SEAC PRESENTATION – LDCSB TRUSTEES

April 2011

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

Our successes

Parent Connection NewsletterFall 2010

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2010.pdf

Parent connection newsletter

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”

Association for Bright Children

OURMEMBER AGENCIES

What we do• Make 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;

• 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 London-Middlesex; 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

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Parents for Childrens Mental HealthPCMH 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

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.

Association for Bright Children

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)

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.

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.

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 childrenContinue 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 policiesCreate policies that work to take existing technologies and make it work for the LDCSB in ways that are thoughtful and creative.

SEAC RecommendationsProfessional DevelopmentProvide enhanced professional development for teachers and educational assistants to address specific skills and difficulties. Focus on student-based pedagogy.

Multi-disciplinary service delivery teamsGiven 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