reproductions supplied by edrs are the best that can be made · document resume. ed 441 635 rc 022...

DOCUMENT RESUME

ED 441 635 RC 022 412

AUTHOR Crowchief-McHugh, Daphne; Yellowhorne-Breaker, Kathy; WeaselFat-White, Freda

TITLE A Handbook for Aboriginal Parents of Children with SpecialNeeds.

INSTITUTION Alberta Dept. of Education, Edmonton. Special EducationBranch.; Premier's Council on the Status of Persons withDisabilities, Edmonton (Alberta).

ISBN ISBN-0-7732-5279-7PUB DATE 2000-00-00NOTE 79p.; Also produced by Alberta Learning, Regional Office and

Native Education.AVAILABLE FROM Alberta Learning, Special Education Branch, 10th Floor, East

Devonian Building, 11160 Jasper Avenue, Edmonton, AB T5K OL2Canada. Tel: 780-422-6326.

PUB TYPE Guides Non-Classroom (055)

EDRS PRICE MF01/PC04 Plus Postage.

DESCRIPTORS *American Indian Education; *Canada Natives; Disabilities;Elementary Secondary Education; *Federal IndianRelationship; Foreign Countries; Individualized EducationPrograms; Parent Materials; *Parent Participation; ParentResponsibility; *Parent Rights; Parent School Relationship;School Responsibility; *Special Education; State Departmentsof Education

IDENTIFIERS *Alberta; Related Services

ABSTRACTTo develop this handbook, three Aboriginal teachers gathered

extensive data through workshops; questionnaires; and research with Elders,Aboriginal parents, teachers, advocates, and others who work first-hand withchildren with special needs. The handbook opens by presenting the traditionalAboriginal perspective on disabled children--that they were considered a giftto show an appreciation of life, and that they were included in all parts ofcommunity life. The term "special education" and parents' rights concerningspecial education are explained. A story of an Aboriginal boy named Eaglewith a serious hearing loss follows his progress through the Alberta (Canada)requirements for special education--screening, referral, assessment, programplanning and implementation, program placement, appeals, children's services,health-related support services, transition planning, and school boardpolicy. Eagle's story is used to demonstrate each step and the ways in whichparents can become involved in their children's education. Roles andresponsibilities are presented for family members, school staff, andcommunity members. Three sections cover parent-school communication, problemsolving, and conflict resolution. Two sections explain special educationfunding for reservation and nonreservation students. First Nations andAlberta support groups are listed, as are resources produced by AlbertaLearning. Four appendices cover getting to know your child's school, specialeducation definitions, and special education funding rates for the 2000-2001school year for Alberta Learning and Indian and Northern Affairs Canada. (TD)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

A Handbookfor Aboriginal Parents

of Children with Special Needs"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Ayid v-t,t).5"

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

I;

no MeiMN/ MOO.UM NNWIII OWN

THE H! PREMIER'S ITUNCIL

'umCt PERSONS

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDU TIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

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AlbertaLEARNING

BEST COPY AVAILABLE2

A Handbookfor Aboriginal Parents

of Children with Special Needs

ALBERTA LEARNING CATALOGUING IN PUBLICATION DATA

Handbook for aboriginal parents of children with special needs.

ISBN 0-7732-5279-7

1. Handicapped children Alberta Education Handbooks, manual, etc.2. Indians of North America Alberta Education Handbooks, manuals, etc.I. Title. II. Alberta. Alberta Learning. Special Education Branch.III. Native Education Project (Alberta). IV. Alberta. Premier's Council onthe Status of Persons with Disabilities.

LC4044.2A3.H236 2000 371.9

For additional copies or further information, contact:

Alberta LearningSpecial Education Branch10th Floor, East Devonian Building11160 Jasper AvenueEdmonton, AB T5K OL2

Telephone: (780) 422-6326Toll-free in AB by dialling 310-0000Fax: (780) 422-2039

t\

X1 Reprinted with permission of Shane Calf. rti

Alberta LearningRegional Office and NativeEducation Branch3rd Floor, West Devonian Building11160 Jasper AvenueEdmonton, AB T5K OL2


About the Cover Design'

Shane Calf is 14 years old. He is from the SiksikaNation. Shane is presently in Grade 8 and is the sonof Sheila Calf. Shane is an experienced artist andhas won several art contests. His work is known fororiginality and cultural components. When Shanewas asked why he drew the front cover the way thathe did, he replied, "Well, first of all I love drawing!When I was thinking of making a picture aboutspecial needs people, I thought it would be good toshow a chief in a wheel chair, also some people haveto use crutches, and a lot of Aboriginal people dancewith staffs, and I also made sure that each part of thepicture had nice designs. The sun that I drew showsthe four directions, that's why it has four skinny linesand a small dark part in the middle, it is to show thesun!"

Premier's Council on the Statusof Persons with Disabilities#250,11044 82 AvenueEdmonton, AB T6G OT2


This document is intended for:

Students Parents

Teachers Stakeholders

Administrators ,./ Other

Copyright © 2000, the Crown in Right of Alberta, as represented by the Minister of Learning and the Minister of Healthand Wellness.Permission is given by the copyright owner to reproduce this document for educational purposes and on a non-profitbasis.

Acknowledgments Alberta Learning gratefully acknowledges the manyteachers, other individuals and groups who providedadvice and feedback over the course of thedevelopment of the Handbook for Aboriginal Parentsof Children with Special Needs, including thefollowing:

The principal writers, DaphneCrowchief-McHugh, Kathy Yellowhorne-Breakerand Freda Weasel Fat-White of the Siksika Boardof Education

Siksika Board of Education, Siksika, Alberta

The Premier's Council on the Status of Personswith Disabilities

All the individuals and groups who reviewed thefield-test draft and provided thoughtfulsuggestions and comments

The staff of the Special Education Branch, andthe Regional Office and Native Education Branchof Alberta Learning for their contribution to thedevelopment, production and distribution of thisdocument

The following members of the Aboriginal AdvisoryCommittee:

Bruce Starlight (Calgary, Alberta)Donna Crowshoe (Brocket, Alberta)Janette Flett-Jones (Fort McMurray, Alberta)Bernie Makokis (Saddle Lake, Alberta)Cheryl Nepoose (Hobbema, Alberta).

Introduction

ByDaphne Crowchief-McHughKathy Yellowhorne-BreakerFreda Weasel Fat-White

Parents of children with special needs are oftenfrustrated when their children enter the schoolsystem. This becomes more evident if the childrenand parents are Aboriginal, as they must sometimesdeal with both the provincial education system andthe federal education system. If they live onreserves, the services are not always the same as ifthey lived in urban areas. This handbook will helpparents become more aware of what happens tostudents who live on or off reserves.

Let us introduce ourselves . . . We, the writers, arethree Aboriginal teachers: Daphne Crowchief-McHugh from the Siksika Nation, KathyYellowhorne-Breaker from the Pikanii Nation andFreda Weasel Fat-White from the Kainai Nation.We all live on the Siksika Nation and work for theSiksika Board of Education. We have all taught inregular classrooms; however, presently we areinvolved in special education programs within theSiksika Board of Education. We are all pursuinghigher education and are enrolled in masters degreeprograms. We found that writing this book providedus with an excellent opportunity to work with andlearn from Aboriginal parents. We also learned fromother people who are advocates of children withspecial needs.

The handbook was written after extensive datagathering was done from Elders, Aboriginal parents,teachers, advocates and others who work first handwith children with special needs. The ideas andsuggestions come directly from them and reflecttheir hopes, dreams, frustrations and compassionfor the children. In this resource, the term Aboriginalrefers to the descendants of the original inhabitantsof North America. The Canadian Constitutionrecognizes three groups of Aboriginal peopleIndians, Metis people and Inuit. These are threeseparate peoples with unique heritages, languages,cultural practices and spiritual beliefs.

Part of our data gathering included:a questionnaire sent out to all Aboriginalcommunity schools in Albertaa two-day workshop/meeting with Aboriginalparents of children with special needs inSouthern Albertaa one-day workshop/meeting with Elders inSouthern Albertaa one-day meeting with the Aboriginal DisabilitiesSociety of Alberta along with parents of childrenwith special needs in Northern Albertaa one-day meeting with Indian and NorthernAffairs Canada on fundinga two-day research/data gathering at the law andeducation libraries at the University of Calgarya one-day research/data gathering at theeducation library at the University of Lethbridgean Elders' forum at the Treaty #7 EducationConferencea field review questionnaire completed andreturned by parents, guardians, teachers,administrators and liaison workers.

We also received assistance from many parentswho dropped by and answered or asked questionsconcerning their children.

We would like to thank the Aboriginal DisabilitiesSocieties in Alberta for their kind support andassistance. We would also like to thank all thoseElders who gave us guidance and vision, theparents and advocates who supported this projectand who were straightforward and honest with theiropinions.

7

Table ofContents

PageThis is How it is 1

Special Education 2

Parent Rights 3

Eagle and His Story 5

Alberta LearningRequirements for Special Education 9

Family Members Roles and Responsibilities 15

School Staff MembersRoles and Responsibilities 19

Community MembersRoles and Responsibilities 26

Parents Talking with the School 30

Schools Talking with Parents 33

Problem Solving and Dispute Resolutions 36

Alberta Learning Special Education Funding 42

Indian and Northern Affairs Canada SpecialEducation Funding 44

Support Groups 45First Nations' Support Groups 45Alberta Support Groups 47

Alberta Learning Resources 49

Appendix A: Getting to Know Your Children'sSchool 53

Appendix B: Early Childhood Services (ECS)Grade 12: Special Education Definitions for1999/2000 54

Appendix C: Special Education Funding for2000/2001 64

Appendix D: Indian and Northern Affairs Canada. 66

Footnote References 69

Bibliography/References 70

This/isHow it is,. . .

