Manitoba Committee Hansard — 29 October 1979 (Public Expenditures Committee, Sitting 16, 31st Legislature, 3rd Session)

31-3-pe16

Manitoba — Debates (Hansard)

ISSN 0542-5492 Legislative Assembly of Manitoba STANDING COMMITTEE ON PRIVILEGES AND ELECTIONS Chairman Mr. J. Wally McKenzie Constituency of Roblin Monday, October 29, 1979 8:00 P.M. Office of the Queen"s Printer for the ·Province of Manitoba

Time: 8:00 p.m. Hearing Of The Standing Committee On Privileges and Elections Monday, October 29, 1979 MR. CHAIRN, Mr. J. Wally McKenzie. MR. CHAIRMAN: The Committee will come to order. Mrs. Lavoie. MRS. MARIE THERESE LAVOIE: I'm sorry, I cannot supply you with a brief, but I'll be sending it. Okay? MR.CHAIRMAN: That's quite all right, Mrs. Lavoie. MRS. LAVOIE: Okay. Well, I would like to bring to your attention a letter to the editors of the Free Press and the Tribune regarding Home Education. lt is written by Father Svoboda in regard to an

article from the Winnipeg Superintendent, Mr. Downey, and the letter reads as follows: "To the Editor: Parents hurt by public school system. There is something rotten in the state of Denmark, Shakespeare, from Hamlet. I wish to answer to the concerned observation of Mr. Downey, in the Tribune of October 18th. His concern is that a new trend and organization of parents would interfere with the public school system. The new organization of parents trying to defend their civic rights in education is considered as illegal and dangerous to the future of our public education system.

Let us say first that the MASH Manitoba Association for Schooling at Home, has no purpose to encourage parents to withdraw their children from our present schooling system, rather it is channelling the widely existing unrest among parents who are wondering what's going on with our schools, and who want to defend their basic parental rights.

This may bring about a conflict with the public school system attendance and monitoring of good education. lt may fortunately, just for the time being, serve as a temporary preventive measure until some of the educational experts, who impose questionable contents and methods as good education, come to terms with their philosophy, methods and better judgments and become more concerned with sound education rather than experimentation.

For a large group of parents the necessary resources are lacking to put their children in recognized private, parochial or indendent schools, therefore, are powerless to exercise their right as parents to choose the kind of education they want for their children. Unfortunately, Mr. Downey wishes to exploit this powerless captive audience to maintain the public school system by denying these parents an educational outlet which is within their means to exercise their parental rights.

Therefore, this large group of parents who do not accept the present state of the public school system, who cannot afford private schools and who may be denied the option of correspondence courses, will not be allowed to function nor survive in a democratic society. This is justified with a better look at the objectives and tasks of the School Attendance Act. Its first objective is not to protect children from exploitation but rather to direct them positively in human, religious, educational, social and moral formation that they will need in their future.

Parents don't exploit children usually, they pro-create them, they love them and they want them to have the best education possible. Likewise, the school system, which has as much interest as parents, desire the best for children to achieve a good education.

Exceptionally, there may be an exploitation by some parents in cases of special social conditions or child abuse, then the school has to intervene as a protective system, as well as the parents who have the right to appeal for help to the Department of Education, to our legislation if there is something exceptional, abuse in education either by the teaching personnel or by a respective school division. All this is said to determine the respective goals and responsibilities and rights of all sectors involved in education. But the critics of Mr. Downey don't touch the core of the question.

He is right to say that the present trend that animates all the parents joinin the MASH, is detrimental 431

Privih1,ges and Elections Monday, October 29, 19 79 in some way to the present system but he does not see that . the very cause of the unrest among the parents is, and what in the last instance, is threatening and disturbing our well developed system of education. Are these parents some vintage of our society not understanding its progress in morality and civilization? Their very concern is the experimentation that leave aside basics of education, morals, and true genuine humanism.

To the objections we hear very often today that moral basics can always be discussed, parents simply answer that they now have too much evidence of the poor results of the present system of education.

When the majority of youngsters, not only some of them, no longer accept parental authority and guidance at the age they need it most, when a sixth and seventh grader comes with a teenager's problem, when teenagers grow to cynical immaturity, when they come home with manuals, homework, and projects, with some imposed under strict secrecy, which surpass them morally, when they show signs of psychological harm and confess themselves that they need pedagogical assistance, with questions they cannot cope with psychologically, there is cause for unrest and concern and there is a time to complain.

There is also a time to organize and use their parents' rights within the channels of our democratic system, even if some harm is done to our public school system. lt is right to say that we have a flourishing school system. There are some good schools, some responsible superintendents, there are good children and good teachers. I remember the case of a principal who decided to go back to the sound principles with a firm hand but inspiring the youth with brilliant enthusiasm, his wits and some morality. lt was a pleasure to co-operate with him to the delight of both parents and youngsters.

By using their rights, the parents united in MASH, take their action as a temporary measure to achieve the same goals that our education system wished to attain. They do hope that our public school system, which does not want a pluralistic system, will correct that trend which could bring about a moral vastland {wasteland) in the coming generation, and bring about about the social apocalypse mentioned by Fidel Castro in the United Nations. This was written by Father Svoboda for a group of parents. I support this above letter because as a parent, I also have a daughter taking her grade nine correspondence course.

She started school this year and she was so unhappy, she came back one day, she had to return her books to the principal and she said she wasn't going back to school, so she came home and I figured, well maybe she should go and work, but I figured that grade nine, this was a shame, you know. So I waited for a couple of weeks and then I said, well, she might settle down and think of going back to school. But, no way, she didn't, so I don't know how I got around to that correspondence course, I mentioned it to her and she was very pleased, so we went in to see Mr.

Danylchuk, the superintendent, and first he said, well, it wasn't too good, she should be going back to school seeing there were classes .. . So I said, okay, if it was your daughter, what would you do? I said, it's either she goes to work or ... she's not going back to school, so you won't give me your okay, if I want to let her take her correspondence course, so he was very nice and he approved, and so he signed the letter and she started and it's fantastic the way she's going at it.

She starts at 9:30, she works till 10:30, she takes half an hour, and she goes on and she's been going on for a month now. it's really great . And she's relaxed, she used to skip classes, she hated school, and when I saw this letter I thought well, this is too good to be true. You know I don't belong to MASH because I didn't even know there was such an organization. But I see that some other parents are aware of 'hose things and they want to do something about it. So this is what I had to bring in tonight. MR. CHAIRMAN: Thank you, Mrs. Lavoie. Questions from the committee?

We thank you kindly for your presentation, Mrs. Lavoie. MRS. LAVOIE: Thank you. MR. CHAIRMAN: Mrs. Jenner. Mrs. Helen Jenner, and your presentation as a concerned parent. MRS. HELEN JENNER: That's right. MR. CHAIRMAN: Proceed, Mrs. Jenner. MRS. JENNER: Thank you. Meers of the Committee on Privileges and Elections. lt is with great reluctance that I come to sp�ak of my personal experiences with Manitoba's educttional system. As a member of the Manitoba ACLD I listened to your questioning following presentation of the Association's brief last Wednesday morning. During presentation of the Manitoba Association 432

Monday, October 29, 19 79 for Children with Learning Disabilities' brief, it was not deemed relevant to the proposed changes in the Act to include specific examples. Excuse me, I'm sorry, I have a dreadful cold. MR. CHAIRMAN: Certainly, you're excused. MRS. JENNER: I didn't use it as an excuse to not come down. MR. CHAIRMAN: Well, take your time, we've got lots of time. MRS. JENNER: Good. As I was saying, it wasn't deemed relevant to propose changes in the Act to include specific examples of parental struggles in seeking help for their children.

