Module 1: Introduction/ Special Education Laws/High and Low Incidence Students/District Policy

Before this module, I worked solely with ELL students and Special Ed students were serviced by Special Ed teachers. I knew about pull-outs and some strategies which were used by Special needs teacher. Although, I had worked a couple months as a helping teacher, working mainly with autistic kids and students with learning disabilities, and as a classroom teacher with kids yet to be designated, I could honestly say that I was not fully aware of any Special Education Laws, ( embarrassingly to say) and its implications. I had heard the term high and low incidence students before and how it related to funding, but was not clear about the process. Being new to my district, since February 2019, there were many gray areas and I still wasn’t clear where to find information.

New Understandings

• The Canadian Charter of Rights and Freedoms and the Salamanca Statement of 1994 have acted as guiding principles in supporting special needs students in our district. “Among the most important of these implications are (1) equality of provision, (2) fair procedures in the identification and classification of students' special needs, (3) school staff accountability for the design and implementation of individualized educational plans (I.E.P.s).Excerpted from Richmond School District. (2009). Policy 102- Diversion and Inclusion, Retrieved from https://www.sd38.bc.ca/board/Policies/Documents/Policy%20102%20Diversity%20and%20Inclusion.pdf
• Funding for High/Low Categories depends on different criteria being met and documented evidence as listed in BC Ministry of Education. (2010). Special Education Services: Category Checklists 2010, Retrieved from https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/independent-schools/se_cat_chklst.pdf

Implementation
I will use the ADAPT model for adapting teaching to include exceptional learners.

                                    Step 1: Accounts of students' strengths and needs
                                    Step 2: Demands of the classroom on students
                                    Step 3: Adaptations
                                    Step 4: Perspectives and consequences
                                    Step 5: Teach and assess the match

Hutchinson, N. (2017). Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers. (Fifth Edition).North York: Pearson Education Canada

Next Step:

1. To Explore Inclusive Education Resources in BC Including Policy Statements and Specific Teaching Tools