Within our Aboriginal communities, w/e -arefaced with many challenges, one of,whiCh\ isproviding quality care to our children with \special needs. Our Elders say, /long ago we\did not treat our disabled children differently,they were special, special in a way that they/were a gift. There was a reason why disabledchildren were put on the earth and they wereincluded in all parts of the community.\Thesechildren are a gift to show an appreciation oflife. Disabled children are on loan to us andwe must nurture and love them."

Our Elders say, "Nowadays some parentshave lost their traditional parenting skills andvalues." They say, "Today's parents need torelearn parenting skills, whether they aretraditional or modern. They must be learnedthen practised." They say, "Aboriginal parentsmust become actively involved with theeducation process, by working with the peoplewho make the decisions about their children'seducation." The Elders say, "Includingdisabled children was always a part of FirstNations' traditional philosophies."

With this in mind as we look toward the futureof our children with disabilities, we must havea . . . / \

\"LINK TO THE PAST,

FOCUS ON THE FUTURE /AS WE DEAL WITH THE PRESENT."

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Special Education

All children are unique and learndifferently. Special education is aboutproviding extra support to help yourchildren. In order to know how to helpyour children, the school may assessthem to find out their strengths and areasof need. This information will help theschool develop programs that aresuitable for your children.

An important part of making programs tosuit your children is the individualizedprogram plan (IPP). An IPP is a plan ofaction. The IPP shows what yourchildren know and what they can do. TheIPP also explains what your children willbe learning and how they will be learning.You can help to set up the IPP and youshould meet with the school severaltimes a year to review and make changesto the IPP. School staff and parents areall an important part of making the IPP asuccess.

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Parent Rights As a parent, you have rights that allowyou to have a say in your child's specialeducation program. These rights giveyou a chance to be involved indeveloping the program for your child.You have rights, but along with theserights come responsibilities. If you meetthese responsibilities, then your childwill have a better chance at getting thebest possible education. (See pages16-17 for a list of parents'responsibilities.)

You have a right to be involved inthe decisions affecting your child'seducation.

You have a right to be told allabout the school's programs.

You have a right to be consultedbefore your child is placed in aspecial education program.

You have a right to give or denyyour permission, in writing, for anyformal testing to be done on yourchild.

You have a right to be an informedmember of your child's educationteam. Team members may includeparents, school staff, consultants andsometimes the student.

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You have a right to get informationon your child from teachers,principals and the local school board.

You have a right to ask for reportson your child's progress during theschool year.

You have a right to look at all theinformation in your child's schoolfiles.

You have a right to appeal (talk tohigher authorities) if you do not agreewith decisions on where your child isplaced. (See pages 36-41 for moreinformation on appeals.)

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Eagle and His The Elders often say,"You're too busy labelling things . . .

Story saying things like this is a problemor so-and-so is a problem."

Elders don't do that.

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hearing loss was identified before hestarted school. Eagle's mother wasconcerned about his hearing and she

Eagle has a serious hearing loss. TheAPI

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family doctor who referred Eagle to anear/nose/throat doctor. Theear/nose/throat doctor sent Eagle to an

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Eagle went to Sundance School. Histeacher referred him for testing to helppinpoint his strengths and areas ofneed. Eagle was assessed by theschool's learning assistance teacherand the REACH (Regional EducationAssessment and Consultation)assessment team from the CalgaryBoard of Education. The threespecialists on the REACH team were aneducation consultant for the deaf orhard of hearing, an educationalaudiologist and a speech/languagepathologist.

The educational audiologist showedEagle's teacher how to use an FMsystem to help Eagle hear better in theclassroom. An FM system is a devicethat carries sound from a microphonethat the teacher wears, to Eagle'shearing aids. The education consultantfor the deaf or hard of hearing workedwith Eagle's teacher and teacher aide tohelp develop his listening skills. Thespeech/language pathologist assistedwith language and speech development.The school and the consultants decidedthat extra reading help was needed. Hisclassroom teacher found lots of writtenmaterial with many visual aids and sheordered reading programs for thecomputer.

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3EAfter Eagle was assessed, the schoolcalled a meeting to develop an

inindividualized program plan (IPP) for him.

91An IPP is a written plan that shows what aschool plans to do to meet the special

3Eneeds of a student. (See pages 11-12 formore on IPPs.) The principal, Eagle's ilclassroom teacher, his teacher aide, hislearning assistance teacher, his education rtIconsultant for the hearing impaired and u

Nhis mother came to the meeting. Thesepeople made up the IPP team. The team illdecided that Eagle would have two20-minute sessions per day with his

11:1teacher aide. The programming and 11

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provided by the classroom teacher and the inconsultants, based on his IPP goals.

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Eagle's mother was concerned that 11Eagle would continue to lose his Xhearing. Both the school and Eagle's itfamily were worried about how theywould communicate with him when thathappened, so Eagle, his family and the uschool decided that the team would X

irllearn American Sign Language. Eagle'sclassmates are also learning somesigns and they are enthusiastic aboutthis. Eagle's self-esteem seems to have IUrisen as a result of the students' interest X

teameam will meet again in a month toin communicating with him. The IPP

discuss Eagle's progress.

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AlbertaLearningRequirementsfor SpecialEducation

Screening for EarlyIdentification

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Alberta Learning has set outrequirements for educating studentswith special needs. These requirementswere made so that all students inAlberta have access to equalopportunities for their education. Theserequirements must be followed byschool jurisdictions within Alberta.

To help with the explanation of therequirements, "Eagle's story" will be used toshow each step and how his parents or otherparents can become involved with theirchildren's education.

The requirements are:

From the earliest grade, usuallykindergarten or Grade 1, school staff willask you for information about yourchild's development. They will wantinformation about your child's hearing,speech, vision and medical background.This information is collected at yourlocal health centre when your child goesfor immunization shots or by your familydoctor.

Eagle's mother became concerned aboutEagle before he entered school. She took himto a nurse who discovered his progressivehearing loss. When Eagle startedkindergarten, his mother told Eagle's teacherabout his medical condition.

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Referral School jurisdictions must have writtenprocedures for assessing students toidentify who may be at risk for learningproblems. This information is thenpassed on to you, to staff and to anyothers who need to be aware of thesteps involved in referrals.

School jurisdictions need to involveyou and your child at each level of the

& referral process.

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As Eagle went from kindergarten to Grade 4,his teachers made sure that they met hismother. At these meetings, the teachersdiscussed why they were referring Eagle fortesting. They explained how the testing wouldbe done. Eagle's mother was asked to givepermission for the testing.

Assessment School jurisdictions will make sure thatassessments are completed so that theschool can set the most appropriateeducation goals, use the best teachingstrategies and provide suitable services to

n support your child's education program.

It% 1Assessment is a process of gatheringinformation about a student in order tobetter understand learning strengthsand needs, and to develop anappropriate educational program.

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Assessments may be informal or formal.Informal assessments are often givenby the teacher. They assess thingslike math skills and reading ability.Formal assessments include testingin the areas of intelligence,personality and behaviour. Thesetests are given by people who arespecially trained.

The special education teacher at the SundanceSchool tested Eagle and then met with hismother and the other teachers to explain theresults. The tests helped point out Eagle'sstrengths and areas where he needed help.The testing helped the staff at the schoolcreate an appropriate educational program forEagle.

L'A Program School jurisdictions will make sure Ltd

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Planning and that an individualized program planImplementation (IPP) is made for each student who has

been identified as having special needsand that the program plan is followed.(IPPs are sometimes referred to in some

n schools as IEPs or individual educationplans.) An IPP includes: pa

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of learningthe strengths and needs of thestudentshort and long-term goalstesting proceduresmedical or health-related information

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recommendationsrelated services to be providedtransition plans (see page 13)special provisions required in theclassroom.

The school jurisdiction will make surethat you and your child are part of theIPP planning process.

In Eagle's case, the team met to write the IPP.They will review the IPP at each parent-teacher interview and at the end of the schoolyear. Every person on the team knows whatEagle's program is and how it will help him.

School jurisdictions are responsiblefor making sure that students are placedin programs where their needs can bestbe met.

School jurisdictions will meet with youbefore your child is placed in a specialeducation program.

17.\\Appeals School jurisdictions will make every

Llz&I effort to resolve disputes,L misunderstandings or concerns when

dealing with students with specialII needs.

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School jurisdictions will make surethat you understand the process ofappeals and solving disputes.

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Children's School jurisdictions will work withServices parents and others who provide

L.t1 services in the community to make surethat services are co-ordinated anddelivered to students with specialneeds.

Health-related School jurisdictions will give staffSupport Services written procedures on how to provide

health services to students with special F.N

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School jurisdictions will make surethat the student's IPP includesinformation about health-relatedconcerns.

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Transition Planning School jurisdictions will work closelywith the student, family and communityto make sure that students movesuccessfully from one level of schoolingto another; for example, fromkindergarten to elementary and fromjunior high to senior high.

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Grade 5 teachers in June to discuss what hisprogram was in Grade 4 and to plan his Grade \ I

5 program. Eagle's teacher will also meet withstaff from the local junior high school so thatthey can plan for the day he enters junior highschool. Eagle has shown an interest in carsand trucks, and says one day he would like tobe a mechanic.

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School Board School jurisdictions will have writtenPolicy policies and procedures, which have

been made in consultation with parents.

The school jurisdiction will make surethat its policies are in line with AlbertaLearning's provincial policies.

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FamilyMembersRoles andResponsibilities

As parents and families of a child withspecial needs, you play a major role inthe development of your child'sprogram. Listed below are some of theroles and responsibilities.