I have struggled with my conscience and desire for privacy since last Wednesday as I wondered if this committee might benefit from such input My conscience won and for what it's worth the following is a capsule commentary on the parental merry-go-round which my family has been on since our third child and first son was born, 23 years ago. He arrived a seemingly healthy, squalling new-born with a funny pointed head. How ironic it seems now to recall that I lovingly nicknamed him "Denny Dimwit". His arrival, added to the two daughters we already had made our family's happiness complete.

Little did we know then what lay ahead of us, uow our lives would become an almost endless struggle for our son's educational survival. I was labelled an over-anxious mother when the pediatrician tested my 2-% year old son at my insistence. I quote his words: "Your son is at a three-year old level in ability and will talk when he's ready, so don't be an over-anxious mother." Six months later the same pediatrician suggested this happy outgoing child, without language, be seen by specialists at the Children's Hospital.

Two and a half years later, after what seemed like endless visits, his father and I learned that our five-year old son had aphasia. This term applies to an injury to the speech centre which at last explained why our son was unable to form words. By now our family had acquired a style of communicating with this puzzling child through a form of charades. Specialists have emphasized the value of this communication which we had the insight to use. lt is my understanding that our son, because of the frustration, should have been totally withdrawn or emotionally disturbed and uncontrollable.

We still were a happy, hopeful family, confident the solution was now at hand. Our son had the good fortune to participate in a project at the Child Guidance Clinic and received intensive speech therapy for almost three years. Though there was little school progress during this period, we had been assured that once language was acquired academic growth would naturally. He had to miss half a day of schooling every day while travelling to and from the Child Guidance Clinic for his hour of therapy. As he slowly learned each sound and painstakingly formed a ·word, we watched his intelligence emerging.

By age nine, this child of ours had two-word sentences and had become a full-time student. Our problems were now behind us, we thought. I quote from a Child Guidance Clinic Report: "This is a bright, good looking, happy, somewhat hyperactive boy with normal potential. " The following year our optimism grew as he mastered Roman Numerals, arithmetic problems, and acquired writing skills under the guidance of a patient teacher.

A year later in a Special Ed classroom the well-meaning teacher insisted on starting him and all of the other students over at basic Grade I, Day One level, so as to acquire a better grounding. He was no longer allowed to even write. By mid-year we had a withdrawn, bewildered child who no longer had motivation for learning. His puzzled teacher couldn't understand why he wanted to lie down in the nurse's room and sleep half the day away. Our unspoken fears resurfaced as we watched a happy child turning angry and sadder each day.

His supportive pediatrician was equally concerned, but could offer no help. lt was at this time that we learned of a group of parents who had formed an association for children with learning disabilities. We decided to find out what they were about and found our child was presenting problems similar to theirs. We soon decided to look outside of Manitoba, as some other parents had begun doing. We arranged for a loan and travelled to Purdue University Child Achievement Centre. After spending a week with them, I learned our ten and one-half year old son had a severe learning disability.

We returned with the Home Program and recommendations for the school to follow. Now we were sure our problems were behind us. At last, we, the parents, the teachers, and pediatrician could understand and cooperate in providing the help this youngster desperately needed. We were particularly delighted with the Child Guidance Clinic, who did extensive testing before our son started his next school year. Their recommendations to the school our son attended were meant to provide him with individual help 433

in his areas of deficit. Privileges and Elections Monday, October 29, 1979 First though, before one-to-one tutorial help began, it was necessary to rebuild his confidence in himself as a learner. Our patience gradually turned to nagging concern as the months passed and our son seemed to be learning very little. I initiated several meetings of school and clinical personnel with no tangible improvement. Eighteen months later I learned that no part of any recommendations from CGC had been followed.

His thirteenth birthday had passed and still no real academic growth had taken place for "this bright boy with normal potential. " We were desperate as the principal commented that he had only until sixteen to get an education. Horrified that a child with special problems was not entitled, so we thought, to attend school as long as other students, his father and I became frantic. We decided that our son must be placed in a private school that would know how to teach him before it was too late, but how and where to start.

I began calling a number of professionals I had met in Special Ed, seeking someone to help me coordinate my efforts. No one in the public school system could help me. One Special Ed person, in sympathy, suggested I speak with a Mr. Ed Moskovitch at the Jewish Child and Family Service. I confessed to not having a drop of Jewish blood in me. But they welcomed me with understanding and concern when it became evident that no one else could or would help. A social worker assisted in seeking information on private schools throughout the country.

The superintendent in my school division had become aware that my husband and I were not prepared to leave our son sitting in a Special Ed class getting nowhere. We were optimistic when he offered our son a chance to be in a regular classroom, under the guidance of a resource teacher. lt was agreed by all concerned that this youngster was in need of having his own home environment, if the school's needs could be met. We were relieved not to have to send him away. Our son had two good years with outstanding teachers who made exceptional progress with him.

His reading, though only at a Grade 3 level, was allowing him to begin using encyclo pedias, satisfying his thirst for knowledge. We all were delighted with this highly motivated guy, who at 15 was a happy, relatively well-adjusted individual, even with Grade 3 and 4 reading and arithmetic skills. Then the postman arrived one summer day, with a letter from an administrator in the school division. Our son was not to begin the fall term until a meeting was held to determine if - not what program - but if there was a program for him in the division.

My efforts to arrange the meeting before school started were in vain, and when I broke the news to our son, he ran to his room sobbing, not believing that school could be closed to him. As an aside here, I would have been accepting if he had smashed every piece of furniture in his room, because I have never seen a tantrum or just cause for anyone being as upset as he was. He only broke up a chair.

His teachers had given him the name of his Grade 7 teacher at the end of his June term, and the classroom he would be starting to, and his teachers were going to be preparing the programs to assist that teacher in his work, and now he got this news. All he could say was, they promised me. I remember the principal's words, that these kids don't make it past 16. I quote him, "They either drop out or are kicked out before 16. " it's still happening, gentlemen, to other children.

I was shocked to learn that the two persons who best knew our son, his speech therapist and guidance counsellor, were not to attend such an important meeting. During the meeting, the administrator and special service director were obviously surprised to hear the resource teacher say she had found a classroom teacher who had worked with this nearly pushed out student. Our son returned to classes, but it soon became obvious his academics were not showing gains. He was turning off. We explored alternatives locally, and decided on trying the vocational school our son seemed interested in.

He was warmly accepted by the staff, but it soon became evident that teachers lacked the specific training to help a learning disabled student. The school had no resource staff available. Our son kept trying, as did the staff. During his 18th year, we acquired a copy of the CGC Report, which was never implemented in his 12th year, because, and I quote the principal's words, "The report WCjS too complicated for the staff to understand." Its simplicity angered me and 1·was ·.delermfned to give him the chance of at least one year of private schooling, if it wasn't too late.

