Transcript SEAC PRESENTATION – LDCSB TRUSTEES

Our successes
 Enhancement of SEAC SharePoint site and integration with our Special
Education site as one point of entry for information about SEAC, Special
Education and Links to Ministry documents
 Focused participation at our public consultation, an excellent opportunity
to listen to parents, and in particular concerns around the implementation
of IEPs
 Special Education Strategic Priorities and Actions connected to input
recieved at the annual public consultation
 Enhanced Local Association representation coupled with a broad spectrum
of Community Representatives
Parent connection newsletter
Parent Connection Newsletter
Fall 2010
 L:\Learning\Learning Services Shared Files\Parent
Connections Newsletter\PC Newsletter Nov 2010\Parent
Connection NOV. 2010.pdf
Who are we?
SEAC is a group of representatives from local
associations, community representatives and LDCSB
representatives.
We come together for a common goal…our children.
“OUR JOB IS TO HELP EVERY STUDENT BECOME THE
PERSON GOD INTENDS HIM/HER TO BE”
OUR
MEMBER
AGENCIES
Association for Bright
Children
What we do
• Make recommendations to the Board with respect to any
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matter affecting the establishment, development, and
delivery of special education programs and services for
exceptional pupils of the board;
Participate in the board's annual review of its Special
Education Plan;
Participate in the board's annual budget process as it
relates to special education;
Review the financial statements of the board as they
relate to special education;
Provide information to parents, as requested.
LDCSB Special Education
Mission Statement: “Through support services we will enhance the quality
of life of people living with seizure disorders. We will strive to eliminate
the stigma and dispel the myths surrounding epilepsy through advocacy
and public education.”
It is estimated that epilepsy affects 4160 families living in LondonMiddlesex; 1 of every 14 seniors and 1 of every 100 school-aged children
and youth.
There is a need to provide programming to children with epilepsy because
they are at risk. They have a higher rate of depression and anxiety than
children with other chronic conditions.
They have challenges with
learning and this impacts their success at school and ultimately whether
they will graduate from high school. If they do not succeed in school they
will perpetuate the cycle of unemployment and poverty that we see in our
adult membership.
Early intervention strategies that help the child to develop skills and to
cope will build resilience and this is critical for future success.
Develop a shared vision to support families with children with special
needs by:
 Share and work with local community partners to have and develop a
shared vision of how full day learning will evolve, maintaining the uniqueness
of each community.
 Develop a signed protocol for partnerships with external agencies (PP
149), allowing community agencies like Community Living Tillsonburg, who
currently work with children with special needs, to continue to work with
children in full day learning programs, sharing their expertise.
 As of Jan. 2011 we are collecting EDI information on special concerns so we
can assist with the identification of children with concerns prior to the
transition into school.
Community Living Tillsonburg runs 4 programs that
impact 1245 children and 1152 families
L:\Learning\Learning Services Shared Files\SEAC\2010-2011\Presentation to Board of Trustees\CLT_Children_Centre_rev4.wmv
Parents for Childrens Mental Health
PCMH is a provincial, nonprofit, parent-led organization
that provides a voice for families who face the challenges
of child and youth mental health issues. PCMH provides
support, education, and empowerment by linking networks
of families, communities, agencies, and government.
PCMH believes in the promotion of family-centered
principles of care.
• Suicide is the leading cause of non accidental death in Ontario
• Over 2 children and youth die by suicide each week in Ontario
• 1 in 5 children and youth in Ontario struggle with a mental illness
• Only 1 in 6 children and youth requiring treatment receive it
CEC is the only association that strives to represent all of the
various ability groups equally. CEC has the most current special
education research, position papers and news information
world wide which is available to all of its 40,000 members. CEC
actively lobbies government to effect policy.
Our belief is that students with special needs have the right
to the highest quality education!
Thames Valley Children's Center is a regional rehabilitation center for
children and young adults with physical disabilities and communication
disorders, developmental delays and autism spectrum disorders living
primarily in Southwestern Ontario.
WE BELIEVE:
• families know themselves and their situation best
• families want the best for themselves and others
• kids function best in a supportive environment
• working in partnership can reach goals that can not be
reached alone
Association for Bright
Children
The Association of Bright Children is a provincially incorporated
support and advocacy group with chapters across Ontario. It is
dedicated to offering information and support to parents of
Bright and Gifted Children. ABC offers the parents’ voice to local
school boards, educators, professional groups and the Ministry
of Education.