StudentsROLES Each student has uniqueneeds and is in contact with manypeople. Students need to learn to getalong with others. Older students maytake a more active part in planning theireducation programs. Elders feel thatstudents must believe in themselves andtry to the best of their abilities.

RESPONSIBILITIES:

participate in the development of theIPP, when appropriateattend meetings, when appropriatehelp set long-term goals; for example,high school students may indicatewhere they want to live, what kind ofwork interests them and what they liketo do in their spare timemake an effort to be on time and be atschool every day.

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ParentsROLES - You play a big role in thespecial education system. Along withdealing with many people at the schoollevel, you must also find out how to getother services for your child in thecommunity. Parents face manychallenges in trying to cope from day today with their children. You need tounderstand the school process of settingup programs for your child.

RESPONSIBILITIES:

be a member of the IPP teamgather information about your child(doctor reports, other reports, etc.)and share it with those concernedask questions about any words youdon't understandfind out which organizations can helpyou learn more about your child'sneeds (see pages 45-48)keep in touch with your child's teacherand the schoollearn as much as you can aboutschool rulesask school staff to explain any part ofthe program that is unclearattend all meetings and speak upabout things that concern youencourage your child to go to schooleveryday

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encourage your child to talk to youand/or the teacher about anyproblemsset aside time to work with your childon his or her school goals (from theIPP)get information on other programsthat are available for your child withinthe school jurisdiction.

Support PersonROLES A support person may includea neighbour, friend or a member of theextended family. In Aboriginalcommunities, extended families mayplay an important role in a child's life.There may be one family member whois considered a leader. This person isusually consulted and asked forassistance to help voice concerns forother family members. There can be alot of contact between the child and theextended family. Sometimes, extendedfamily members are the caregivers forthe child.

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be a member of the I P P teambe a support to the child and parentsattend meetings to voice concernsand preferencesshare your views on the child's andfamily's needsvisit agencies that seem suitable forthe childhelp to choose the best possibleplacement.

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School StaffMembersRoles andResponsibilities

Princip Os and Vice-PrincipaOsROLES The principal and vice-principalhelp ease the movement of children intospecial education programs in a way thatis positive. They must make sure that allservices are in place and co-ordinatedwith other community agencies. Theprincipal gives a teacher the primaryresponsibility for developing the IPP.

RESPONSIBILITIES:

be members of the IPP teamensure that IPPs are prepared,implemented and evaluatedensure support personnel, appropriatematerials and inservice training areprovided as required, given the needsof the studentestablish procedures for involvingparents in the IPP process.

TeachersROLES Teachers provide an IPP forstudents with special needs in theirclasses. Teachers then follow that planin their daily lesson plans. In theirclasses, teachers must have anunderstanding of each student'sbackground and value his or her culture.Teachers also keep in touch with you,the parents, about any concernsregarding your child.

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1 9

2 7

F'21. we% wrzl. els NAN le% el. 021. arTi. .e21.

Regular Classroom TeachersRESPONSIBILITIES:

be members of the IPP teamshare information collected during theinformation gathering stagebe aware of the parents' or guardians'expectations for their children'sprogramsbe aware of students' special needsmake changes in their teaching thathelp students with special needs learnmaintain accurate records of students'progressmaintain ongoing communication withparents and other teacherspromote understanding, acceptanceand respect of cultural differencesmay provide information or adviceabout culture and culturally sensitivebehaviour and issues to non-aboriginal school stafflet the administrator and/or the specialeducation teacher know if any studentis having problems.

Special Education/Resource RoomTeachersRESPONSIBILITIES:

be members of the IPP teamprovide assessment to determinestudent strengths and areas of need

1691 VAN INAr Ilikrie VAR %AN lifer Ilk* liqvAdir %Lir20 28

W27- -44.1 0% le% arm. 021. 021. le% 02% le% 0216

generate ideas and suggestions forprogram modifications and/oradaptationprovide advice about materials andresourcesplan and carry out instructionalprogramsdevelop strategies for assessing andcommunicating student progressmaintain ongoing communication withparents and other teacherspromote understanding, acceptanceand respect of cultural differencesmay provide information or adviceabout culture and culturally sensitivebehaviour and issues tonon-Aboriginal school staffvisit parents in homes, whereappropriate.

Teacher Assistants/ParaprofessionalsROLES - Teacher assistants supportthe teacher in the implementation phaseof programming. The teacher assistantworks alongside, and under thedirection and guidance of the teacher,providing supportive andcomplementary services.

!VAN sky, '*ate 111,9 VAN %ilk. skvAli IIK3P Imam 17,01 oksi21

RESPONSIBILITIES:

participate with the IPP teampromote understanding, acceptanceand respect of cultural differencesmay act as cultural liaison betweenthe school and communitymay provide information or adviceabout culture and culturally sensitivebehaviour and issues tonon-Aboriginal school staffknow the material and how thestudent will be taughthelp students with learning activitiesunder the direction of the teacherassist with the modification ofmaterials and instructional methodsrecord any progress toward individualinstructional goalsproblem solve on the spotmaintain ongoing communicationwith teachersmay communicate with parents asdirected by the teacher.

Guidance CounsellorsROLES - The school counsellorencourages the growth anddevelopment of all students in three keyareas:

personal/social issueseducation planningcareer awareness/exploration.

1190 C,Al skim %as akar iv, iv, %gm skvar Imp lika,22

36

The school counsellor, together with theschool and community, providesstudents with:

the teaching of social skillsassistance during times of high needindividual student planningschool community partnerships.

RESPONSIBILITIES:

help deal with the personal/socialneeds of the student with specialneedsmake contact between parents andthe schoolprovide parents with information aboutother servicesprovide career awareness, explorationand investigation for students.

ConsultantsRESPONSIBILITIES:

participate with the IPP team, ifrequestedhelp determine learning strengths andneedsdevelop strategies for incorporatingtherapy needs into classroom routinesprovide advice about materials andresourcestrain staff to implement strategiesprovide technical assistanceact as a resource and support tofamilies

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NA. el. 02% e2N. el. el. el. NAN ON. NeAN. le%

maintain ongoing communication withthe teacher/teamprovide assessment, as necessarybe aware of cultural differences anduse an interpreter, if need be, whentesting children.

Native Family-School LiaisonWorkersROLES A Native family-school liaisonworker's role is to act as a resource andto foster a relationship between familiesand the school jurisdiction. They offerassistance to families whose childrenmay be having problems either in schoolor at home.

RESPONSIBILITIES:

support students and families who arehaving problemsmake home visits to look intoproblems and find solutionswhen invited, sit in on meetings as aresource person for the school andfamilieshave knowledge of student/familycultural backgroundprovide information to families aboutthe agencies that are available to helpprovide direct home contact, before afamily is brought to the attention ofother social agencies

y y ma a 1a a- V

24

32

act as a liaison for all resources withinthe communityhost family life education workshops.

School Board MembersROLES If a board determines that astudent is in need of a special educationprogram, then the student has a right toreceive a program that is designed tomeet those needs. The board mustinform you of the process to be followedif you wish to appeal your child'splacement or program.

RESPONSIBILITIES:

establish policies regarding theprovision of special education programsensure that a program is provided forspecial education studentsprovide special transportation for thestudent from home to the school, ifnecessaryemploy teachers and other supportstaff to provide special educationprogramsestablish an appeal procedure forparents who wish to appeal aplacement decision.

nia 1%910 12,,, 11MP 'kilo %LP Vain %SP v v ,T

25

33

(1

ss

CommunityMembersRoles andResponsibilities

Socia0 WorkersROLES Social workers providechildren, families and communities witha wide variety of financial, counselling,organizing and support services. Forexample, if you qualify, a financialbenefits worker helps you or your childobtain financing. If your child isdisabled, a handicapped children'sservices worker helps you obtain andpay for services to meet the child'sspecial needs. If your child needsprotection from abuse or neglect, a childwelfare worker provides services tokeep your child safe and to help youprotect your child. Or if your communityneeds help to meet the needs of thecitizens, a community developmentworker helps the community strengthenor create the needed services.

RESPONSIBILITIES:

provide information about agenciesand services, and help with referralsand applicationsgo along on visits to agencies; attendmeetingsif the child is in child welfare care,supervise planning, decisions,day-to-day care, and servicesprovided to the family and child

-26-34

ONE 4E0 IMO IMO IMP

help with Assured Income for theSeverely Handicapped (AISH),guardianship and trusteeship if theadult child is severely handicappedprovide follow-up once the studentgraduates.

Community Health ServicesROLES The local health centre willtake care of many of the healthconcerns of your child. If you live onreserve, Indian Affairs MedicalServices Branch (MSB) providesfunding for public or community clinicsor health centres. But if your child hasstatus, he or she may qualify for certainservices, equipment and medicationthrough MSB on or off reserve. Pleasesee your public or community clinic orhealth centre for more information onthe services provided for your child. Ifyou live off reserve, the Albertaprovincial government provides fundingto Regional Health Authorities for localclinics or health centres.

n

-27-35

IMO

Band or Education Portfolio HoldersROLES Band or Education PortfolioHolders hold important positions inAboriginal communities. They look aftercommunity and educational needs of alltheir band/settlement membersincluding children with special needs.The following list includes some of theresponsibilities of the Band or EducationPortfolio Holder in Aboriginalcommunities and Metis settlements.

