Special Education Services: A Manual of Policies, Procedures and GuidelinesE. Special Needs Categories E.6 Physically Dependent Definition Some students are born with conditions or disabilities that make them dependent, while others acquire conditions or disabilities. For some students, increasing independence as they learn and grow is a reasonable expectation. For other students, decreasing independence may occur due to degenerative conditions or terminal illness. To be eligible for supplemental funding in this category the following conditions must be met:
Identification and Assessment Careful documentation and clear procedures are required to address the health needs of these students while in school. Therefore, the following should be incorporated into the planning: available medical assessments; health care plans; and special emergency procedures (see Appendix H.8 In-School Nursing Support Services for Special Needs for more information). Planning and ImplementationIn providing services to a student with dependent needs, unique issues around seating, lifting, positioning, movement, feeding, medication, hygiene and safety will have to be addressed by the school-based team. Many of these can be carried out in a classroom environment, but others, for reasons of privacy and dignity, require a more secluded space. The student will also require adaptations to the learning environment to participate in aspects of school life and to maximize independence. The student should have access to as many parts of the school as possible, to increase opportunities for participation. Equipment accessibility in these areas will also have to be addressed. Adaptations to facilities or equipment to allow access to school areas and programs should be made as quickly as possible where physical barriers exist. The Provincial Integration Support program can provide information and strategies to maximize participation by students with multiple disabilities. (Appendices H.1 Accessible School Facilities Planning and H.2 Access to Equipment, Technology & Services) Recent and ongoing technological advances in adaptive devices related to computer access, environmental controls and augmented communication have greatly enhanced learning opportunities for students with dependent needs. It is expected that specialist staff will stay informed about current developments and introduce new technology as appropriate. The services of the SET-BC program may be appropriate for some of these students (Appendix H.2.5 Special Education Technology-BC (SET-BC)). A student with a degenerative and/or terminal condition who is or becomes dependent should have normal routines maintained as long as possible. Health care plans will need regular updating and will need to include emergency procedures to meet individual needs and circumstances. Evaluation and Reporting Some students may require extensive modifications to parts or their entire program so that the learning outcomes will be substantially different from the regular curriculum. In these cases, evaluation will be based on the degree to which the goals and objectives in the IEP are achieved. Evaluation would be referenced to individually set standards. Reports to parents should be provided on the same schedule used for all students. Progress should be reported with respect to all components of the program and with reference to progress in relation to the IEP goals. Reports should indicate the adaptations and modifications made to the student's educational program. All personnel directly involved in the ongoing educational program (e.g., classroom teacher, specialist teacher, speech-language pathologist) should report on student progress. Student progress should be evaluated using a range of assessment techniques. These may include criterion-based measures, curriculum-based assessments, teacher observations, samples of student work, and the extent to which IEP goals have been achieved. Personnel Teachers with responsibilities for supporting students with dependent needs should fulfill the qualifications described for learning assistance (see Section D1: Learning Assistance Services). In addition, they should have advanced coursework in:
There may also be a need for a qualified health professional to monitor the quality of health services on a regular basis. Districts should ensure that personnel who serve students with chronic and complex health needs are trained and qualified to perform the functions required. Teachers' assistants
It should be noted that teachers’ assistants work under the direction of a teacher and the general supervision of a teacher or school principal. In-service training should include opportunities to further develop expertise in these and related areas . Resources Further information may be obtained from: Coordinator, Provincial Integration Support Program
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