His keen interest in solar led to him participating as well in a solar and energy conservation course at Goddard College in Vermont, and we were strongly urged to send him to a private school for the learning disabled. With our permission, the college searched for a suitable school. Unfortunately, all had a three year waiting list. Our son returned to his vocational school while we continued to look for a private school that would accept older students. lt appeared none could be found. As he completed his fourth year of vocational education, his own concern began to surface.

We often heard him saying, I'm not going to get a job because I can't spell. We tried to encourage 434

Monday, October 29, 19 79 him, but knew he couldn't fill out an application form for an employer, let alone read the form. His social skills had deteriorated as well. Sure, he had acquired a great deal of knowledge through his hobbies in electrical and with plants in his own small greenhouse, but who would give him a chance? During those last few months of his vocational schooling, his father and I learned of a private school in Ontario that might accept our son.

Following a summer tutorial program there and medical tests which revealed hitherto unknown allergies to wheat and sugar, our son was accepted as a full-time student. We borrowed the money to give him his last chance to acquire the reading and writing skills he wanted so badly. He had a successful year, with good growth socially and academically. He chose not to return for a second year at this time - he may later - as he was anxious to try and get, at 23 years of age, his first job. He now has enough confidence and academic skills to survive. We are almost there, but it has been a long, rough road.

The potholes have been many. I hope that our experience will convince members of this committee how important specific legislation is. I know many other parents who have not been so fortunate as my husband and I in struggling to find help for our son. Many of our young, learning disabled adults are going to be dependent on the taxpayer of this province. We are thankful that our son is about to become a taxpayer. Thank you, gentlemen. MR. CHAIRMAN: Thank you, Mrs. Jenner. Questions from the committee? Mr. Boyce. MR. J. R. (Bud) BOYCE: Thank you very much, Mrs. Jenner.

I hope it wasn't as a result of some of my questioning that may have left an impression that I didn't want to see done that which you want to have done, because that wasn't the point ... MRS. JENNER: No. MR. BOYCE: We' re trying to come to grips with this very difficult problem of

Section 41 primarily. Thank you very much for sharing your experience with us. MRS. JENNER: I've sat and listened to some of the hearings and I felt that perhaps it was only fair to share some of what we parents have had to go through. Believe you me, I could stand here for a week. I have skimmed over probably 150 percent of what we've been through and what we've done, in fact more than that, and it's the only way a child with a learning disability can survive. I'm ntt talking about just Manitoba, in the school systems in this country.

There are very few children that are going to make it if they're in that one or two percent of the learning disabled that are severe. MR. BOYCE: Thank you, Mr. Chairman. MR. CHAIRMAN: Any further questions? Thank you kindly for your presentation, Mrs. Jenner. Madam, did you care to make a presentation? MRS. SYBIL PLATTNER: I don't have a formal presentation. I was just informed at 6:00 o'clock that if I wanted to say something I could, so if you would all forgive me for being very informal and probably disorganized, I probably have a couple of things to say. MR. CHAIRMAN: Come forward. MRS.

PLATTNER: My name is Sybil Plattner, also with the Association for Children with Learning Disabilities, as Helen Jenner is. As Helen Jenner has told you, my story is somewhat similar to Helen's, as a matter of fact, Helen and I met at Purdue University in Lafayette, Indiana, after having been around the merry-go-round in Winnipeg, and not being able to find out why our children couldn't learn.

Our daughter started kindergarten at the usual age and we started her in a parochial school in Grade One, and after a few months it became evident she wasn't going to be able to handle it, so we had to transfer her to a public school. I was looking through her things today and I found her Grade One report card, which says, "Gioria is interested a'nd enthusiastic about her reading. I hope this continues. Gloria expresses herself well, her printing is good. Ability in Cuissenaire is improving and Gloria is developing more confidence in herself. Gloria is reading with confidence and understanding.

Gloria expresses herself well. Gloria's reading is good. She has difficulty in 435

Privileges and Elections Monday, October 29, 19 79 directions; Gloria's oral reading is very good. She still has difficulty in answering questions concerning her reading. " The reason I tell you this is that she passed Grade One and went into Grade Two, and somewhere in Grade Two things began to fall apart for her, although she had no difficulty learning how to read and write. Her spacial concepts and abstract reasoning were not what they expected in school.

She had difficulty with numbers, she had difficulty understanding that concept, and because of that, even though her reading and writing skills were good, they decided to put her into a special class. We thought that the school system knew everything and that we shouldn't question it, so we allowed that to happen. For five years, she was in a special class with children who were emotionally disturbed, retarded, culturally deprived or whatever. Those classes were for children, I maintain, that the school system didn't know what to do with.

They couldn't handle her in the regular class, they could not figure out a way to teach her abstract reasoning, therefore she ended up in a special class, where she had a very tiny little teacher who knew nothing about her problems or why she couldn't learn and Gloria sort of was a happy little girl and vegetated there and didn't learn anything. When she was 12 years old, somebody approached me and said, you know, I know your little girl's in a special class, and I know she shouldn't be there because this girl also had a child in the special class, she said, would you like to join our association?

And this is two months after MACLD was formed, and I said, I sure would. And this is when we discovered that the Child Guidance Clinic in Winnipeg, the Children's Hospital in Winnipeg, where we had taken her - all these years, don't think that we weren't doing anything to try to find out what the problem was, we were all over the place in Winnipeg trying to figure out why she couldn't learn because we knew that she was of normal intelligence. A parent has a gut feeling about a child, and if there is something really wrong or you have a feeling your child is slightly retarded or whatever, you know it.

We knew that Gloria was bright, and we couldn't figure out why she couldn't learn in school. We had taken her to the Children's Hospital, and what we found there was - they closed the records to us. I haven't any idea what they did. They took her into the hospital tor three or four days and wouldn't tell us what they found. Wouldn't show us the records. I could not fathom that but that's the way it was. We took her to the Child Guidance Clinic, and they said, yes, she had certain problems and everything, and again, they wouldn't allow us to look at the records.

So when we were approached by a couple of girls who formed MACLD, we knew we had to take - you know, you grasp at every straw and we said, sure, we'll join, we'll find out, we've got to find out what's wrong with this kid. And we went along to Purdue University in Latayette Indiana, and they found out exactly why she couldn't learn, and exactly why she couldn't do abstract reasoning and exactly why she had difficulty in comprehending, although she could read very well, she didn't always comprehend. And we got a remediation program from Purdue, came back to Winnipeg, went to the school system, they knew nothing.

They did not know what we were talking about. They could not help her. She still was in a special class. So as tar as we were concerned, it was like going to a clinic, going to Rochester and having them tell you, your child has got cancer, go home and wait for the child to die. Which is what was happening, although we also happened to be a little lucky in that somehow or other, and maybe it was a strong family background, she seemed to remain emotionally stable, because a lot of these children become very unstable emotionally with the constant loss of self-respect and downtrodden ego.