RESPONSIBILITIES:

make sure the band's/settlement'smission statement reflects the specialneeds of children and adultsadvocate for programs and fundingfrom the federal and provincialgovernments (when applicable) forchildren and adults with special needsmake sure all band/settlement/community buildings canaccommodate children and adults withspecial needshold annual inservice or training for allhuman resources personnel on thespecial needs of children and adults inthe communityprovide a means of transportation forchildren with special needs and theirparents to attend all functions in thecommunityhave a special needs representativeon community committees

2836

act as a go-between for the schooland Indian and Northern AffairsCanada (INAC)have an interagency committee toco-ordinate servicesmake sure that community schoolsprovide adequate services andprograms for the children, foraccountability purposesmake sure recreation and leisureprograms are provided for childrenwith special needsmake sure there is an appeal processin place.

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37

DPAC DI IC DmIC

ParentsTalkingwiththe School

GeneraO TipsYou may avoid going to your child'sschool because you did not have goodexperiences when you went to schoolyourself. But it is important for you to goto your child's school and to find outwhat the school is doing to meet yourchild's needs.

161

TiiThe following suggestions were made u

Xby Aboriginal parents who had to dealwith schools.

Come to the school the schoolbelongs to your child.Visit your child's school anytime

nfaithroughout the school year. At the ilbeginning of the school year, ask yourchild's teacher if there are any

hibdproceures about visiting the11:i ITclassroom. u

Alf)Let your voice be heard by the X

inl

wt:i

teacher and, if need be, by the

continueIf you have a concern,

to speak up as it is the only.u. way positive changes will happen. u.

lrilX Ask to sit in on classes to see what is K

happening. i9

ii.

Talk with other parents who havechildren in special educationprograms.

TriX Look for local parent support groups X

inI

u.

and find out about other resources. Pi

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in Make an appointment with theteacher, if possible, so the teacher willbe free to see you, to discuss anyspecific concerns.

119

IT

3( Tell the teacher to feel free to phone Xallnl or write if you are unable to meet. in

I Tell the teacher how you may becontacted if you don't have a phone.

T.IU Get to know the teacher by name andX make sure he or she knows how to K

contact you.Read the school newsletters as theyoften contain valuable information thatconcerns your child.

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1( Become familiar with the school's3(ii

Don't be afraid to ask questions.

policies and procedures aboutattendance, discipline andsuspensions.

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I1( Go to all parent-teacher conferences.

Xin Keep all school information in one

place so it is handy for meetings atthe school or when seeing others in

iirli

the community about your child. ixLr

3( Ask that the teacher, principal, liaisonXworker or school counsellor meet with

you in your home if you would feelmore comfortable about meeting

Lithere.

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3( Volunteer to teach a craft or specialX

u

skill from your culture. ilin

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or Parent/Teacher InterviewsThe following tips may help you get

Planning for IPP Meetings

ready for an IPP meeting or

in

7"

X parent/teacher interview.

BEFORE THE MEETING OR INTERVIEW:

find out what will be discussed andwho will be at the meeting or interviewif you want, have an advocate parent,teacher or liaison worker to help andsupport you at the meeting orinterviewwrite down concerns before themeeting or interview and go over themwith your support personwrite down your goals for the IPP andwhat you expect from your child andfrom the schoolif you want, invite family members thatwill be a support for you.

AT THE MEETING OR INTERVIEW:

your support person is there to assistyou if you have any questionsask questions about the program ifanything is unclear to you, feel free toask for more detailsask how you can help your child athome with school goals.

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SchoolsTalking

\I with Parents

TipsThe following are suggestions made bymany parents who felt intimidated by theschool meetings they attended. Oneparent said, "All too often I did notunderstand what was being said so Ijust signed where they said to sign forapproval of testing, placement, etc."

F.N Schools are encouraged to:be respectful of cultural differencesand Aboriginal traditionsprovide a translator if the parentsdon't speak English welloffer to meet with the parents in theirhomeswhen meeting in the student's home,get to know the parents beforediscussing concerns or issuesexplain the testing procedures whendiscussing assessment with parents;some parents may not understandwhat is involvedprovide workshops on a variety ofissues or areas of concern

Fv\I loan parents videos on special needsU topics

involve the whole community insupporting school effortsencourage parents to be with asupport person at meetings, if theywantencourage parents to be direct and

Lt1 honest about their concerns

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suggest that parents write down their17.N

concerns before coming to meetingsU send home agendas of meetings so

parents are aware of what will becoveredsend home a copy of the IPP beforethe meeting to give parents thechance to review it and havesomeone explain it to them, if

Vzh'inecessary

U consider helping parents to makearrangements for baby-sitting, whenpossibleprovide transportation for parents withno means of transportationuse Elders to provide support forparents and to help explain theschool's concerns

L dress casually to make parents feelcomfortablebe informal when conductingmeetingsinclude all family members andextended family members if the parentwishes

14N

use plain language when talking toparentsuse pictures when describing orexplaininghave fact sheets explaining testing,assessments and definitionsregarding the child's conditionprovide a full-time school/parent

LAA liaison workerU

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hold IPP meetings to review studentprogress and problemsuse the local radio station or communitynewsletter to make announcementssend letters and use the school newsletterto provide school informationavoid holding meetings in the gym it isintimidating to get up and talk in theauditoriumencourage personal communicationbetween the teacher and parentshave social functions such as tea dances,pow-wows to meet community members,where appropriateget parents involved in extracurricularactivities to make them feel needed andvalued (one school had all teachers phonetheir students' parents with a personalinvitation and had 90 per cent parentattendance)award prizes at Christmas and at the endof the school year to students who returnthe most parent signatures indicating thatnotes and letters went homegive parents copies of test results to keepthem informed about their children. Someparents may use this information to seekhelp outside the school. Some parentsmay have their support person read thetest to them.

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in Problem Solvingand DisputeResolutions

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When a problem happens within yourchild's school there are steps that canbe taken to solve the situation.

Alberta Learning policy requires thatschool boards have procedures in placeto hear appeals.

For federally run (on reserve) schools,there is not one policy that is used for allreserves. This is because each reserveis different and each has their ownpolicies in place. For more informationabout your reserve school's policies onproblem solving and dispute resolution,contact your local school staff and askto see their school policies.

Although these policies are different forfederally run schools, these schoolsmay want to adopt Alberta Learningguidelines. Alberta Learning suggeststhat any dispute should be first dealtwith at the place where it has happened.

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Problem

Are you able to solve the problem by yourself?

No

Step 1: Local School Level (Teacher/Principal)

No

Yes

1.11

\Yes--> STOP

Step 2: School Jurisdiction Special Needs Contact

No

Yes

\ /

Step 3: School Jurisdiction Superintendent

No\l/

Yes

Step 4: School Board or School Board Appeal Committee

No

Yes

Step 5: Request in writing a review by Minister regardingplacement in a special education program

Ministerdetermines if appeal is

reviewable

/ \> STOP\ // \

> STOP\ // \

> STOP\ /

/TOPS\\ /

Yes

Step 6: Review by Minister of Learning

No

Yes

Legal Court System

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rADCIDrAC DAC

3[STEP 1: If a problem occurs and doesnot seem to be ending, then you canask for a meeting with the teacher andthe principal. Ti

STEP 2: If you are not satisfied with

41111

what happens at the meeting, you cango beyond the principal to school boardoffice staff. Find out who is in charge ofstudents with special needs. Write this

Xperson a letter requesting a meeting.Make sure that you include anyadditional information regarding thesituation.

F

STEP 3: If you are not satisfied with the X

help you receive at Step 2, then you canwrite to the superintendent of schoolsrequesting a meeting.

If you feel that your concerns have notbeen met at the school level or schoolboard level, then, if both parties agree, athird party can be called in to listen to

ToIboth sides of the situation. This iscalled mediation. The third person must 3E

be acceptable to both parties and willhelp both sides try to find commonground for a solution. Mediation is not arequired part of Step 3 and parents maygo directly to Step 4. X

191

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Pit

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4 6

lul 4..01

3E 3E

iP1 STEP 4: If you are not satisfied withStep 3, you should ask for a hearing bythe school board or the school board'sappeal (problem solving) committee.

in

I7f,1.0.

3EAsk the superintendent for copies of the

3E

T"

school board's appeal procedures. Youwill have to write a letter asking for ahearing. After receiving your letter, theschool board will make sure that the

1.19

u. meeting is set up and that you are3E 3Enotified about where and when the

meeting will take place. At this meeting,you will be able to present your case.

These four steps are referred to by

in

uILigri_i3E

inAlberta Learning as the "local appeal 3E

F1

can be used to solve any problems

u

procedure." The local appeal procedure

regarding your child's special education

3E

uT"program.

Ilii3E

iP1 STEP 5: If the problem is about yourchild's placement in a special educationprogram that none of the previous steps

P1

Iu. have solved, then you have the right to uwrite to the Minister of Learning for a 3E

iP1u

review of the board's decision. P1

T11

3E 3E

3E 3E

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DmC DocC4-0-41-DNAC-4.-400-DmC

4.1

Before the Minister of Learning looks atthe school board's placement decisionabout your child, you must have gonethrough all the previous steps. For Trmore information about this, contact theRegional Office and Native EducationBranch at (780) 427-2952.

STEP 6: If the Minister of Learning Trdecides to review the problem, theMinister will:

name a review committee to assist in irlthe processnotify you about the way the reviewwill run and the steps that will be litaken.

in!The review committee will:

prepare a summary of information and T"share it with you and the school board ureview any disagreements you mayhave with the information that was nipresented in the summary ofinformation Tiiprepare a report and urecommendations for the Minister of XLearning. In

The Minister of Learning will:ITImake a decision (the Minister's 11

decision is final) Xwrite you a letter about the decision. jtini

lirIli

113(

Ini

DLAC4-101--DKCi-O-DiF4*-0:0-DIAC40*-DH4C41:111--40

.0

If you feel that your problem has notbeen solved, then you can go throughthe court system.

