GOVERNMENT OF
Department of Education
www.edu.gov.nf.ca
Guidelines for Completing Documentation Only*
for Teacher Support under
Section 10.1 (D) of the
Teacher Staffing Policy,
Severe Physical Disability
Division of Student Support Services
January 2000
* Re-documentation requires copies of the following:
Evaluated ISSP (Progress Report)
Revised ISSP
Student Schedule
Principal’s Letter
Outline of Alternate Courses
District Office Confirmation
NB. Documentation Package is 12 pages including cover and criteria statements.
Physical Disability
Students with a physical disability include those who have an acquired or congenital physical and/or motor impairment; disabilities such as cerebral palsy, myelomeningocele (spina bifida), muscular dystrophy, arthritis, amputations, congenital anomalies, osteogenesis imperfecta, arthrogryposis and others would be included.
The disability may interfere with the normal function of the bones, and/or muscles and/or joints and may also include impairment of the central nervous system. Physical characteristics may include:
- paralysis
- altered muscle tone
- sensory disturbances
- an unsteady gait
- non-ambulation requiring alternate systems of mobility
- loss of, or inability to use one, or more limbs
- poor gross and/or fine and/or oral motor control
The impairment may range from mild to severe; may have minimal impact on the child or interfere substantially with functional ability. The effects of the disability may be minimized through appropriate environmental adaptations and/or the use of assistive devices.
A person with a physical disability may have other accompanying disabilities, e.g., a visual or hearing impairment, a learning disability, cognitive delay, speech language difficulties, or may have multiple disabilities. The disability may be mild, moderate, or severe.
Severe Physical Disability: Teacher Staffing Policy 10.1(D)
A child/youth qualifies for services via Teacher Staffing Policy 10.1 (D) if s/he meets all of the following criteria: (For assessment and programming support see Programming for Individual Needs: Physical Disabilities (1996)
1. Developmental sequences in 4 of the 5 areas of:
Self-help
Communication (verbal/written)
Gross Motor
Fine Motor
Cognition
a) are not/or will not be evidenced at the pace expected within universal norms, due to a diagnosed physical disability, or
b) regression in levels of development attained is evidenced and documentation from a physician confirms that regression in the above areas will continue.
2. The physical disability mandates that specialized personalized equipment is necessary in order to access appropriate educational experiences. (e.g., wheelchair, brace, positioning device.)
3. The physical disability and/or accompanying perceptual processing difficulties mandate that the curriculum must be modified, re-taught, or augmented.
The student is enrolled in two or more alternate courses at the high school level/ alternate programs at K-9. Each course should require at least 60 minutes teaching per week. The areas addressed may include academics; communication; learning strategies; metacognition; organization; perception; sensory/motor; assistive technology, social/adaptive, including problem solving, etc. Alternate course/program descriptions are included with the ISSP. If the course is registered for credit it must be at least 55 hours in length for one credit and 110 hours for 2 credits.
4. Augmentative communication systems must be taught, monitored and modified. Assistive technology is needed to access/demonstrate knowledge. See Using Technology to Enhance Students’ Differing Abilities for decision-making framework.
5. The student is receiving direct instruction to transfer skills learned in alternate courses to other environments.
6. The educational component of the ISSP, signed by the team, indicates:
Note: A sensory deficit cannot be the primary impairment.
Students who are Criteria D must be accessing or able to access the Prescribed Curriculum. Any modifications must be due to the physical disability.
GOVERNMENT OF
Severe Physical Disability
Criteria D
Student’s Name:___________________________MCP#_______________DOB:_________
Grade Level: _____ School Name and #: _______________________ District #: _____
1(a). I/We certify that this student has a severe physical disability. Yes______No_____
The disability is:_____________________________________________________________
___________________________________________________________________________
1(b). I/We certify that because of the physical disability, this student requires specialized personalized equipment in order to access appropriate educational experiences.
Yes______No_____
Please specify:
____wheelchair
____brace
____ positioning device
____adapted desk/ chair
____other(specify)________________________________________________
1(c). I/We certify this student is using augmentative systems Yes_____No_____
Please specify the system(s) to enhance verbal communication: ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
and/or
Please specify the system(s) to enhance written communication:
___________________________________________________________________________
__________________________________________________________________________
2. I/We certify comprehensive assessment has ruled out other primary causes of the disability:
cultural or economic disadvantage Yes ___ No____
3.
I/We certify that comprehensive assessment verifies this student is able to access and achieve the outcomes of the Prescribed Provincial Curriculum and to meet graduation requirements. Yes____ No____4.
I/We certify this student has received direct instruction from the non-categorical special education teacher for at least one year. Yes ___ No____
Note: Persons signing this section must be certified to administer relevant assessment
instruments.