We didn't find out, although we had her to the best doctors in Winnipeg, eye doctors, that she had a visual perceptual problem, and that contributed to why she was having trouble comprehending what she was reading because the words hopped around on the page. Nobody ever found that out here, they found that out there. We did all sorts of therapy and we had to go back to Fort Collins, Colorado again, and of course all this was costing money, and thank heavens we could do it. I don't know what happens to people who can't do it.

I'm really here tonight because I'm very concerned about people who don't have the wherewithal to take their children places to find out what is wrong with them. Our daughter is 24 now. She's married. She's got a son who's three who doesn't talk yet. We know he understands everything. I'm talking here tonight as a grandmother, because this three year old is not, if I have anything to do with it, going to go through what his mother went through in her school years, and his mother isn't going to go through what we went through. 1 feel that the school system, such as it is now, it certainly has come along.

Before our association, there was not a resource teacher in the school program. Now, most of the schools have resource help. But diagnosis is very hard to come by. We have a very long waiting list at our learning centre. We only have a contract with Winnipeg No. 1. A lot of the other schools will not pay to have children 436

Monday, October 29, 19 79 diagnosed. The Child Guidance Clinic has a long waiting list; the Child Development Centre at the Children's Hospital is very good, it also has a waiting list, and a lot of people, a lot of children fall by the wayside, mainly because their parents aren't aware. So it's important that all teachers should be aware that they're going to run into a child like this, sure as shooting, if they're teaching kindergarten or Grade One, they are going to see a child like this. All teachers should be able to pick it out.

I'm not saying that all teachers should be diagnosticians, that doesn't make any sense, but all teachers should be able to pick out that this child is going to have a problem, and somebody's going to have to do something about it before it's too late, because parents can't afford to send them away. There is no sense in sending a child away from his home. The child should be at home with his parents. The way the education course at the niversity stands now, learning disabilities are not a compulsory thing. A teacher can take them if they want to take extra courses.

Learning disabilities courses should be a required part of the education of everybody coming out of teaching, so that they will be able to pick out this child, and so that child is going to get the help it needs. Because my grandson is not going to flounder in this school system. My daughter was in Gordon Bell, she was 13 years old, she was in a special class in Gordon Bell. The problem with a learning disabled child is that they know that they can learn, they know that they're intelligent, and they have a very hard time figuring out, why can't I learn? What's wrong with me that I can't learn?

The special classes, aside from the fact that when she was in Gordon Bell she had a teacher who had just come out of a four year education course who had no training in special learning problems, and she was teaching this class. She devastated my daughter that year, and my daughter came home from school one day in January, she was 13, and said, "I'm not going back to that school, tomorrow or ever. " I knew she was unhappy but when she came home and told me this I was a little shocked and I said, "Why not?

" She said, "I am sick and tired of being called a retard; I am not a retard and I am not going back to that school. " I said, "Good for you Glorie, I'm glad you said it. " We went to the school to pick up her things out of her locker, the teacher saw us. She would not talk to me; I had tried to contact her many times, I think I scared her a little bit because I think I was more knowledgeable than she was, and she wouldn't talk to me. And when I took Glorie to school to empty her locker she did not come out to say, "Good Luck Gloria; " she didn't come out to say to me, "I hope you find some place for her ".

She looked at� us, turned around and walked away. That was that teacher. Anyway I phoned the Superintendent of Schools the next day and said, "Hey, I've got this kid _ here who walked out of that schoolroom, what are you going to do with her? " I told him the story and everything and he said, "I'll contact you in a week". I waited a week and she was home, nothing happened. I phoned him, I got no satisfaction, nothing happened, there was no place for her to go. So, as a last resort I went to St. Mary's Academy and I told the Sister our story, and .for humanitarian reasons only, they took Glorie in.

They let her work on whatever she could do. $he spent most of her time in the Art class because she's talented in painting. All these children have talents and strengths somewhere and it is about time somebody played to their strength, rather than emphasizing day in and day out how lousy they are in mathematics or whatever.

She was there for four years and was never happier in her whole life, and finally the day came when they said, Gloria has gotten to a Grade 11 level, we have to move her into Grade 11, it is getting to a point it's going to be too difficult for her and we don't want her to feel badly about herself, so we will have to tell you that this will be her last year. And then she went out and got a job, etc., etc., and then she got married. So Glorie's I think is one of the success stories.

The thing that really upset me about the fact that she left school and nothing was done by the school division to get her back into something, is the fact that it seems to me if a child is truant they can go after that child and that family and they can insist that that child go back to school. But, if the child quits for the reasons that Glorie quit then no effort is made to find a place for that child, it seems to me it should work both ways. I don't think it does, yet. I think that's about all.

We did, in the meantime, of course, have - I've got letters here, I brought a few and I'm not going to read any of them to you - but we had wanted to send Glorie away, we wanted to send her out of the country to school too because we knew she was not being educated to her full potential; simply because the teachers didn't know how to teach her, not that she couldn't learn, they did not know how to teach her. And we had sent her away, as a matter of fact, to Boston in 1975; they were here for our Annual Conference, this Dr.

Drake, and he came to the house specifically to see Glorie and at this school, Landmark School in Boston, they do not take children unless they feel they really can help them. And he came to the house and spent quite a time talking to Glorie, and afterwards he said to us, "She's got an awful lot locked up in that head, we're going to get it out for you. " And we drove Glorie to Minneapolis and put her on a 437

Privileges and Elections Monday, October 29, 19 79 plane to Boston that summer, and the next day she ran away from the school; they didn't know where she was for a day, finally she showed up but we had to take her back home, it was too late for her for academics, she was 17, and she just wasn't going to be away from home at 17 having never been away from us before. She is an only child so she had nobody to talk to; she never had any friends, the problem with the special classes and all - and I think one of the most devastating things about it is that they don't develop any friendships.

To this day Glorie has one friend, and that one friend is a_ girl that was also in a special class. And, although there were 30 children right in my neighbourhood, right where I lived, when Glorie walked out the front door they scattered, Glorie is coming. That devastated her socially, and to this day, even though she does run a nice house, she cooks, she cleans, she washes, she looks after a 3-year old boy, she's going to have another one in December, she still does not feel too good about herself.

When she got married she ran off to get married, not because she was so much in love that she had to get married, she needed a friend more than anything, she was just 18 when she did that, but she was not - maturationwise I would say she was 15 when she did it, and so was her husband. But they're making it, they're going to be married 6 years in December and I wouldn't have given you a nickel that it was going to last a year, and they're really doing well. But, now I have this grandson who is three, he's bright, he knows everything, he can say the odd word but he is not talking yet.

We have already had him to the Child Development Centre - thank goodness we have that place, he is already in a very good pre-nursery school at the Society for Crippled Children and Adults - thank goodness that we have that place. I know that he isn't going to go into Grade 1 for four years yet, because there is no way he's going in at six because he is going to be too young, and I know it, he'll go in at seven. And what's going to happen to him when he gets to Kindergarten and Grade 1 in a public school, and his teacher has got a four-year Education Degree without any special training in learning disabilities.