Intellectual Giftedness is an under represented category within the LDCSB
• Gifted students are at risk when not given appropriate support and
challenge.
• Many gifted children have other exceptionalities ie; learning disabilities,
Autism, ADHD etc.
VIEWS is an organization that provides information and support
to families with children who are blind or have low vision.
We don’t view blindness as a tragedy or as the defining factor
in a child’s life; instead, we see it as just one of the child’s
many characteristics.
It is estimated that as much as 85 per cent of the learning
that takes place during a child’s early years is acquired
through vision.
Our goals are to:
• provide support and information to families
• support families to advocate for the speech and language
services their child needs
• work with community partners to enhance speech and
language services
• advocate with government and provincial organizations for
adequate public funding of speech and language services
Language is not just another subject in school.
It is the means by which all other subjects are pursued.
• Speech and language disorders constitute the largest disabling condition in
society (5-10%)
• The most conservative estimate of the extent of the language problems would
be 6%of the total school population in JK to Grade 12.
• Drop out rate in children with speech and language disorders is 43% compared to
23% in non-impaired children.
While we believe the best place for children to grow up is at home with their
families, there are situations where children cannot be safe at home. Over the past
couple of years, there have been close to 900 children and youth in the care of
Children’s Aid Society, despite the many prevention programs and community
partnerships that have been developed. When a child cannot be returned to their
family, the child is made a Crown Ward.
Crown Wards experience barriers to academic success:
• Due to early neglect, Crown Wards are behind their peers in school and
sometimes never catch up, resulting in frustration and lack of motivation (truancy
and behaviour problems are common).
• Crown Wards have had many school changes, either due to their birth family
moving often or moves within the CAS system.
• Poor Mental Health (Trauma from past experiences, anxiety, depression)
• Lack of consistent family support/connections (feelings of lonelisness and
hopelessness)
• Many Crown Wards are living independantly before they are ready to (and stop
going to school)
Autism Ontario is a leading source of information and referral on Autism and one of
the largest collective voices representing the autism community. Members are
connected through a volunteer network of 30 chapters throughout Ontario. We are
dedicated to increasing public awareness about autism and the day-to day issues
faced by individuals with autism, their families and the professional with whom they
interact. The London Chapter supports more than 4,000 individuals living with Autism
Spectrum Disorder in Elgin, Middlesex and Oxford counties.
Our Mission: To ensure that each individuals with ASD is provided the means to
achieve quality of life as a respected member of society.
There is potential - you just need to know HOW to see it!
ASD can be characterized by challenges in some or all of the following areas: mild to severe language
and communication processing; acquisition of social skills; behavioural issues; fine and gross motor
skills; cognition; sensory issues. It is complex and can vary from one individual with ASD to the
next.
Government statistics suggest the prevalence rate of autism is increasing 10 to 17 percent annually.
Boys are more likely than girls to be diagnosed with autism and receive the diagnosis 3 to 4 times more
frequently. However, research indicates that girls with ASD may be under diagnosed due to a different
presentation of characteristics.
SEAC is aware that the overall projected
enrollment is expected to continue to
decline, while the number of students
with extensive and pervasive needs
continues to increase,
impacting overall funding.
SEAC Recommendations
“In a diverse classroom, no single method can reach all
learners. Multiple pathways to achieving goals are
needed.” Hitchcock et. Al, 2002, P18
Mental health of all children
Continue to raises awareness and build capacity amongst stakeholders in
children’s mental health. Develop mental health literacy through professioal
development, expansion of resiliency resources.
Technology and policies
Create policies that work to take existing technologies and make it work for the
LDCSB in ways that are thoughtful and creative.
SEAC Recommendations
Professional Development
Provide enhanced professional development for teachers and educational
assistants to address specific skills and difficulties. Focus on student-based
pedagogy.
Multi-disciplinary service delivery teams
Given the limitations to the 2011-2012 budget, maximize the role of
support personnel through multi-disciplinary service delivery teams,
increase focus on consultation and building capacity amongst teachers and
educational assistants.
I am different, not less. ~ Temple Grandin