Signature:______________________________ Position:_____________________________
Signature:______________________________ Position:_____________________________
Signature:______________________________ Position:_____________________________
If Sections 1 - 4 are completed, and the responses to all subsections are Yes, then please proceed to Sections 5-13. If any of the responses are No, then the student is not eligible for this service.
5(a). Enclosed are photocopies of relevant reports (e.g., Physiotherapy, Occupational Therapy, Educational Psychology, Speech/Language Therapy) that demonstrate the physical disability is severe and that for this student, developmental sequences are not evidenced at the pace expected within universal norms, in the following areas, due to the diagnosed physical disability: Yes______No_____
Please specify areas:
1._______Self-help
2._______Communication
____verbal
____written
3._______Gross Motor
4._______Fine Motor
5._______Cognition
OR
5(b). Enclosed are photocopies of relevant reports (e.g., Physiotherapy, Occupational Therapy, Educational Psychology, Speech/Language Therapy) that demonstrate that, for this student, regression in levels of development attained is evidenced and documentation from a physician confirms that regression in the following areas will continue. Yes______No______
Please specify areas:
1._______Self-help
2._______Communication
____verbal
____written
3._______Gross Motor
4._______Fine Motor
5._______Cognition
The enclosed information must be sufficient to enable a determination of the severity of the physical disability and its impact on the functioning of the student in the school environment.
6. This student has received direct instruction, for a minimum of one year from the special education teacher, in the following areas relevant to his/her learning disability. Please complete this page only if the information is not apparent in the ISSP.
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Last year’s student schedule is attached indicating the above information. Yes___No___
The Programming Pathways chart is completed in detail and is enclosed. Yes___No___
The student is receiving direct instruction to transfer skills learned in alternate courses or programs to other environments. Yes___No___
This student is using the following low-tech/high-tech technology to access/demonstrate knowledge. See Using Technology to Enhance Students’ Differing Abilities for the decision making framework.
Technology |
Subject Areas/Environments Used |
10. The student’s ISSP, including the educational component, as signed by the team, is attached indicating:
Principal’s letter is signed and attached. Yes___ No___
ISSP team confirmation is signed and attached. Yes___ No__
District Office Confirmation of Procedures is signed and attached. Yes___ No___
Form completed by:
_______________________________ __________________________________________________________________ ____________________________________
Telephone Number:______________________ Fax Number:_________________________
Date:_____________________________________________
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INDIVIDUAL SUPPORT SERVICES PLANNING TEAM CONFIRMATION
We, the undersigned have been involved in the assessment and individual support services
planning process for ___________________________________ and verify the accuracy of the
(Child’s Name)
information provided in this documentation for support under Teacher Staffing Policy 10.1 (F)
Severe Learning Disability.
_____ We understand this service is provided to supplement the services of the non-categorical special education teacher.
_____ We understand this service will not remain in effect throughout the student’s school career, and planning for transition from this support to support from the non-categorical special education teacher will form part of the student’s program.
_____ We confirm this student is able to access the prescribed curriculum.
_____ We understand this is only an application.
___________________________ ______________________________
Date
Teacher
___________________________ ______________________________
Parent
Principal
___________________________ ______________________________
Student
Guidance Counsellor/ Psychologist
___________________________ ______________________________
Other
Other
___________________________ ______________________________
Other
Other
PRINCIPAL’S LETTER
As principal of this school I acknowledge, as I sign my initials before each statement, that the following conditions exist in this school and the utilization of Student Support Services personnel will be monitored by the Division of Student Support Services:
---------- 1. Special education teachers are providing services on a prioritized basis in Pathways 5, 4, 3 and 2 respectively, and also on the severity of the students’ exceptionality.
---------- 2. Special education teachers are not teaching prescribed courses (high school) or programs (K-9) except under the following circumstances:
______ the course/curriculum is being offered only to students with identified exceptionalities, as articulated in Appendix A of the Transitional Student Support Services Policy
______ the group size is kept to a maximum of ten (10) students.
---------- 3. Special education teachers are not used as remedial teachers, other than for students with diagnosed exceptionalities.
--------- 4. There is not sufficient time in the schedules of the Special Education teachers (non categorical) to meet the needs of children/youth with the above mentioned exceptionalities.
--------- 5. Any categorical units allocated for students with severe mental handicaps and severe physical disabilities are utilized solely for the students designated.
----------- 6. It is fully understood that any teacher allocated is provided as a support to the non categorical special education teacher and is not seen as a separate and unrelated allocation.
----------- 7. The student will be in school on a full time basis.
Comments:
Signature of Principal:____________________________________
Date:____________________________________
DISTRICT OFFICE CONFIRMATION OF PROCEDURES
The documentation, including the required forms and the ISSP, has been reviewed. Services that have been provided through existing resources have been deemed insufficient to meet this student’s needs and therefore we concur with the request of the ISSP team for this categorical teacher allocation.
_______________________________________
Program Specialist for Student Support Services
________________________________________
Director or Assistant Director (Programs)
______________________________
Date
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