2.2 Roles and Responsibilities in Special Education

• defines, through the Education Act, regulations, and policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services, and prescribes the categories and definitions of exceptionality;
• ensures that school boards provide appropriate special education programs and services for their exceptional pupils;
• establishes the funding for special education through the structure of the funding model. The model consists of the Foundation Grant, the Special Education Grant, and other special purpose grants;
• requires school boards to report on their expenditures for special education;
• sets province-wide standards for curriculum and reporting of achievement;
• requires school boards to maintain special education plans, review them annually, and submit amendments to the ministry;
• requires school boards to establish Special Education Advisory Committees (SEACs);
• establishes Special Education Tribunals to hear disputes between parent(s)/guardian(s) and school boards regarding the identification and placement of exceptional pupils;
• establishes a provincial Advisory Council on Special Education to advise the Minister of Education on matters related to special education programs and services;
• operates Provincial and Demonstration Schools for students who are Deaf, Blind, or Deafblind, or who have severe learning disabilities.

• establishes Board policy and practices that comply with the Education Act, regulations, and policy/program memoranda;
• monitors school compliance with the Education Act, regulations, and policy/program memoranda;
• requires staff to comply with the Education Act, regulations, and policy/program memoranda;
• provides appropriately qualified staff to provide programs and services for the exceptional pupils of the board;
• obtains the appropriate funding and reports on the expenditures for special education;
• develops and maintains a special education plan that is amended from time to time to meet the current needs of the exceptional pupils of the Board;
• reviews the plan annually and submits amendments to the Minister of Education;
• provides statistical reports to the ministry as required and as requested;
• prepares a parent(s)/guardian(s) guide to provide parent(s)/guardian(s) with information about special education programs, services, and procedures;
• establishes one or more IPRCs to identify exceptional pupils and determine appropriate placements for them;
• establishes a Special Education Advisory Committee; and
• provides professional development to staff on special education.

• makes recommendations to the Board with respect to any matter affecting the establishment, development, and delivery of special education programs and services for exceptional pupils of the Board;
• participates in the Board’s annual review of its Special Education Plan;
• participates in the Board’s annual budget process as it relates to special education;
• reviews the financial statements of the Board as they relate to special education; and
• provides information to parent(s)/guardian(s), as requested.

• carries out duties as outlined in the Education Act, regulations and policy/ program memoranda, and through Board policies;
• communicates Ministry of Education and Board expectations to staff;
• ensures that appropriately qualified staff are assigned to teach special education classes;
• communicates Board policies and procedures about special education to staff, students, and parent(s)/guardian(s);
• ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlined in the Education Act, regulations and Board policies;
• consults with parent(s)/guardian(s) and with Board staff to determine the most appropriate program for exceptional pupils;
• ensures the development, implementation, and review of a student’s Individual Education Plan (IEP), including a transition plan, according to provincial requirements;
• ensures that parent(s)/guardian(s) are consulted in the development of their child’s IEP and that they are provided with a copy of the IEP;
• ensures the delivery of the program as set out in the IEP; and
• ensures that appropriate assessments are requested if necessary and that parent(s)/guardian(s) consent is obtained.

• carries out duties as outlined in the Education Act, regulations, and policy/ program memoranda;
• follows Board policies and procedures regarding special education;
• maintains up-to-date knowledge of special education practices;
• where appropriate, works with special education staff and parent(s)/guardian(s) to develop the IEP for an exceptional pupil;
• provides the program for the exceptional pupil in the regular class, as outlined in the IEP;
• communicates the student’s progress to parent(s)/guardian(s); and
• works with other school board staff to review and update the student’s IEP.

In addition to the responsibilities listed above under “the teacher”:

• ​holds qualifications, in accordance with Regulation 298, to teach special education;
• monitors the student’s progress with reference to the IEP and modifies the program as necessary; and
• assists in providing educational assessments for exceptional pupils.

• becomes familiar with and informed about Board policies and procedures in areas that affect the child;
• participates in IPRCs, parent(s)/guardian(s)-teacher conferences, and other relevant school activities;
• participates in the development of the IEP;
• becomes acquainted with the school staff working with the student;
• supports the student at home;
• works with the school Principal and teachers to solve problems; and
• is responsible for the student’s attendance at school.

• complies with the requirements as outlined in the Education Act, regulations, and policy/ program memoranda;
• complies with Board policies and procedures; and
• participates in IPRCs, parent(s)/guardian(s)-teacher conferences, and other activities, as appropriate.