2.2 Roles and Responsibilities
(Also see Section 2.11 - Special Education Staff)

The Ministry of Education has begun to define roles and responsibilities in elementary and secondary education in several key areas:

¨ legislative and policy framework

¨ funding

¨ school system management

¨ programs and curriculum

It is important that all involved in special education understand their roles and responsibilities, which are outlined below.

The Ministry of 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 parents 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 deaf-blind, or who have severe learning disabilities.

The District School Board:

¨ establishes school 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 guide to provide parents 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;

¨ provides professional development to staff on special education.

The Special Education Advisory Committee:

¨ 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;

¨ provides information to parents, as requested.

The School Principal:

¨ carries out duties as outlined in the Education Act, regulations, and policy/ program memoranda, and through board policies;

¨ communicates Ministry of Education and school 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 parents;

¨ 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 parents and with school 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 parents 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;

¨ ensures that appropriate assessments are requested if necessary and that parental consent is obtained.

The Teacher:

¨ 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 parents 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 parents;

¨ works with other school board staff to review and update the student’s IEP.

The Special Education Teacher, 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;

¨ assists in providing educational assessments for exceptional pupils.

The Parent/Guardian:

¨ becomes familiar with and informed about board policies and procedures in areas that affect the child;

¨ participates in IPRCs, parent-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;

¨ is responsible for the student’s attendance at school.

The Student:

¨ complies with the requirements as outlined in the Education Act regulations, and policy/program memoranda;

¨ complies with board policies and procedures;

¨ participates in IPRCs, parent-teacher conferences, and other activities, as appropriate.