Saskatchewan's Needs Based Model

All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities.

Over the course of this semester, I have come to the realization that above all, students with disabilities need to be treated with the respect and dignity that one would give any other child. This is why it is important to talk to and about people that have disabilities with “people first” language (Evans, Civil Rights Final Day, 9.17.16). This stems from the idea that a perceived disability is just one of a person’s many attributes. Students with disabilities are people that have individual abilities, interests, and needs. By using “people first” language, one emphasizes the importance of the individual over their diagnosed disability. According to The Arc, an organization that advocates for people with disabilities, “the language in a society used to refer to persons with disabilities shapes its beliefs and ideas about them” (The Arc, 2016). Using “people first” language not only ensures the person in question knows that they are valued, but it also helps set a precedent for the perception of people with disabilities in one’s environment. It also gives the student the opportunity to define his/herself, instead of being identified solely with their disability (The Arc, 2016).

We must not label children due to their disability. It is important we look at their individual need first without focusing on their impairment. We should be realistic about their expectations and modify the curriculum to suit, give them extra support or their own SEN, depending on needs but also encouraging independence as much as possible.

Therefore, poorer districts will receive a bigger share of Tier III funding to fill the gap for special needs in their district and the amount given to wealthier district. Whereas in Indiana the state government decides the distribution amount because the state is the biggest stakeholder and funder in their policy. New Jersey has a system that is similar to New York where a formula is used to determine the amount the district will receive and district makes up the rest. New Jersey funding policy works by using the SFRA formula to determine the base cost per pupil in order to meet their basic educational needs. The formula is used to calculate the extra funds needed for such things as special needs and Limited-English proficient (LEP). The state uses the School Funding Reform Act (SFRA) to come up with the amount they will put and then the used that number to figure out how much the local district will have to contribute to their educational

The service delivery model offered at Carmack Elementary is unique when compared to other service delivery models pertaining to students with moderate to severe disabilities within SBCUSD. Classroom

The second largest budget line for this initiative is Raise Fair Student Funding (FSF). Raise Fair Student Funding ($33.6M in 2016 and $59.7M until 2019) is given directly to schools in their budgets. If the funding was divided equally amongst schools, each school would receive roughly $357,446.81, which would be relatively $762.58 per student. However, this funding is associated with the FSF formula that change yearly (see appendix ____).

Including students with additional needs such as Doug in a regular classroom requires a specific change in teaching behaviours. Research conducted this year revealed that the relationship between a teacher and students underpins the importance of fostering a students belonging with disabilities (Crouch, R., Keys, C. B., & McMahon, S. D. 2014). On many occasions Doug should have been treated and catered for differently not only by his peers but especially by his teacher as his rights are protected by the Disability and Discrimination Act 1992 (DDA). The Act directly address the area of

According to the budget, the programs that are needed and make a difference (students with disabilities, homeless and immigrants) are where the funding is applied. The funding sources for the Bibb county District Schools applied are as follows Title I & II, At Risk, local school and others are looked at yearly for implementation of the following year. The ways the funds are distributed are upsetting. The students rank at 41 out of the 51 states in education which is near the bottom for academic performance. Bibb County District is considered a poor county as it ranks 40th in the nation in child welfare. It is mentioned that education and the ability to earn a stable income will always be connected together, (Purser, 2015). The allocated funds should be distributed to helping the students who need the extra tutoring or help in specific areas in all schools. The statistics of academic performance proves that either the students’ needs are not being met by the teachers being paid for their services or the funding of other programs are not being applied to the appropriate programs for these student to excel in their performance, (Miles,

The student’s present level of academic performance and functional performance and a statement of how the disability affects the student’s involvement and progress in the general education curriculum. Preschool children must have a statement explaining how the disability affects the child’s participation in appropriate activities.

Due to the demanding execution process in which the policy would involve, the Ontario education minister, Mitzie Hunter and associate minister Indira Naidoo Harris (Ministries 2012), may require assistance as the policy is being implemented. Therefore, if people were hired to assist the education minister, we would need to consider what their salary would be and how we would fund their salary.

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

The statistics of the survey revealed that 155,000 Canadians between the ages five and forth teen have a learning impairment. Results revealed parents displacement with the education system and the treatment of children with learning impairment. Parents felt that their children were not receiving adequate care, and this was supported by the fact that 59% of all students with disabilities were incorporated within regular classrooms, then being segregated and receiving the care they lawfully deserve. The reviewing of the survey also revealed how 1/3 of parents reported difficulty in receiving proper educational services for their child. The education system has also neglected to challenge those who have cognitive and emotional disabilities. Parents have become upset with the country’s education system arguing how their children are being neglected of an equal, and fair learning experience compared to their peers, something so crucial for their development and future. These students and their parents reported the infringing of their child’s equal right to education since these students are facing limitations in their experiences. These limitations are granted to the fact that there is insufficient levels of staffing and

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S