Cindy Finn, Ph.D.
October 24, 2012

Classification of Special Needs in
Quebec
(MELS)
Special Needs
Students in Difficulty
(Learning or
Behavior)
Students with
Social Maladjustments or Handicaps
**
Identification procedures and government funding differ for both categories

• Students identified as having academic difficulties and behavioral challenges
– Learning difficulties/Mild Intellectual Delay
– Behavior disorders
• a priori Funding, based on historical percentage of student population (10-12%)
• School boards determine identification, in accordance with MELS guidelines and collective agreements
• LBPSB Policy on Special Needs

Students with Handicaps/Severe
Behavior Disorders
• Variable code)
funding (per board per
• Validation process to substantiate “codes”
3 necessary elements to support a code
– Diagnosis by professional
– Limitations that affect learning
– School-based Services
• Code = Dx + limitations + services
• Represents +3.8% of LBPSB population

Categories (identified by MELS with numerical code):
• Severe behavioral disorder (14)
• Mild motor impairment/Organic impairment (33)
• Severe motor impairment (36)
• Language Disorder (34)
• Moderate to severe intellectual impairment (24)
• Profound intellectual impairment (23)
• Pervasive developmental disorder (50)
• Psychopathological disorder (53)
• Visual impairment (42)
• Hearing impairment (44)
• Atypical disorder (99)

• 12% of total LBP population
• 1810 students in difficulty
(2012)
– 34% at elementary level
– 66% at secondary level
• 879 students with handicaps (2012)
– 50.6% at elementary
– 49.4% at high school
• Students with special needs in all LBPSB schools except Soulanges

• In difficulty : Learning Difficulty (74.6%), Behavior
Disorders (16.3%), Mild Intellectual Delay (9.1%)
• Handicaps: Autism (47%), psychopathological disorders (13.5%), moderate-profound intellectual impairments (11%), language impairment (10.5%), mild motor/organic disorders (7.9%), sensory impairments (6.6%), severe motor disability (2.9%)

• Policy on Special Education (1999)
• Promotes success for all
– “Educational success has different meanings depending on the abilities and needs of different students” (p. 15)
6 ways to promote success
Prevention & early intervention
Adapting services to the needs of students
Favoring inclusion/integration in natural environment
Creating community & enhancing partnerships
Assisting students ‘at-risk’
-
Evaluating students’ educational success

Complementary Educational Services
• Services to assist schools in supporting the diverse learning and social needs of all students
• 12 services, 4 programs

Prevention and Promotion: Provide students with an environment conducive to the development of a healthy lifestyle, their health and well being
Assistance: Help students with academic and career choices
Student Life: Develop students’ sense of autonomy, responsibility, moral and spiritual dimension, interpersonal relationships and sense of community and school belonging
Support to Learning: Provide students with conditions conducive to learning

• Classroom teachers
• Resource teachers
• Support from paraprofessionals (Integration aide/Special
Education Technician/Social Aide Technician)
• Student Services Department (Non-teaching professionals)
• Educational Services Department (Curriculum/Program
Consultants)
• Itinerant Teacher Services – MOSD & MAB (Vision and Hearing)
• Professionals from outside agencies (CSSS, Batshaw)

• Non-teaching professionals supporting all schools
• Direct services to students (e.g., assessment)
• Services to schools (e.g., consultation, professional
• Services to parents and families (e.g., FSSTT)
• Assist with Ministry of Education-related duties (coding, committees, measures, training)
• Work in partnership with other ministries and community groups (e.g., Batshaw, health, police)
• Conduct research on best practices regarding special needs and inclusive education
• Supervise interns/placements, peer supervision

SOURCES OF FUNDING
• General funding (teacher posts = resource teachers, aides/techs, professionals)
• In difficulty funding (base funding)
• Code-generated funding (per capita)
• Special grants (examples)
– 30059: IEP release $
– 30053: Supports Inclusion
– 30364: Professional resources
– 30810-1/2: Adapted equipment and technology

 Learn more about student
 Review teaching strategies already in progress
 Brainstorm additional strategies with multidisciplinary group
 Develop/monitor an action plan
 Facilitate communication within the school, with parents, with other professionals involved
 Carry out referrals for consultation, assessment, or identification of special needs

INVITED
GUEST
CLSC (SOCIAL
WORKER/
NURSE )
PRINCIPAL
RESOURCE
TEACHERS
SP. ED TECH
SOCIAL AIDE
TECH
SPEECH LANGUAGE
PATHOLOGIST OR
OCCUPATIONAL
THERAPIST
CLASSROOM
TEACHER
INTEGRATION
AIDE
CONSULTANT FOR
SPECIAL
NEEDS/OTHER SSD
PROFESSIONALS
SCHOOL
PSYCHOLOGIST
FSSTT

• A legal, confidential document
• Must be created when a student is identified with special needs
– Formal identification (LD,BD,MI + Handicapped codes)
• May be developed when an intervention plan is needed but there is no formal identification
• Linked directly to the QEP and report card
• To be developed in collaboration with key players
• A hands-on tool that outlines objectives and strategies that should be referred to regularly and updated as to student’s progress

ELEMENTARY
• Registration procedures
• Resource team planning
• Emphasis on early intervention
• Collaboration with outside partners
HIGH SCHOOLS
• Graduation
Track/Individual paths
• Work-Oriented Pathway
(WOTP)
• Students with high special needs
– Academic emphasis +
Life skills (hygiene, sexuality, independent living)
• Transition planning
(until age 21 for some)

• Provincial Resources housed at LBPSB
• Ongoing Professional Development
• Projects (e.g., ALDI, FLASH)

– For students with emotional/social/behavioral challenges
– Focus on early intervention, proactive focus
– Meaningfully involve parents in child’s world
• REACH Program
– Cycle 1 elementary program for students with severe behavioral difficulties
• LIFE/Transition Programs
– Programs for 16+ students with high special needs
• Co-op program (John Abbott & Vanier)
– Supports autonomous secondary students (18-21) with developmental challenges who participate in college life
– Focus on basic academics, life skills, work skills (Light a Dream)

• Parents & Families
• Health & Social Services
– Batshaw Youth & Family Centres
– Hospitals (MCH, JGH, Douglas)
– CSSS (4 on our territory)
– Readaptation Centres
• CRDI (Centres for Intellectual Handicaps) e.g., CROM
• CRDP (Centres for Physical Handicaps) e.g., MAB/Mackay
• Universities (McGill, Concordia) & CEGEPS (Vanier, Dawson)
• Community groups (e.g., WIAIH)
• Professionals in Private Practice
• Other schools/school boards (e.g., Montreal Oral School for the Deaf)

• Dawson Alternative/Portage (Batshaw)
• Angrignon School (Douglas Institute)
• Philip E. Layton & Mackay Centre School
(EMSB)
• Hors reseau schools (e.g., Peter Hall, MOSD)

http://www.mels.gouv.qc.ca/DGFJ/das/orientations/orientations.html

http://snac.lbpsb.qc.ca/