Ministry Policy Site

Distributed Learning- Requirements and Guidelines for Students with Special Needs

In effect July 1, 2006.

Revised policy

These requirements and guidelines apply to Boards of Education and authorities that have signed Distributed Learning (DL) Agreements with the Ministry. Distributed learning is one option for instructing students with special needs. This policy also applies to students with special needs in a dual enrolment situation. These guidelines are not for students who are home schooled.

When a distributed learning student in Grades 10, 11, or 12 who has special needs is enrolled with more than one board or authority, the Ministry will fund a single board or authority. The board or authority that identifies itself as responsible for a student’s special needs services, is responsible for the IEP. All boards or authorities where a student is enrolled must be consulted regarding services and meeting IEP requirements.

Distributed learning students in K-9 with special needs may enrol with only one board or authority. However, school districts may make their own arrangements to provide students with access to distributed learning.

As of July 1, 2006, students in Grades 10, 11, or 12 who enrol in distributed learning courses may also enrol in other public or independent schools. This policy allows special needs students to have the same educational program options as other students while avoiding the complexity of multiple IEPs. The funding model also retains funding equity for special needs because all students in a category, in all delivery combinations, will generate the same supplementary funding.

Also see Ministerial Order 638/95, the Individual Education Plan Order, and Ministerial Order 150/89, the Special Needs Students Order and the Educational Standards Order (Independent Schools)

Qualified Teacher: In reference to a public school, a teacher certified by the BC College of Teachers. In reference to an independent school, a teacher certified either by the BC College of Teachers or by the Inspector of Independent Schools.

The Policy section, below, includes Requirements that must be followed. The Guidelines are considerations for planning a program for students with special needs. The requirements and guidelines both apply to new programs as well as existing distributed learning programs.

Requirements

If a student with special needs in Grades K-9 wishes to receive part of an educational program through DL, boards or authorities may make their own arrangements to coordinate this. All students in Grades 10-12 that enrol in a distributed learning school may also enrol in other schools, and generate course-based funding for their DL school.

To qualify for Level 1, 2 or 3 special needs funding, Boards of Education and authorities must meet the following requirements:

1. Students with special needs must be included in accountability processes.
2. Ministry of Education guidelines found in Special Education Services: A Manual of Policies, Procedures and Guidelines, which contain requirements for assessment and provision of services for students with special needs, must be followed.
3. For students with special needs in Grades 10-12 who enrol with more than one board or authority, school districts/authorities will be expected to deem which is responsible for supplementary services. In all cases, the Board of Education/authority receiving supplementary funding is expected to develop the student’s IEP and to provide and/or coordinate supplemental services. It will also be responsible for coordinating the student’s transcripts and examinations. The Ministry of Education will fund a single board or authority with special needs supplementary funding.
4. Individual Education Plans (IEPs) must follow Ministry of Education guidelines found in Special Education Services: A Manual of Policies, Procedures and Guidelines.
5. The distributed learning program provided for a student with special needs must comply with provincially prescribed outcomes of British Columbia K-12 curriculum or the achievement of goals in a student's IEP.
6. When more than one Board of Education or authority provides services, one Board of Education or authority must take responsibility for identification of a student with special needs and consulting with parents on the student's IEP. Each of the boards or authorities must have a copy of the IEP in the student’s file and cooperate with the funded board or authority to meet the student’s special needs.
7. Only qualified teachers can deliver instruction through distributed learning schools. School boards or authorities are responsible for ensuring appropriate technical support is available.
8. A board or authority must have a policy that addresses roles and responsibilities, including custodial care, for a student engaged in distributed learning. Neither a Board of Education nor an authority is responsible for providing custodial care , personal care, or behaviour management for a student taking distributed learning, while the student is at home.
9. Students enrolled whose primary educational setting is at home may have the option according to school policy, of participating in a school setting and with school-based support as the need arises.
10. Each student enrolled in a distributed learning school or program must have access that is equitable to other district or authority students to school-based, non-categorical resource services such as learning assistance services, counseling, school psychology services, speech-language pathology, physiotherapy/occupational therapy, and hospital services with the exception of hospital/homebound services.
11. In the event that services are provided by more than one Board of Education, authority or service provider, a written agreement led by the Board of Education or authority that receives funding must be in place, identifying the roles and responsibilities of each party. Planning such services must be part of the IEP development and the parents must be consulted. Service providers must be under supervision of a qualified teacher or principal.
12. Documentation must be kept on file recording the frequency and duration of student/program and/or service provider contact as a measure of student participation.

Guidelines

The following are considerations for Boards of Education and authorities as they plan distributed learning programs for students with special needs:

1. The organization of the Board of Education's or authority’s program should be consistent with the role and mission of the board or authority.
2. The board or authority should have in place clear policy and procedures for electronic communications, including an acceptable code of conduct and expectations for participation in electronic communications.
3. When students with special needs require specialized instruction, assessment and/or assistive technologies, this should be done in consultation with a school or district/authority team, the parents, and, when appropriate, the student.
4. In considering the appropriateness of a program delivered at a distance, the Board of Education or authority should:

a) assess the learning needs and familiarity with technology of each student; and

b) inform the student/parent of:

(i) required access to technologies;

(ii) technical competents required by the student in the program;

(iii) the components and expectations of the program; and

(iv) the learning and support services available through the program and/or the Board of Education.

5. Instruction and learning resources should be provided in a format that meets the student's needs in accordance with the IEP.
6. Frequent opportunities should be provided for individualized and timely interactions between teachers and students and among students.

Distributed Learning Policy

Special Education Services: A Manual of Policies, Procedures and Guidelines

If you have any questions relating to this Policy, please contact EDUC.DistanceEducationOnlineLearning@gov.bc.ca, Information Department.