies'especially'designed'to'

accommodate'a'student’s'needs'so'he'or'

she'can'achieve'the'learning'outcomes'of'

the'subject'or'course'and'to'demonstrate'

mastery'of'concepts.'AdaptaMons'can'

happen'in'relaMon'to'the'learning'outcomes'

of'any'grade'or'course'level.'The'key'to'

remember'is'that'the'Ministry'learning'

outcomes'are'sMll'being'met.'AdaptaMons'

can'take'the'form'of'differenMated'

instrucMon,'assessment'and'materials'in'

order'to'create'a'flexible'learning'

environment.'

ModificaMons'refer'to'instrucMonal'and'

assessment'related'decisions'made'to'

accommodate'a'student’s'educaMonal'

needs'that'consist'of'individualized'learning'

goals'and'outcomes'which'are'different'that'

learning'outcomes'of'a'course'or'subject.'

ModificaMons'are'considered'for'students'

whose'special'needs'are'such'that'they'are'

unable'to'access'the'curriculum'(i.e.'

students'with'limited'awareness'of'their'

surroundings,'students'with'fragile'mental/

physical'health,'students'medically'and'

cogniMvely/mulMply'challenged).'

AdaptaMon'or'ModificaMon'

Decision'Path'

This'guide'reflects'the'

collaboraMve'process'which'

might'be'used'to'determine'if'

a'student'requires'

adaptaMons'or'modificaMons.''''

FoundaMonal'to'the'process'

are'the'following;''

'

•'The'principle'that'students'

learn'in'a'variety'of'ways'and'

at'different'rates''

'

•'Teachers'engage'in'

differenMaMon'of'instrucMon'

as'best'pracMse''

'

•'Students'who'require'

adaptaMons'or'modificaMons'

may'only'need'them'in'some'

subjects'or'courses''''

'

•ModificaMons'to'a'student’s'

learning'outcomes'might'be'

considered'as'a'short'term'

soluMon'with'the'goal'of'

transiMoning'back'to'course'

or'subject'outcomes'

wherever'possible.'

'

ASCEND'SPECIAL'EDUCATION:'A''GUIDEBOOK'''AND'MANUAL'FOR'PARENTS'!!References:''

Advances!in!Special!Educa*on'Series'ISSN:'0270Y4013''

Series'editor(s):'Dr.'Festus'E.'Obiakor'and'Dr.'Jeffrey'P.'Bakken'

hTp://www.emeraldinsight.com/doi/full/10.1108/S0270Y40132015000030A005'

''

BRITISH'COLUMBIA'MIN'ISTRY'OF'EDUCATION'Special'EducaMon'Services:'A'Manual'of'Policies,'

Procedures'and'Guidelines'

hTps://www.bced.gov.bc.ca/specialed/special_ed_policy_manual.pdf#page=20'

''

CLOVERDALE'CATHOLIC'SCHOOL'SPECIAL'EDUCATION'SERVICES'A'Manual'of'Policies,'Procedures'and'

Guidelines'

hTp://www.ccsunited.ca/schoolInformaMon/SpecialEducaMonServices.pdf'

''

DDSB'SPECIAL'EDUCATION'Parent’s'Guide'

hTp://www.ddsb.ca/Programs/SpecialEducaMon/Documents/Parent_Guide_spec_ed_english.pdf'

'

''

HERITAGE'CHRISTIAN'ONLINE'SCHOOL'EDUCATION'ASSISTANT'TRAINING'MANUAL'

hTps://onlineschool.ca/fileadmin/Onlineschool.ca/user_upload/downloads/se/

EducaMon_Assistant_Training_Manual.pdf'

''

Inspiring'Quotes'For'Parents'of'Children'With'Special'Needs'by'Eliana'Tardio'

hTps://www.babble.com/babbleYvoices/inspiringYquotesYforYparentsYofYchildrenYwithYspecialYneeds/'

''

Roles'and'ResponsibiliMes'of'Teachers'and'Teacher'Assistants/'EducaMon'Assistants:'A'BCTF/CUPE'Joint'

Paper'

hTp://bcz.ca/uploadedFiles/Public/Issues/InclusiveEd/RolesandResponsibiliMesTeachersTAs.pdf'

''

San'MateoYFoster'City'School'District'Parent'Handbook'for'Special'EducaMon'

hTp://www.smfcsd.net/assets/files/documents/parentYresourcesYspecialYeducaMonYhandbook.pdf'

''

''

WORKING'TOGETHER'A'Handbook'for'Parents'of'Children'with'Special'Needs'in'School'

2004'Manitoba'EducaMon,'CiMzenship'and'Youth'

hTp://www.edu.gov.mb.ca/k12/specedu/parent/pdf/workingtogether.pdf'

''

''

Photos':'

Pixabay'Free'Images'

hTps://pixabay.com'

'