1.1Reminder: The problem solving and3E

dispute resolution procedure is forprovincial schools only. As notedearlier, on page 36, this procedure doesnot necessarily apply to band-operatedschools under Indian and Northern

3EAffairs Canada (INAC).

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3E

3E

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1:111

11

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4 9

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AlbertaLearningSpecialEducationFunding

The Alberta Government, through theAlberta Learning department, distributesfunds to help schools provide programsand services for students with specialneeds. All local school jurisdictionsdecide how the funds are divided toschools and how the funding is spent.The school jurisdiction uses these fundsto hire staff, get teacher resources,specialized materials and equipment, andpay for any outside education-relatedservices. School jurisdictions makedecisions on how to spend funds in theirschools.

Mild/ ioderate Disabilities FundingEvery school jurisdiction receives thesame amount of funding for eachstudent to provide an education for thestudent. It is called Basic Instructionfunding.

Schools and school jurisdictions areexpected to use a part of the BasicInstruction funding to provide the rightprograms and services for students withspecial needs.

Severe Disabilities FundingThis funding is provided to schooljurisdictions and funded accreditedprivate schools for each student who fitsthe definition of severe disabilities. SeeAppendix B, pages 57-60 for a list of

42

nehm I". web alehg Hoitik116 mieiNsffl

the definitions. These are thedefinitions used by Alberta Learning andschools. These definitions are technicaland you should consult your child'steacher for a fuller explanation.

The funding is used to provide a schoolprogram and an IPP that can meet theneeds of the student with severedisabilities.

This funding also provides for othercosts such as staffing, learningresources and equipment that studentsneed.

ECS (Early Childhood Services)Severe Disabilities FundingThis funding is provided to schooljurisdictions and approved operators ofECS programs for children with severedisabilities who are at least two yearsand six months old (by September 1)but younger than six years old.

This funding is available for a maximumof three years and is intended toprepare children for entry into Grade 1.

If you have any questions about fundingfor students with special needs, pleasecontact your local school board office orthe Special Education Branch at (780)422-6326.

uksr -1,91, WON %tam P nie4P wkir -*Air43

51

Indian andNorthern AffairsCanadaSpecialEducationFunding

The Canadian Government, throughIndian and Northern Affairs Canada(INAC) provides funding for students fromEarly Childhood Services (ECS) to Grade12 who live on reserve. Included in thisfunding is special education programmingfor eligible students.

INAC provides funding to the First NationEducation Authorities to operate a schoolor schools on reserves and to theprovincial school jurisdictions locatednear the reserves. The special educationfunding is approved on an individualstudent basis and each student mustmeet the criteria of one of the elevenspecial education categories.

Generally speaking, special educationfunding is used to provide an enrichedprogram which meets the student'sindividual needs. This may take the formof special education teachers, teachingassistants, special materials andequipment.

Students who live off reserve are fundedthrough Alberta Learning.

If you have any questions about fundingfor children with special needs, pleasecontact your local school, school boardoffice, First Nation or the INAC office at(780) 495-6685. See Appendix D, page66 for details about INAC's specialeducation funding.

-inmrs-4 4

-01.rs-

52

S pport GroupsFirst Nations' Support Groups

Aboriginal Disabilities Society of AlbertaSuite 205A, Hys CentreBox 49,11010 101 StreetEdmonton, AB T5H 4B8Telephone: (780) 448-2378Fax: (780) 448-2384

Aboriginal Disabilities Society of AlbertaSuite 130, Canada PlaceBox 13,9700 Jasper AvenueEdmonton, AB T5J 4C3Telephone: (780) 448-3711Fax: (780) 495-3184

Alexander Health ServicesBox 3570Morinville, AB T8R 1S3Telephone: (780) 939-4787Fax: (780) 939-2951

Bent Arrow10117 150 StreetEdmonton, AB T5P 1P2Telephone: (780) 481-3451Fax: (780) 481-3509

Bigstone Health CentreBox 1020Desmarais, AB TOG OTOTelephone: (403) 891-2000Fax: (403) 891-2623

Blood Tribe Handicapped DisabledServices and SocietyBox 118Standoff, AB TOL 1Y0Telephone: (403) 737-2888Fax: (403) 737-2877

Calgary Native Disabled Society#15, 3200 14 Avenue N.E.Calgary, AB T2A 6L4Telephone: (403) 207-6816Fax: (403) 207-6819

Driftpile Health CentreBox 120Driftpile, AB TOG OVOTelephone: (403) 355-3931

(403) 355-3960Fax: (403) 355-2055

Duncan's Health CentreBox 125Brownvale, AB TOG OLOTelephone: (780) 597-3777Fax: (780) 597-3920

Enoch Cree Nation Health ServicesBox 60Enoch, AB T7X 3Y3Telephone: (403) 470-5440Fax: (403) 470-0683

Gateway Parent Association11728 Kingsway AvenueEdmonton, AB T5G OX5Telephone: (780) 454-0701Fax: (780) 454-0843

Hobbema Indian Health ServicesBox 100Hobbema, AB TOC 1NOTelephone: (780) 585-3830Fax: (780) 585-2203

Horse Lake Health CentreBox 303Hythe, AB TOH 2C0Telephone: (780) 356-3013Fax: (780) 356-2587

Kapawe'no Health ServicesBox 10Grouard, AB TOG 1C0Telephone: (780) 751-2284Fax: (780) 751-2363

45 53

Metis Child and Family Services10437 123 StreetEdmonton, AB T5N 1N8Telephone: (780) 452-6100Fax: (780) 452-8944

Native Counselling Services of Alberta#800, 10010 106 StreetEdmonton, AB T5E 1M4Telephone: (780) 423-2141Fax: (780) 428-0178

Siksika Disabilities ServicesBox 1100Siksika, AB TOJ 3W0Telephone: (403) 734-5197Fax: (403) 734-5110

Sturgeon Lake Band OfficeBox 757Valleyview, AB TOH 3N0Telephone: (780) 524-3307Fax: (780) 524-2711

Sturgeon Lake Health CentreBox 747Valleyview, AB TOH 3N0Telephone: (780) 524-3717

(780) 524-5520Fax: (780) 524-2903

Sucker Creek Health CentreBox 65Enilda, AB TOG OWOTelephone: (403) 523-4390Fax: (403) 523-5934

Swan River Health CentreBox 71Kinuso, AB TOG 1K0Telephone: (780) 775-3544Fax: (780) 775-2002

5446

Alberta Support Groups

International and intergovernmentalRelations (includes Associate Minister ofAboriginal Affairs)Room 404, Legislature Building10800 97 Avenue N.W.Edmonton, AB T5K 2B6Telephone: (780) 427-2585Fax: (780) 422-9023Toll-free: Dial 310-0000 and ask for427-2585

Alberta Association for CommunityLiving11724 Kingsway AvenueEdmonton, AB T5G 0X5Telephone: (780) 451-3055Toll-free: 1-800-252-7556

Alberta Association for the DependentHandicappedBox 1353, Main Post OfficeEdmonton, AB T5J 2N2Telephone: (780) 481-8294

Alberta Associations for Bright ChildrenRoom 1280, 6240 113 StreetEdmonton, AB T6H 3L2Telephone: (780) 422-0362Toll-free: Dial 310-0000 and ask for422-0362

Alberta Children's Services,Handicapped Children's Services503, John E. Brownlee Building10365 97 StreetEdmonton, AB T5J 3W7Telephone: (780) 427-4354Fax: (780) 427-0256

Alberta Committee of Citizens withDisabilities707, 10339 124 StreetEdmonton, AB T5N 3W1Telephone: (780) 488-9088

Alberta Learning, Special EducationBranch10th Floor, East Devonian Building11160 Jasper AvenueEdmonton, AB T5K OL2Telephone: (780) 422-6326Fax: (780) 422-2039Toll-free: Dial 310-0000 and ask for422-6326

Alberta Home and School Councils'AssociationSuite 102, 12310 105 AvenueEdmonton, AB T5N 0Y4Telephone: (780) 454-9867Toll free: 1-800-661-3470

Alberta Native Friendship CentresAssociation1102, 10025 106 StreetEdmonton, AB T5J 1G4Telephone: (780) 423-3138Fax: (780) 425-6277

Alberta Society for Visually ImpairedBox 72063, Ottewell Post OfficeEdmonton, AB T6B 3A7Telephone: (780) 962-8128

Alberta Teachers' AssociationSpecial Education Council11010 142 StreetEdmonton, AB T5N 2R1Telephone: (780) 447-9400

Autism Society of Alberta101, 11720 Kingsway AvenueEdmonton, AB T5G 0X5Telephone: (780) 453-3971

Canadian Council of the Blind69 Grand Meadow CrescentEdmonton, AB T6L 1A3Telephone: (780) 462-8879

47 55

Canadian Paraplegic Association (CPA)204, 10045 98 StreetGrande Prairie, AB T8V 2E7Telephone: (780) 532-3305Fax: (780) 539-3567

Canadian Paraplegic Association Alberta#401, 320 23 Avenue S.W.Calgary, AB T2S 0J2Telephone: (403) 228-3001

Cerebral Palsy Association in Alberta325, 10106 111 AvenueEdmonton, AB T5G OB4Telephone: (780) 471-3706Toll free: 1-800-363-2807

Edmonton Association of the Deaf11319 61 AvenueEdmonton, AB T6H 1M3Telephone: (780) 439-1822TTY: (780) 436-4639

Learning Disabilities Association ofAlberta#145, 11343 61 AvenueEdmonton, AB T6H 1M3Telephone: (780) 448-0360Fax: (780) 438-0665

S648

Alberta Learning ResourcesAlberta Learning has produced the following resources that provide moreinformation on special education.