And my gut feeling, as a grandmother, is that he is going to have some problems because these things are inherited just as the color of his hair and the color of his eyes. And that's why I came here tonight to speak off-the-cuff. MR. CHAIRMAN: We thank you Mrs. Plattner for coming before the Committee and bringing us that information. Any questions from the members of the Committee? If not, we thank you kindly. MRS. PLATTNER: Thank you, and I'm so glad that you're all so well-versed in learning disabilities that you don't have any questions. MR. CHAIRMAN: Mr. Boyce. MR.

BOYCE: it's not because I don't have any questions at all, and as a teacher I confess I've only taken one course in . . . MRS. PLATTNER: Could you speak up, Mr. Boyce, I don't hear that well. MR. BOYCE: I say I've only taken one course in learning disabilities because I thought it was necessary for me to, at least, try to be aware of that of which you speak. But, it is not lack of interest that I don't ask questions, you made your case very well, and Mrs. Jenner made the case very well.

I think all of us are empathic to your situation, and, you know, it's our responsibility to try and solve it and I don't think that the former government solved all the problems either, so I'm not trying to lay the fault or the blame on the Minister in this regard. MRS. PLATTNER: No, actually we're not, if I just may. I think that our major concern is that at the university level something has to be done. MR. BOYCE: Yes, 1 understand that, but I· just thiiik .. thai it is a little unfair to the committee to suggest that, because we haven't got questions, that we pretend to be authorities.

I think if you went around the table and polled each one of us individually, that we've heard your position and 1 think each one of us is appreciative for your coming, because for someone to come and speak personally is most difficult. lt is always easy for people to talk about the children. I know myself .. . so it's not certainly because I'm an authority or lack of interest that I'm not asking questions. 438

Monday, October 29, 1979 MR. CHAIRMAN: Mr. Brown. MR. ARNOLD BROWN: Thank you, Mr. Chairman. I would just like to reiterate what Mr. Boyce already has said, that I certainly am very glad and I know that I'm speaking for all of us, that tonight has happened, that you have come out here and that you have talked to us. You certainly have brought the problems that you have encountered to our attention and you've probably done this in a different way than what most of the people have done so far that were speaking for various organizations which puts it in a little more of a remote form.

So I would also like to thank you for coming out and we do very much appreciate your comments. MRS. PLATTNER: Thank you very much, thank you. MR. CHAIRMAN: Mr. Kovnats. MR. ABE KOVNATS: Mrs. Plattner, I'm sure your remarks were made out of possibly a little bit of personal bitterness, and I take a little offense to your remarks. I think that if you look around the table, I've got to agree with my colleague in the Legislature, Mr. Boyce, and Mr.

Brown, that there isn't anybody around the table that hasn't been touched by your story and I want to know that we are - at least I'll speak - for myself, I can't put the words in the others we have a deep feeling for your story and for your daughter and for your grandson, and we will do something, seeing that it won't happen to others, if we can. MRS. PLATTNER: Thank you. I apologize. I didn't mean it to sound facetious at all. MR. KOVNATS: That's the way it came out, ma'am. MRS. PLATTNER: Oh, well, I suppose that after thirteen years of talking and, you know, hitting a lot of wall, it just comes out naturally.

You find it very hard to think that you're talking to somebody that really does understand what you are talking about, and I apologize. I didn't mean it to be facetious, but it came out that way; I'm sorry. MR. KOVNATS: Mrs. Plattner, I tried to follow, as we all did. I didn't quite understand the problem; I'm not an expert on it, but we do have experts that can advise us and I think that you've got the feeling of this group anyway and we will be looking into it. MRS. PLATTNER: Thank you very much. MR. CHAIRMAN: Mr. Cosens. HON. KEITH A. COSENS: Mrs. Plattner, let me echo what the other gentlemen have said.

I wonder if I could pose a couple of questions to you. What would be your estimation of the diagnostic abilities that we now have. in this province? MRS. PLATTNER: Right now? MR. COSENS: Right now. MRS. PLATTNER: Well, they're certainly a lot better than they were in the days when we were looking for diagnosis. As I said, we have our Learning Centre, the Lions MACLD Learning Centre, which is a very good diagnostic facility, except that it's backed up so much. There are so many children waiting in line to get in there, they can only handle so many children. Parents do have to pay; the school division won't pay.

PARENTS HAVE TO PAY AND I think it came out the other day that it's $700 now, so there are a lot of people who certainly can't afford to pay that and because they can't afford to pay that, their children are not going to get a diagnosis. We have the Child Development Centre at the Childrens Hospital, which is a very good diagnostic facility, but the children have to be referred there through the pediatrician.

Not all pediatricians will refer their children there. lt just so happens that in my grandson's case, we know a couple of pediatricians who are very interested in Learning Disabilities, and I suggested to my daughter she go to one of them, and he got our grandson in there in a period of two weeks. So if the pediatrician isn't aware, and a lot of them aren't, the child is not going to get into the Childrens Hospital Diagnostic Centre. 439

Privileges and Elections Monday, October 29, 1979 Then of course, there is the Child Guidance Clinic, and all the schools know about that, and imagine they are pretty well backed up also. The waiting period is so long and the problem is that our kids can't wait six months or a year or they just keep falling behind and they keep losing. I think that if we had more facilities in our own diagnostic centre or if it was enlarged, it certainly would help. We have no control over what happens at the Childrens Hospital or the Child Guidance Clinic.

I think we do have plans, don't we, Helen, to .. . well, we would hope that our Lions Learning Centre ... I mean, we were talking about it but I don't know what's happened to the plans. They did want to make it a bigger diagnostic centre but so far, nothing has happened. MR. BOVCE: Not to the east, I hope. Oh, excuse me, Mr. Chairman, I'm sorry. MR. CHAIRMAN: Mr. Cosens. MR. COSENS: Thank you for that particular answer, Mrs. Plattner. You touched also on the topic of Teacher Training, and mentioned that the Special Ed course at the faculty at this time isn't mandatory.

From your experience, what would you recommend as the proper number of courses or the proper training for teachers that would equip them to be qualified to work with these children? MRS. PLATTNER: Well, I think it's impossible for all teachers to be qualified to work with these children, to do the actual remediation. That takes very special training. But teachers should know that there is such a thing as a child with a learning problem, and if somebody is teaching Grade One and she's got 33 children, chances are she may have two or three in her room, and she should be able to pick that out.

That means that she's got to know what a learning disability is. She doesn't have to be a diagnostician to the point where she can figure out exactly why the child isn't learning. I didn't intimate that all because that takes probably three or four years of special training, but I don't think it's a mandatory part of our education system now for teachers to take any courses at all in Learning Disabilities.

We have people who have come to our Association, you know, any time there is a radio program or something in the paper, our office gets phone calls and it never ceases to amaze us that there are some teachers who don't know what a learning disability is, and this is why we say that. MR. COSENS: So I believe you're suggesting, if I understand you correctly, that there should be courses to at least acquaint people, so that they can recognize or have some appreciation at least of the characteristics of a child in this situation.

