By Peter Chaban
Recently, a national newspaper published a report card on Ontario’s elementary schools. It based its ratings on ten indicators; all derived from examining three years of the Education Quality and Accountability Office (EQAO) results. Results were based on grade three and six scores on standardized tests in reading, writing, and math. Although these scores identified levels of improvement in performance for the general school population, they said little about the performance of special needs students; yet for parents of these children, it is especially important to know how to identify good schools.
History of special education
In order to determine what works for special needs children, it is necessary to look at special education in Ontario in an historical context. It wasn’t until 1962 that the Ontario Human Rights Code was passed. It affirmed the rights of all Ontario citizens to equal access to all services including education. Though access to educational services was mandated, it did not necessarily mean access into a regular school. It wasn’t until the Ontario Education Amendment Act, also known as Bill 82, was passed in 1980 that school boards were mandated to provide programs for all children with special education needs. These programs were set up in regular schools, but usually in separate classrooms known as self-contained classrooms. Because these students did share certain activities, usually gym and music, they were considered part of an integrated program even though they were still segregated when it came to academic subjects. In 1998, the provincial government passed Regulation 181. This required that schools, when considering placement of children with special needs, first consider placement in a regular classroom with appropriate supports. This is known as the inclusive model.
Tips in searching for a good school
Today, educators talk about a school offering a ‘cascade’ of choices. These choices range from a regular classroom with staff support, to partial withdrawal, to a resource class for extra help, to a self-contained special education classroom. For parents of special needs children, it can be difficult to decide what is best. A place to start might be to identify what one expects for a child’s education. All children are continually developing. We can identify four broad areas of development or growth. They are physical, emotional, social, and intellectual. Each of these areas is interrelated. Parents should make sure that none of these areas is neglected in a school program. At the same time, the primary focus of school is learning. Almost all children can learn to read and do basic math. These academic skills are essential building blocks for further learning. Success in these fundamental areas promotes a better sense of independence and makes both the emotional and social component of education easier to achieve.
School environment
It is important to get a good sense of the school. Does the school actually put the ideals of ‘inclusion’ into practice? Look to see if the school practices universal access to classrooms and to curriculums. Do teachers use a variety of instructional methods to promote learning for all students? Are there school-wide projects to help all students understand diversity and promote inclusion beyond just the classroom? Does the school feel inviting, active, and safe when you visit? Do you feel welcome?
The principal
There are also specific things you can look for to help inform your decision. These include meeting with the principal and your child’s teachers. The principal is the key to a successful school. If your child has special needs, you should meet with the principal. He is responsible for the implementation of your child’s individual educational plan (IEP). When you meet with the principal ask him about his training in special education. Has he taken any special ed courses? Principals need to understand how special education works. Have him explain his philosophy of ‘inclusion’. How does he bring it into practice across the school community? Successful inclusion programs require participation from the full school staff. Find out how professional development is promoted within the school. Does the principal promote professional learning communities within the school? Ask for examples of professional learning community practices. Finally, how does the principal ensure accountability from his staff and the school’s special ed program?
The teachers
Teachers play a central role in helping your child succeed. It is the teacher, not the program or the curriculum that has the greatest impact on the education of a special needs child. Research has shown that weak students who are taught by teachers with good instructional practices will outscore average students whose teachers do not use appropriate instructions.
In many cases, your child’s classroom teacher and special education teacher may not be the same person. Find out how well they communicate with each other. Do they team teach or is your child withdrawn from the regular class for instruction? How do they make either approach work collaboratively? Do they meet often to discuss your child’s progress?
Three key topics to discuss with your child’s teacher are assessment, instruction, and evaluation. Ask about the level of assessment regarding your child’s learning needs. When your child is taught in a regular classroom, how is her instruction differentiated from the other students? Is evidence-based curriculum a core part of your child’s instruction? How much of instructional time is spent with direct instruction and active learning? Children with special needs often require more engagement in learning and less time on independent learning. Finally, how does the teacher evaluate learning? Is it continuous or just a summation at the end of a learning unit? It should be continuous in order to inform the teacher whether the classroom instruction is in fact promoting learning.
Communication
The last piece of information you should review is your own comfort level with the school. Are communication lines open? Does school staff ask for input from the family? Are they open to information and knowledge that you as a parent may wish to share? Most importantly, do you see a happy developing child come home from school each day?