To order these resources, contact:

Alberta LearningSpecial Education Branch10th Floor, East Devonian Building11160 Jasper AvenueEdmonton, AB T5K OL2Telephone: (780) 422-6326 inEdmonton or toll-free in Alberta bydialling 310-0000Fax: (780) 422-2039

Alberta LearningCustomer Service and MarketingLearning Resources DistributingCentre (L DC)12360 142 StreetEdmonton, AB T5L 4X9Telephone: (780) 427-5775 inEdmonton or toll-free in Alberta bydialling 310-0000Fax: (780) 422-9750

Awareness Series (1995)

This series of 15 informationbrochures helps teachers, studentsand parents handle extraordinarylearning and medical conditions in theclassroom. Each brochure includes abrief definition, identifiable symptoms,general classroom managementstrategies and contacts. The topicsinclude:

® allergiesO asthma® autism® cerebral palsy® deafness and hearing lossO diabeteso Down's syndrome

49

emotional disturbancesO epilepsy® fetal alcohol syndrome

learning disabilities® muscular dystrophy® spina bifidae Tourette syndrome® visual impairments.

Available for $4.55 + GST from theLearning Resources DistributingCentre.

From Position to Program: uildinga Comprehensive School Guidanceand Counselling Program:Planning and Resource Guide(1995)

This resource and planning guide iswritten primarily for school counsellors,teachers and administrators involvedin establishing comprehensive schoolguidance and counselling programsand services. It includes:

® a general model and itscharacteristics

® three models for the delivery of aprogram and associated roles

® key issues facing schoolcounsellors

© an exemplary program at eachschool level

® suggestions for designing aprogram

o ideas and strategies for assessinga program.


57

Funding Manual for SchoolAuthorities in the 1999/2000School Year: A Manual for SchoolJurisdictions, Private Schools andPrivate ECS Operators

This manual assists schooljurisdictions, charter schools, privateECS operators and private schools inaccessing education funding from theprovince of Alberta.

The manual explains what funding isavailable to school authorities in the1999/2000 school year and theconditions and requirements thatapply. This manual is updatedannually.

Available from the Alberta Learningweb site at[http://ednet.edc.gov.ab.ca/funding/manual9920004

Guide to Education for Studentswith Special Needs

This guide sets out Alberta Learning'srequirements and expectations for thedevelopment and delivery of programsfor students with special needs.

Available at no cost from the SpecialEducation Branch of Alberta Learning.

Partners During Changing Times:An Information Booklet for Parentsof Children with Special Needs(1996)

This information booklet for parents ofchildren with special needs provides ageneral overview of how parents canbe involved in the education of theirchildren. It outlines the roles andresponsibilities of parents, the school'srights and responsibilities, relevantlegal parameters and funding sourcesto support the delivery of specialeducation programs and services.


50

Programming for Students withSpecial Needs series:

Teaching for StudentDifferences (Book 1) (1995)

Highlights strategies fordifferentiating instruction within theregular classroom for students whomay be experiencing learning orbehavioural difficulties, or who maybe gifted and talented. It alsodescribes a process for modifyingthe regular program and includesforms to assist in teacher planning.

Available for $12 + GST from theLearning Resources DistributingCentre.

58

Essential and Supportive Skillsfor Students withDevelopmental Disabilities(Book 2) (1995)

Includes developmental checklistsfor communication skills, gross andfine motor skills, as well as chartsand checklists which provide acontinuum of life skills by domain(domestic and family life, personaland social development,leisure/recreation/arts, citizenshipand community involvement, careerdevelopment). It replaces theAlberta Learning curricula (1983)for educable mentally handicapped,trainable mentally handicapped anddependent mentally handicappedstudents.

Available for $13 + GST from theLearning Resources DistributingCentre.

Individualized Program Plans(IPPs) (Book 3) (1995)

This resource describes a processfor I PP development and includesstrategies for involving parents. Itprovides information on writinglong-term goals and short-termobjectives. Forms and checklistsare included to assist in planning.Transition planning is alsoaddressed, along with case studiesand samples of completed IPPs.


51

Teaching Students who areDeaf or Hard of Hearing(Book 4) (1995)

Includes information on the natureof hearing loss, variouscommunication systems, programplanning and teaching strategies,and a section on amplification andeducational technologies whichincludes hints for troubleshootinghearing aids and FM systems.


Teaching Students with VisualImpairments (Book 5) (1996)This resource offers basicinformation to help providesuccessful school experiences forstudents who are blind or visuallyimpaired. The information in thisbook addresses:

the nature of visual impairmenteducational implicationsspecific needsinstructional strategiesthe importance of orientationand mobility instructionthe use of technology.


Teaching Students withLearning Disabilities (Book 6)(1996)

This resource provides practicalstrategies for regular classroomand special education teachers.Section I discusses the conceptualmodel and applications of thedomain model. Section II includesidentification and programplanning, addressing earlyidentification, assessment, learningstyles and long-range planning.Section III contains practicalstrategies within specific domainsincluding metacognitive,information processing,communication, academic andsocial/adaptive. Section IVaddresses other learning difficultiesincluding attention-deficit/hyperactivity disorder and fetalalcohol syndrome/possible prenatalalcohol-related effects. Theappendices contain lists ofannotated resources, testinventories, support networkcontacts and blackline masters.

Available for $20.40 + GST fromthe Learning ResourcesDistributing Centre.

Teacher Resources Catalogue(annual)


Teaching Students with FetalAlcohol Syndrome and PossiblePrenatal Alcohol-related Effects(1998)

This document provides educatorswith a basic understanding ofcharacteristics associated with fetalalcohol syndrome (FAS) and possibleprenatal alcohol-related effects(PPAE). The sections include:

a general overview of thediagnostic proceduresthe prevalence of FAS and PPAEthe physical, educational andbehavioural characteristicsspecific strategies designed toenhance the educational, social,behavioural and psychologicaldevelopment of students with FASand PPAEan annotated list of other teachingresources.


6052

Appel ox

Getting tr G.< Your Children's Sch 011) of

The quality of education your children receive depends largely on good administrators, effectiveteachers and caring parents who are committed to their educational development.

As Albertans, your children have the right to an education regardless of where they live or whattheir needs are. As parents, you have the right to play an active role in your children's education.

It is your responsibility to secure for them the best possible education. Your views as parentsand community members can influence the curriculum.

To participate fully, however, you need to know how your local schools and the larger systemwork. Parents who know what they want for their children are better equipped to make goodeducational choices. You need to recognize the characteristics of effective schools and to workwith your schools to make sure they are in place.

Does Your Child's School

ug--?"-- provide a warm friendly placewhere children and adults feelwelcome, secure and stimulatedto learn?

show respect for your communityvalues, cultural views, linguisticbackgrounds by reflecting these inits staffing, curriculum and schoolactivities?

rr'" welcome and nurture effectivecommunication between staff andparents?

encourage your participation inmaking decisions and solvingproblems that affect your child'seducation?

',421pi,-A;-- adopt a student-centred learningapproach and encourage yourchildren's co-operative interactionas well as their self-directedactivities?

-esez-- recognize your child as anindividual, with unique needs andpreferred learning style?

define clear standards ofbehaviour for children, andadminister consistent and fairdiscipline with logicalconsequences?

Do You As A Parent

olts.-.'" show interest by following up onyour child's assignments?

ensure regular attendance?

support home reading programs?

recognize the value of an equalpartnership with the school byparticipating as a classroomvolunteer or an advisorycommittee member?

attend school events, such asopen house, festivals or parent-teacher interviews?

take the initiative to meet teachersand other school staff for positivecommunication not only whenthere is a problem?

3 From A Parent's guide to help children succeed: seeking a balance by Native Education Directorate, ManitobaEducation & Training. Reprinted with permission of the Native Education Directorate, Manitoba Education & Training.

53

61

Appendix B

Early Childhood Services (ECS) Grade 12Special Education Definitions for 1999/2000

The following definitions are provided by Alberta Learning to assist school jurisdictions,private schools and Early Childhood Services (ECS) operators in determiningappropriate coding for the Student Information System (SIS) and eligibility for AlbertaLearning funding. These definitions are subject to change for future school years.

Mild/ModerateDisabling Conditions

Mild Mental Disability

Moderate MentalDisability

The student with a mild mental disability is usuallydelayed in most academic subjects and socialbehaviours as compared to his or her same-age peers.

Any student designated as having a mild mental disabilityshould have an intelligence quotient (10) in the range of50 to 75 ± 5 as measured on an individual intelligencetest, have an adaptive behaviour score equivalent to themildly delayed level on an adaptive behaviour scale; e.g.,American Association on Mental Deficiency AdaptiveBehavior Scale, Progress Assessment Chart, Vineland,and exhibit developmental delays in social behaviours.

The student with a moderate mental disability requiressignificant modification to basic curriculum, but is able toprofit from instruction in living/vocational skills and mayacquire functional literacy and numeracy skills.

Any student who is designated as having a moderatemental disability should have an intelligence quotient (10)in the range of approximately 30 to 50 ± 5 as measuredon an individual intelligence test and have an adaptivebehaviour score equivalent to the moderately delayedlevel on an adaptive behaviour scale; e.g., AmericanAssociation on Mental Deficiency Adaptive BehaviorScale, Progress Assessment Chart, Vineland.

Emotional/Behavioural The student with a mild to moderate emotional/Disability behavioural disability exhibits chronic and pervasive

behaviours that are so maladaptive that they interferewith the learning and safety of the student and otherstudents.

54 62

Emotional/BehaviouralDisability (cont'd)

Learning Disability

* This is the official definitionadopted by the LearningDisabilities Association ofCanada (LDAC).Reprinted with permission.