You are also of course suggesting that there should be additional courses that would train someone to provide that remediation. MRS. PLATTNER: Yes, I think I know teachers do go away, take these course; I don't know if we have them here. I don't know if they have to go away to take them elsewhere in the States or anywhere in Canada, but I don't think that at our university here they can take special courses in Learning Disabilities that will qualify them to be diagnosticians. MR. CHAIRMAN: Anything further? Mr. Boyce. MR.

BOVCE: Your general thrust is for the people who have real difficulties with the learning system as it exists. Is it not the case that more than we even dream of have some type of learning difficulties? MRS. PLATTNER: More which? MR. BOVCE: More than we even dream of have some kind of learning difficulties? MRS. PLATTNER: Yes. MR. BOYCE: Mr.

Chairman, if I may, you know, I don't want to refer to the specific case, you know, with your child and the teacher, but if some teacher within the system called my child retarded, 1 would have them before the Professional Condu Committee of the Teachers' Society so fast that their head would spin. I walked out of a classroom when I was six years old because a teacher .. . not six years old, but in grade six rather, excuse me ... MRS. PLATTNER: I'm having trouble hearing you, Mr. Boyce. 440

Monaay, uc1ooer <�:ll, lll/ll MR. BOYCE: . . . because the teacher made fun of a Jewish Rabbi. MRS. PLATTNER: I said I'm having trouble hearing you. I speak loud but I don't hear too well, I'm sorry. MR. BOYCE: I guess I'm speaking slowly because I don't want to show my frustration, not with you but with our apparent inability to convince enough people in the public that what we're talking about in education is not just the odd case, or the most difficult case. it's the whole system.

When the Minister was asking what our diagnostic capacity, what you think of our diagnostic capacity in the province, you say there has been some inroads made, isn't it the case we have a long way to go? MRS. PLATTNER: Yes, there have been. I think so. I think, as you say though, to make the public aware, because there have got to be a lot of parents out there, and we know it because we get calls in the office from people saying they have a kid with a problem or whatever, and then we never hear from them again.

So we know that a lot of kids are not getting the help they need, whether the parents have to be made more aware also, that if they've got a child with a problem, come forward. They're afraid to go to the schools, or whatever. They just don't have the wherewithal, maybe culturally they don't have the wherewithal to say, you know, my kid's got a problem and I'd better do something about it it's up to the parent to go to the school if they feel their child is missing something at the school level. MR.

BOYCE: Were you in the room when some group made a presentation in which they suggested there was evidence that 80 percent of those youngsters involved in delinquency have some learning difficulty? MRS. PLATTNER: That's right. Yes. We've heard that said many times by people who have come down to our annual conference. There have been studies done, and I don't know if they've been done in Canada, but there have been studies done that show that 75 percent to 80 percent of young people in juvenile institutions don't read, or don't read past Grade 4 or 5 level.

I wouldn't suggest that that means they've all got specific learning problems. I don't know if I go that far, but if they're not reading, something's wrong somewhere. MR. BOYCE: I'm not professionally competent to comment on a causal relationship but it does raise a question. I'm sorry I interrupted the Minister when I said that I hope you don't expand to the east because there isn't much room to expand to the east but there are two houses for sale on Cancra Street right on the corner. Perhaps a proposal should go to the Minister for his consideration in this regard. Thank you, Mr. Chairman. MR.

CHAIRMAN: Any further questions? Thank you, Mrs. Plattner tor your presentation. MRS. PLATTNER: Thank you very much. MR. CHAIRMAN: Members of the committee, we have come to the end of the briefs that I have any indication whatsoever that they intend to make a presentation. We can go through the list again and see if anybody knows if any of these persons or groups may want to appear before the committee. The Dependable Bus Service, No. 6; Mr. Froese, No. 8; Father Klysh, No. 11 - We can circulate Father Klysh's brief.

And then on the next page, Antler River Teachers' Association, Deloraine; then comes the Central Regional Liaison Committee from Portage la Prairie; Fort la Bosse Teachers Association, No. 26; South-East Child Development Advisory Committee, Mr. Williams; the Association for Deaf and Hearing Impaired Children, Ms. Warner; The School District of Mystery Lake; Souris Valley School Division; No. 35, Mrs. Taylor; No. 36, the Manitoba Indian Brotherhood, Mr. Flett. And then on the last page, I have Mr. Bob otrong, No. 59; Mr. William Hutton, there was a memo from him here today, it said perhaps, and Mr.

Roy Benson, No. 65. And we've heard Mrs. Jenner and we've heard Mrs. Plattner. MR. BEN HANUSCHAK: Did I hear earlier today that there was someone who wished to present MR. CHAIRMAN: They have come forth now. 441

Privileges and Elections Monday, October 29, 1979 MR. HANUSCHAK: What about the City of Winnipeg. MR. CHAIRMAN: Nothing to me from the City of Winnipeg. Mr. Boyce. MR. BOYCE: Mr. Chairman, I think that the public is well aware that we were sitting, and we have made ample opportunity for people who wanted to present a brief to appear.

That being the case, I would suggest that committee rise and give us an opportunity to review the briefs in our different groups and perhaps the committee could convene in the next week or two weeks and we could spend an hour or so discussing - I'm not saying at this point in time that we would have a recommendation as far as some suggestion that the House should ask the government to consider but in all fairness to those people who have taken the time to present their briefs, I think we should review it because there are some consistent patterns through it all, that we meet again at the discretion of the Chair in a week or so, before the fall session which is on again, off again, type of thing.

MR. D. JAMES WALDING: Mr. Chairman, are there any other briefs that have been filed that haven't been yet circulated to the members? MR. CHAIRMAN: There is one today that we're supposed to get copies of tomorrow. The Ontario one, No. 53. MR. WALDING: understood, Mr. Chairman, No. 2, that that brief had been received and has not yet been circulated to us. MR. CHAIRMAN: I've got "received report and circulated" on mine. I'll have to check that. it's the Association of Parents of Ecole Provencher, St. Boniface. Mr. Cosens. MR. COSENS: Mr. Chairman, I do have a copy of that particular brief in my office.

If the Clerk does not have a copy in his office, I had received a copy at least a week before our hearings began so if it is not in the Clerk's office, I would be quite willing to have my copy duplicated. MR. WALDING: And I thank the Minister for that document, Mr. Chairman. MR. CHAIRMAN: Was there anything else, Mr. Walding? MR. WALDING: That was the only one I'd noticed. I will accept your word that all the rest have been circulated. MR. CHAIRMAN: Mr. Kovnats. MR. KOVNATS: Mr.

Chairman, I think I've got to agree with the Honourable Meer for Winnipeg Centre that the duties of this committee have been fulfilled, we have received the briefs of all those interested parties who have had, I guess it's ten days now to make their presentations. And I would agree with Mr. Boyce that we convene in ten days to come up with a report to be presented to the Legislature. MR. CHAIRMAN: Agreeable? Can we select a date that would be reasonable and acceptable? 1 suppose it doesn't matter what date we pick we are going to find somebody who is likely tied up. HON. EDWARD McGILL: At the call of the Chair?