Typically, behavioural disabilities are characterized by anumber of observable maladaptive behaviours:a. an inability to establish or maintain satisfactory

relationships with peers or adultsb. a general mood of unhappiness or depressionc. inappropriate behaviour or feelings under ordinary

conditionsd. continued difficulty in coping with the learning situation

in spite of remedial interventione. physical symptoms or fears associated with personal

or school problemsf. difficulties in accepting the realities of personal

responsibility and accountabilityphysical violence toward other persons and/orphysical destructiveness toward the environment.

g.

The student with a learning disability usually has averageor above average intelligence but has specific learningdisabilities which interfere with normal academic learning.

Learning disabilities* is a generic term that refers to aheterogeneous group of disorders due to identifiable orinferred central nervous system dysfunction. Suchdisorders may be manifested by delays in earlydevelopment and/or difficulties in any of the followingareas: attention, memory, reasoning, co-ordination,communicating, reading, writing, spelling, calculation,social competence and emotional maturation.

Learning disabilities are intrinsic to the individual, andmay affect learning and behaviour in any individual,including those with potentially average, or aboveaverage intelligence.

Learning disabilities are not due primarily to visual,hearing or motor handicaps; to mental retardation,emotional disturbance, or environmental disadvantage;although they may occur concurrently with any of these.

Learning disabilities may arise from genetic variations,biochemical factors, events in the pre- to perinatal period,or any other subsequent events resulting in neurologicalimpairment.

5563

Hearing Disability

Visual Disability

CommunicationDisability

Physical or MedicalDisability

Multiple Disability

The student with a mild to moderate hearing disability isone whose hearing condition affects speech andlanguage development and interferes with the ability tolearn. A student with a mild (26 to 40 decibels) tomoderate (41 to 70 decibels) hearing disability will havean average hearing loss of 26 to 70 decibels unaided inthe better ear over the normal range of speech. Thenormal range of speech is between 500 Hz and 4000 Hz.

The student with a mild to moderate visual disability is onewhose vision is so limited that it interferes with thestudent's ability to learn or the student requiresmodification of the learning environment to be able tolearn. A student who is designated as having limitedvision should have a visual acuity of less than 20/70 (6/21metric) in the better eye after correction and/or a reducedfield of vision.

The student with a communication disability hassignificant difficulty in communicating with peers andadults because of a disability in expressive and/orreceptive language, and/or disabilities in speech includingarticulation, voice and fluency. This category waspreviously known as speech and language impairment.

The student with a mild to moderate physical or medicaldisability is one whose physical, neurological or medicalcondition interferes with the ability to learn, or whorequires modification of the learning environment to beable to learn. The existence of a physical disability ormedical condition, in and of itself, is not sufficient for thestudent to be designated in this category; the conditionmust impact upon the student's schooling.

The student with a multiple disability has two or morenon-associated mild to moderate disabilities which have asignificant impact upon his or her ability to learn. Somedisabling conditions are closely associated so would notbe designated under this category. For example,students with hearing disabilities frequently havecommunication disabilities, and students with mentaldisabilities almost always have both academic andcommunication disabilities.

56 64

Severe DisablingConditions

Severe Mental Disability

Severe Emotional/Behavioural Disability

The student with a severe mental disability has severedelays in all or most areas of development. A student inthis category frequently has other disabilities includingphysical, sensory, medical and/or behavioural. Thisstudent requires constant assistance and/or supervisionin all areas of functioning including daily living skills, andmay require assistive technology.

A student who is designated as having a severe mentaldisability should have an intelligence quotient (IC)) of30 ± 5 or less as measured on an individual intelligencetest and have an adaptive behaviour score equivalent tothe severe to profound level on an adaptive behaviourscale; e.g., American Association on Mental DeficiencyAdaptive Behavior Scale, Progress Assessment Chart,Vineland.

Note: For an ECS child this may mean little if anyfunctional adaptive behaviour and/or an inability to initiatemeaningful play.

This category was previously known as severedependent mental disability.

The student with a severe emotional/behavioural disabilitydisplays chronic, extreme and pervasive behaviourswhich require close and constant adult supervision, andother intensive support services in a highly structuredenvironment in order to function in an education setting.The behaviours significantly interfere with both thelearning and safety of the student and other students.

Students with the following characteristics usually qualifyin this category:

dangerously aggressive, destructive, violent andimpulsive behaviours, including severe conductdisordersself-stimulation, self-abuse and/or aphasic behaviourpsychosis including schizophrenia, manic depression,or obsessive compulsive disorders.

57 65

Severe Emotional/ A clinical diagnosis by a psychiatrist, clinical psychologistBehavioural Disability or chartered psychologist is required, in addition to(cont'd) extensive documentation of the nature, frequency and

severity of the disorder by school authorities. The effectsof the disability on the student's functioning in aneducation setting should be described. An ongoingtreatment plan should be available and efforts should bemade to ensure that the student has access toappropriate mental health and therapeutic services.

Severe MultipleDisability

A clinical diagnosis of a behaviour disability is requiredbut not necessarily sufficient to qualify under thiscategory. Some diagnoses not of sufficient severity toqualify include: attention-deficit/hyperactivity disorder(AD/HD), attention deficit disorder (ADD), fetal alcoholsyndrome (FAS), possible prenatal alcohol-related effects(PPAE) and oppositional defiant disorder (except for themost extreme and pervasive instances).

Note: Students with autism should be reported underSevere Physical or Medical Disability including Autismrather than Severe Emotional/Behavioural Disability.

The student with a severe multiple disability has acombination of two or more non-associated, major(moderate to severe) mental and/or physical disablingconditions which result in functioning as low or lower thanthat associated with a severe primary disability, and whorequires special programs, resources, and/or therapeuticservices.

A student with a severe mental disability and anotherassociated disability is not designated under this category,but is designated under severe mental disability.

A student with a severe emotional/behavioural disabilityand another associated disability is not designated underthis category, but is designated under severe emotional/behavioural disability.

6658

Severe Physical orMedical Disabilityincluding Autism

Deafness

The student with a physical or medical disability is onewhose physical, medical or neurological disability is sosevere that he or she requires extensive personalassistance and modifications to the learning environmentin order to benefit from schooling. A student with asevere mental disability and physical or medical disabilityis not designated under this category, but is designatedunder severe mental disability.

A medical diagnosis of a physical, medical or neurologicaldisability is required but not necessarily sufficient toqualify under this category. Some physical or medicaldisabilities have little or no impact upon the student'sability to function in the school environment.

A student with severe autism or other severe pervasivedevelopmental disorder is included in this category. Aclinical diagnosis by a psychiatrist, clinical psychologist,chartered psychologist, or medical professionalspecializing in the field of autism is required. A clinicaldiagnosis of autism is required but not necessarilysufficient to qualify under this category. Eligibility isdetermined by the functioning level of the student withautism.

In order for a diagnosis of autism to be made the studentneeds to evidence difficulties in three broad areas:

social interactioncommunicationstereotyped pattern of behaviour (i.e., hand flapping,body rocking, echolalia, insistence on sameness andresistance to change).

The student with a severe to profound hearing loss is onewhose hearing loss interferes with the use of orallanguage as the primary form of communication and hasan average hearing loss of 71 decibels or more unaidedin the better ear over the normal range of speech. Thenormal range of speech is between 500 Hz and 4000 Hz.

59

67

Blindness

Severe CommunicationDisability (For ECSChildren Only)

The student with a severe visual disability is one whosecorrected vision is so limited that it is inadequate for mostor all instructional situations, and information must bepresented through other means. A student with a severevisual disability (blindness) has a visual acuity rangingfrom 6/60 (20/200) in the better eye after correction, tohaving no usable vision or a field of vision reduced to anangle of 20 degrees. For designation under this category,a student would be eligible for registration with the CNIB.

The child with a severe communication disability hassevere difficulty in communicating with peers and/oradults because of a severe disability in expressive and/orreceptive language and/or total language. This mayinclude little, if any, expressive or receptivecommunication skills. In order to qualify for severecommunication disability funding, the assessment resultsmust be less than or equal to the first percentile. Onesubset score alone, such as sentence structure or wordstructure, at or below the first percentile does not qualifyas a severe communication disability.

If a child has a moderate to severe disability in anon-associated category (in addition to having amoderate to severe communication disability), then thechild would be more appropriately identified as SevereMultiple Disability. This only applies for eligible ECSchildren and does not apply for students in grades 1 to12.

A severe phonological delay does not necessarily qualifyas a severe communication disability. A current speechlanguage assessment report must be submitted with theProgram Unit application. The speech language reportshould include a conclusion or summary statement whichclearly indicates the level of communication disability (i.e.,mild, moderate or severe). Recommended assessmentinstruments would be phonological, such as the Hodson,rather than articulation tests. Documentation whichclarifies the level of intelligibility should also be included.

To facilitate communication skills, children in this categorymay benefit from small group work or clustering withsame age peers, and a 400 hour program may besufficient.

60

Institutional/Homebound(Grades 1-12 only)

Children's Services

Justice and AttorneyGeneral

Hospitals

Homebound

Gifted and Talented(Grades 1-12 only)

Categories of Giftedness:A Description

This category includes students of legal school age (ages6-15) inclusive who require educational services in anon-school environment such as a group home,correctional institution, hospital or home.

Students may be placed in a group home or some otherspecial setting by Alberta Children's Services.

Students who have committed an offence under the laware placed in a detention centre or some other legalsetting.

Students who are receiving treatment in a hospitalsetting.

Students who have a severe medical or other disabilitythat prevents them from attending a school program and,therefore, must receive an education program in theirhome.