MR. KOVNATS: At the call of the Chair. MR. CHAIRMAN: Likely, would a Monday be the best? MR. KOVNATS: Monday would be suitable. MR. CHAIRMAN: Okay. Thank you. Committee rise. 442

Monday, October 29, 1979 THE FOLLOWING BRIEFS WERE PRESENTED BUT NOT READ: 443

October 9th 1979 REGISTERED MAIL Privileges and Elections Monday, October 29, 1979 300 - 260 St. Mary Avenue Winnipeg, Manitoba R3C OM6 (204) 944-9766 The Certified General Accountants Association of Manitoba The Standing Committee on Privileges and Elections c/o Room 237, Legislative Building Winnipeg, Manitoba RJC ova Gentlemen:

Section 41(8) of Bill 22, The Public Schools Act, states that, "Each school board shall cause the books and accounts of the school division or school district to be audited at least yearly by a chartered accountant, or by an auditor approved by the Provincial Auditor." The Certified General Account ants Association of Y�nitoba respectfully r�quests that this proposed �ection be redrafted to enable certified members of the Association to perfonn this function without individual approval by the Provincial Auditor.

Our Association is concerned with legislation which may interfere with the competitive ability of our members to provide the full range of professional services for which they were trained under the powers of our Act of Incor poration. In our opinion, the primary criteria for appointment of an auditor should be membership in a professional accounting and auditing body which has been recognized through legislated incorporation in the province. It is in cumbent upon the professional body to maintain and enforce high standards of performance in accordance with this legislation.

During the past year an intensive review of all legislation in the province was conducted by our Association. It was determined that the Regulations to the Law S�ciety Act and the Real Estate Brokers Act were unduly restrictive. We are pleased that amendments have since taken place to permit our members to perform the respective audit functions under these statutes. We would similarly ask your consideration regarding the proposed wording in Bill 22. As a specific recoii!Illcnc!aticn we would suggest the following wording for

Section 41(8): Contin�ed ••••• 444

- ------,w�---------,------- Monday, October 29, 1979 The Sta nding Committee on Privileges and Elec tions Audit of Books, et c. Page two October 9th 1979 41(8) Each school board shall cause the books and accounts of the school division or school dis tric t to be audited at leas t yearly by a member in good st anding of an incorporated body of accountants in Manit oba or by an auditor approved by the Provincial Audi tor . By way of further explanation, le t us say that a number of voluntary associati ons cons titute the accou nting profess ion in Canada today . The Canadian experience is not unique .

A similar si tuation exis ts in many countries, for example, the United Kingdom. The multiplicit y of organ izations arose in the firs t ins tance because the need for accou nt ants grew with our development from an agrarian to an indus trial economy . As development occurred, the accounting professi on became an increas ingly employed professi on to the point where today less than half of the members of any partic ular body are sel f-employed professi onal s. The growth of the General Accountan ts Associat ion of Canada has been sporadic si nce its incorporation in 191 3.

In Mani toba, the provincial body of the General Accountants Associa tion, operated as the Certified Public Accounta nts Association of Manitoba until 1965 . At that point the As socia tion was ab sorbed by the Insti tute of Chartered Accoun tants of Manit oba. The General Accoun tants Associa tion course continued, however, and in 1973, with 250 members and st udents, the Certi fied General Accountants As sociati on of Manitoba was inc orporated by a private act of the Legis lat ure . The st ated obje cts of the.

Associa tion are "t o furnish means and facil iti es by which its members may increase their knowledge, skill and profi ciency, in all things relating to the business or prof ess ion of an accounta nt or an audi tor, and to hold such examinations , and prescribe such tes ts of competency as may be deemed expedient .to qualify for admiss ion to membership, and to discipli ne any member guilty of any default or misco nduc t in the prac tice of his business or professi on ." Members of each provincial Association are also entitled to certif ica tion by the 27, 000 member General Accountan ts Associati on of Canada .

The Nati onal body coordinates the course of st udy which is authored and examined by pro fessor s from various Canadian universities accord ing to sta ndards set by the Faculty of Commerce and Business Adminis tration of the University of Brit ish Columbi a. The course is comprised of five levels of st udy and takes approximately six years to complete . Upon sa tis factory complet ion of all courses and the uniform national examinations, plus satisfact ory concurrent prac tic al experience, the st udent may qualify as a certified member of the Manitoba Associ ati on .

To maintain this membership the individual mus t fulfil compulsory conti nuing education requi rements . The Association of fers a variety of continuing education courses, including several in the field of public accounting and audit ing . Continued ••••• 445

Privileges a:nd Elections Monday, October 29, 19 79 The St anding Committee on Privileges and Elec tions Page three Oc tober 9th 1979 In the six years since incorporation, the Certified General Accountan ts Associati on of Manitoba has grown from 250 members and st udents to approx imately 120 0 . We belie ve that this growth reflects the quality of and public demand for the services of our members . We have supplied a copy of our Act of Incorporation, Code of Ethics and Rules on Profes sional Conduc t, and Academic Calendar .

Should you require any further information in order to give this matter your considera tion, we would be most pleased to comply . Yours truly, L. W. Hampson , C. G.A. Secr etary /cd Encl . 446

I I I W 11 .... �-- S.. l 1- -·--··-• •- Monday, October 29, 1979 BRIEF RE : BIL L 22 - PUBLIC SC HOOLS AC T The Boar d of Di rect ors of the Chi ldren 's Aid Societ y of Wes ter n Ma nit oba would li ke to take th is opp or tunity to expr ess th eir co mme nts and concerns about th e pr oposed legis lation -- Bill 22. Thi s pr opo sed legisla ti on wo uld ce rtainly im prove the acc essi bili ty of in form ation regarding pu bli c education le gi slation as it is mo re organized and co nde nsed than th e cu rrent Pu blic Schools Act .

We are happy to see that Se cti on 41 (5 ) res pecti ng spe cial pro gra ms ha s been inclu ded as we feel that it is important th at child ren wit h sp ecial educ ational needs have a ri ght to a ful l educ ation regar dl ess of where they res ide in th e provi nce . Wh ile we recogni ze that the Act ne eds to provide so me flexi bil it y to sch ool divis ions in providing pro grams , we are concer ned th at th ere does not app ea r to be any app eal pr ocess for a fa mily who are not satisfied wit h the pro gram pr ovided by th eir local school board .

We feel that the re should be an ap peal board appo inted by the Min is ter of Educa tion , com pri sed of rep res entatives of various educational or gan i zations and or gan iz ations represe nting the hand ica pped . Th is ap peal board should ha ve the auth orit y to require a sc hool divis ion to provide a diffe rent pro gram than th e one be ing pr ovid ed , but not to impo se a prog ram un less the ap peal boar d also ha s the aut hor it y to com mi t the neces sa ry fund ing to allo w im plem ent ation of th eir progr am .

Wh ile we kn ow that the Mi ni ster of Edu cati on 's Ad vis ory Com mittee on Bill 58 had recom mended that the Act regulating the Office of the Om budsman be so ame nded as to inclu de a func tion of Omb ud sman under the intention of Bill 58 , we feel th at it is impo rtant that his posi tion not be je opard ized by act ua ll y having hi m reso lve any dis agree ments about the provi si on of sp ecial edu cation for any st ude nt .