The student who is gifted and talented is one who byvirtue of outstanding ability is capable of exceptionalperformance. This is a student who requiresdifferentiated provisions and/or programs beyond theregular school program to realize his or her contribution toself and society.

A student capable of exceptional performance is one whodemonstrates achievement and/or potential ability in oneof several areas:

General Intellectual AbilityThe student possessing general intellectual ability isconsistently superior to the other students in the school,to the extent that the student needs and can profit fromspecially planned educational services beyond thosenormally provided by the regular school program.Usually, this is the student who has a large storehouse ofinformation about a wide variety of topics. The ability toabstract, generalize and utilize high level thinking skills iscommon in this type of student.

6961

Specific Academic AptitudeThe student possessing a specific academic aptitude isthe student who in a specific subject area, is consistentlysuperior to the aptitudes of the other students in theschool to the extent that the student needs and can profitfrom specially planned educational services beyond thosenormally provided by the regular school program.Generally, this is the student who has an inordinatestrength in a specific area, such as mathematicalreasoning.

Creative or Productive ThinkingThe student who thinks creatively or productively is onewho consistently engages in divergent thinking thatresults in unconventional responses to conventionaltasks, to the extent that the student needs and can profitfrom specially planned educational services beyond thosenormally provided by the regular school program.Generally, this is the student who is unwilling to acceptauthoritarian pronouncements without criticalexamination.

Leadership AbilityThe student possessing leadership ability is one who notonly assumes leadership roles, but also is accepted byothers as a leader, to the extent that the student needsand can profit from specially planned educational servicesbeyond those normally provided by the regular schoolprogram. Generally, this is the student who can becounted upon to carry out responsibilities and adaptsreadily to new situations.

Visual and Performing ArtsThe student possessing visual and performing arts abilityis one who consistently creates outstanding aestheticproductions in graphic areas, sculpture, music, drama ordance, to the extent that this student needs and can profitfrom specially planned educational services beyond thosenormally provided by the regular school program.

6iD

Psychomotor AbilityThe student possessing psychomotor ability is one whoconsistently displays mechanical skills or athletic ability sosuperior to that of other students in the school that thestudent needs and can profit from specially plannededucational services beyond those normally provided bythe regular school program. Generally, this is the studentwith good control of body movement and excellenteye-hand co-ordination.

71

63

Appe ox CSpeciaB Education Funding r 2000/2001

Alberta Le ruing

The following are funding rates for the 2000/2001 school year and are subject tochange for future school years.

Early Childhood Services (ECS)

Basic Instruction $1,306 per child

Mildly or Moderately Disabled* $1,444 per child (up to 10 per cent of ECSenrollment)

Severely Disabled (Program Unit funding)* up to a maximum of $20,158 per child

Transportation* ECS child with disabilities $11.00 per round trip

*This funding is provided in addition to the Basic Instruction funding.

Grades 1-12

INSTRUCTION BLOCK

Basic Instruction $4,096 per funded student (this amount includes $345 per studentto support programs for students with mild and moderate special needs, includingstudents who are gifted and talented)

Severe Disabilities*O Severe Mental Disability, Severe Multiple Disability, Severe Physical or Medical

Disability (including Autism), Deafness, Blindness $12,307 per eligible fundedstudent

* Severe Emotional/Behavioural Disability $9,453 per eligible funded student

Institutional Program funding per approved contract

Regional Assessment Services per approved contract

*This funding is provided in addition to the Basic Instruction funding.

SUPPORT BLOCK

Transportation:o Special for students with disabilities $2,175 per funded student® Weekend for students with disabilities $3,541 per funded student

Maintenance Allowance (Boarding) $3,183 per funded student

64 72

Private Schools (including special education schools)

Basic Instruction $2,458 per funded student (this amount includes $207 per studentto support programs for students with mild and moderate special needs including thosewho are gifted and talented)

Severe Disabilities*Severe Mental Disability, Severe Multiple Disability, Severe Physical or MedicalDisability (including Autism), Deafness, Blindness $12,307 per eligible fundedstudentSevere Emotional/Behavioural Disability $9,453 per eligible funded student

Resident Students of the Government (approved by Alberta Learning) actualprogram costs as agreed to by the province

Institutional Program funding (provided for students in need of educational services in anon-school environment such as a group home, young offenders centre, hospital orhome) actual program costs as agreed to by the province.

* This funding is provided in addition to the Basic Instruction funding.

7365

Appendix Dhldian an ro orthern Affairs Can da

First Nations Schools per full time student*Basic Instruction $5085Minor Capital $ 80Low Cost Special Education $ 180High Cost Special Education $ per student amount varies according to the total

number of eligible studentsOperation and maintenance $ rate varies per First Nations school according to

geographical location and distance from a majorcentre, and on the size of the school

Small School Factor $ 900 at schools with less than 100 studentsNorthern Allowance $ 200 at schools north of the 56th parallel

ECS students receive half of the funding allotted to full time students2 years of ECS is funded referred to as K4 and K5

*Basic Instruction includes teacher and teacher aide salaries and benefits; studentsupplies (text books, pencils, scribblers, etc.); instructional supplies (materials, etc.required by teachers in their instructional program); administration (directors ofeducation, principals, school boards, etc.); curriculum development, library costs,language and reading programs. It is intended to cover all school operations excepttransportation, and the items listed above.

High Cost Special Education (HCSE)Students must be eligible for one of the following eleven categories:1. Severe Mental Disability2. Severe Emotional/Behavioural Disability3. Severe Multiple Disability4. Severe Physical or Medical Disability5. Deafness6. Blindness7. Moderate Mental Disability8. Mild Mental Disability9. Severe Communication Disability10. Exceptional (Gifted)11. Fetal Alcohol Syndrome

7466

HCSE students are eligible for this additional funding:1 4 full time students $20,000 (total)5 8 full time students $ 5,000 each9+ full time students $ 1,200 each

e.g. 3 HCSE students = $20,0006 HCSE students = $30,000

10 HCSE students = $42,400

Every 1 5 students who are eligible for categories 1 (Severe Mental Disability), 3(Severe Multiple Disability), or 4 (Severe Physical or Medical Disability) an additional$15,000 is provided toward an instructional assistant.

Provincial School BoardsFunding methods are determined through the signed tuition agreements between theprovincial school boards, Indian and Northern Affairs and/or individual First Nations.Actual tuition rates vary yearly and are based on calculations made from auditedfinancial statements.

Tuition rates for ECS students are calculated according to the tuition agreement andvary from school board to school board. One year of ECS programming (K5) is offeredfor children who turn five by March 1 of each school year.

High Cost Special EducationSome school boards have provisions for special programming and additional staffoutlined in the tuition agreement. Where provincial school boards have agreed toterminate these arrangements, the following guidelines apply.

For the 2000/2001 school year:$11,948 per full time student for individuals who meet the criteria for HCSE

categories 1, 3, 4, 5 or 6$ 9,177 per full time student for individuals who meet the criteria for Severe

Emotional/Behavioural Disability (category 2)

Private SchoolsIn order to be eligible for funding, private schools must be accredited by the provincialgovernment. The full time per student funding level is determined by the lesser of thefollowing rates: the average basic tuition rate established at the local provincial schoolboards and the basic rate at First Nations schools. Transportation is not provided toprivate schools. If the actual cost to attend a private school exceeds the allocatedfunding, the parents/guardians are responsible for all additional costs.

ECS students receive half the funding of full time students. One year of ECSprogramming (K5) is offered for children who turn five by March 1 of each school year.

7567

High Cost Special EducationActual costs for individual students are provided to accredited private schools if both thelocal First Nations school and the provincial school board confirm that they are unableto provide the program which the student requires, and if the student is eligible for oneof the eleven HCSE categories.

Boarding Home ProgramCommunities where all grade levels are not offered are eligible for the Boarding HomeProgram. Students (mainly in Grades 10-12) are sent to larger centres for the schoolyear.

Room and BoardStudent AllowanceSeasonal Transportation

Monthly Transportation

$410 per month$ 20 per month$ based on travel costs from the reserve to thenearest centre offering the educational program$ based on actual costs in the community

TransportationTransportation services are provided for all students living on reserve and attendingFirst Nations or provincial schools. Costs depend upon passenger load, bus size anddistance travelled.

Financial Transfer ArrangementsFirst Nations who have signed Financial Transfer Arrangements (FTAs) administer alleducational programs and have fixed funding levels with volume and price adjustmentsfor the five year term of their agreement.

68

Footnote References

Cover design for Handbook forAboriginal Parents of Children withSpecial Needs, 1997, drawn byShane Calf. Printed withpermission of Shane Calf.

Those who know: profiles ofAlberta's Native Elders (p. 55), byD. Mei li, 1991, Edmonton, AB:NeWest Publishers Ltd. Reprintedwith permission.

77

69

3 A Parent's guide to help childrensucceed: seeking a balance (pp.8-9), by Native EducationDirectorate, Manitoba Educationand Training, 1993, Winnipeg, MB:Native Education Directorate,Manitoba Education and Training.Reprinted with permission of theNative Education Directorate,Manitoba Education and Training.

Bibliography/References

Mei li, D. (ed.) (1991). Those whoknow profiles of Alberta NativeElders. Edmonton, AB: NeWestPress.

Special Education SurveyProvince Wide First Nations Schoolsand Metis SchoolsJune and July 1996

78

70

Workshop Interview SpecialEducation ParentsLocation: Siksika Nation and Enoch,AlbertaAugust 1996

Workshop Interview EldersSpecial EducationLocation: Siksika Nation and TsuuT'Ina Nation (Treaty #7 Elders)August and October 1996

Printed byLearning ResourcesDistributing CentreProduction DivisionBanttead, Alberta

LRDC Canada, T7N 1P4

'Reaching Students N What Were About'

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