We do feel that it would be bene fici al if the Depart ment of Ed uc ation coul d define what basic level of educ ational su pport ser vices should be ava ilable throughout the prov inc e. At pres ent wit h many of the educ atio nal reso urce personnel such as ps ycho logists and speech ther apists be in g provided by sp ec ial gra nt, there do es not ap pear to be cons ist ency as to the av ail ab il it y of ser vi ce .

The Board be lie ve s that new sc hool fa cili ties should be fully acc essi ble to hand ica pped st ude nts and that fu nd ing should be provided to upg rade exis ting sc hoo ls as it bec ome s ident if ied tha t there will be one or more hand ica pp ed st ud ents attending in the near futu re . We do recog niz e that to ma ke al l existin g fac il ities ful ly ac cessi ble im medi ately wo uld be very expensiv e and not justifi able .

We su ppo rt the cont inuation of the pro vi sion of home to sc qool transp ortation being pr ovided by the school divis ion for th ose chi ld ren who ca nno t walk to and fr om sc ho ol . If thi s is not unive rsall y being pr ovided it should be . Ho weve r, we do su ppo rt the princi ple of norm aliz at ion in en co ur aging tho se who can le arn to get to sc hool by wa lkin g or pu bli c mean s as long as the costs 447

Privileges and Elections Monday, October 29, 1979 of th is are borne by the sc hool divi sio n so that th ese st ud ents will be bet ter eq uipp ea to mana ge in soc iety when th ey are finis hed the ir education . Wi th respec t to the ch anges in the Sc hool Attend anc e Act , we sup port the intent of prov iding mo re real is tic pe nal ti es, than cu rrently exi st, for violation of the Act . How ever , we feel that it would be impo rtant for the co ur t to have the discr et ion to im pose ot her pen alties than fines wh ich at times mi ght be mo re appro pr iat e .

Si milar ly, we feel that the re sh ould be pr ovis ion to ho ld ol der child ren accou ntable as we ll for th eir non-attendance at sc hool as so me parents may be very co ncer ned but si mp ly phys ic ally unab le to as su re that th eir child ren will attend .

Also , we be lie ve it wo uld be bene ficial for som e st udents if th ere could be pr ovis ion to in vo lv e fift een year olds in an ap prentice or pre -a pp renti ce program rat her than pr ovidi ng school le ave certificates to th ese st udents wh en it be co me s appa rent th at the tra ditional sc hool syst em is not and is not li kel y to me et the needs of the st udent . This would have the ad van tage of keeping the st udent so mewhat edu cationally or iented wh ile est ab lis hi ng hi m/ her in the work place .

We thank you for th is op port unit y to co mm ent on Bill 22 - - the propo sed new Pu blic Sc hoo ls Act for Man itoba . 448

Monday, October 29, 1979 RELATIONSHIP BET�·'lEEN THE PUBL IC SCHOOL SY STEM AND THE JUVENILE JUSTICE SYST EM The task of providing a meaningful education fo r delinquent ju veni les who do not haVe acad emi c motivation and/or are learning disa bled is one which poses enor mous problems for educators in all countr ies . While Manitob a ha s bene fi tted from the leaders hip of specific peo ple within bot h the governm ent and the sc hool sys tem, the Province lacks a co-ordina ted plan for meeti ng the educational needs of delinquent ch ildren.

On one hand , so me corre ctional staff cite a vari ety of real or imagined dis appoi ntments with the public sc ho ol s . They claim there is an avo id ance of respo nsibi lity once a child ha s been adj udged de linquent and that delinquents are encouraged to apply for ea rly sc hoo l leaving permits � that susp ensi ons and expulsions are substituted for speci ali zed progra ms and there is a reluctance to sh are psyc hi atric and psyc holog ical asses sments of students comb ined wit h occas ional unpro fess io nal handling of co nfid ential data .

In turn, the sc hoo l sy stem com plains that the demands placed upon it are unrealistic and excess ive . Mor eov er , school offici als are vo cal in their criticism of the court proc ess as being unduly sec retive and protract ed , with court. orders carrying little weig ht , and ju dges and probation of ficers unsup- portive to the sc ho ol 's request for assis tance with truancy probl ems . A fundamental dis agreement has exist ed about the res- pons ibilit y for funding and operat ing educational programs for delinquents. For example , it is evident that a subs tantial 449

.. ..... .. - ::;::::,---··-____ ..,, ___ _ Monday, October 29, 1979 number of delinquent ch ildren are also learning disa bled . So me suffer from perceptua l prob lems , others contend with learning diffic ulties which are related to cultural di ff erences , language problems , value co nfli cts , extremes in sockr econo mi c ranges , etc . The juveni le ju stice sys tem views the provi si on of bot h regular and special education for these delinquent groups as a fundamental ob ligatio n of the pu blic sc ho ol sys tem.

HO\'levcr, • . ..ri thout a clear legi lative requir ement , for example , as sti pulated by Bill 58, sc ho ols sometimes absolv e themselves of respo nsi bilit y for educatin g delinquents once the child is for mally under the ju risd i ction of the court . Consequently , there are a myria d of "sc ho ol" programs of one form or another in priva te ch ildren 's instit utions , govern- ment train ing sc hool s, sc hool divisio ns , and even the prov in�ial detention centre .

Yet neit her sc hool nor ju stice sy stem pers onne l are sa ti sfie d with the number or quality of prog rams avai lable - partic ularly tho se provided for ado les cents in the 15 - 17 year range. As well, such progra ms tend to be prima rily urban phenom ena . Funds for the progra ms are now provided by sever al sourc es , inc luding the Depa rtment of Education , sc hoo l divis ion s and seg ments of the ju veni le ju stic e sy stem , with each proj ect apparently the result of indivi dual negotiatio ns .

While chi ldren who are wards of the Provin cial Governm ent under the Child We lfare Act may obtain "f ree" education in sc hool divi s ion s other than that in which the parent is a tax-paying resid ent , ch ildren who are de linquent and placed by the court in a private res idential se tting ou tsid e the home scho ol divis ion are so metimes requi red to pay no n-res ident 450

fees . Monday, October 29, 1979 These costs are borne by the placin g agency . Mo reoev er , so me school boards have passed resol utio ns against the crea tio n of any facilit y within their geogra phi cal bound aries whic h would result in de linquent chi ldren attending the sc ho ol s in th eir commu nities . It is the view of the Committee that the education al needs of de linquent chi ldren , although clea rly do cumented by both public sc hool and ju venile ju stic e syst ems, have been largely ignor ed . Problems abound in areas ranging from progr am develop ment to funding obli gatio ns .

The Committee views as inappropri ate and unecon omi cal the fragmented eff orts to est ablish a parallel 'e ducational syst em wi thin the ju venile ju stic e network , and belie ves ins tead that the pri mary respo nsibilit y for providing educatio nal se rvices for de linquent ch ildren rests squarely wi th the public scho ol syst em.

The role of the court and its agents should be to support the sc hool sys tem in the way of co nsu ltation , as sis tance in planning for a speci fi c child , and so on , rather than developing and funding sc hoo l progra ms and ser vice s that sh ould be avai lable from sc hoo ls in the commu nity . The public school sys tem has dai ly acc ess to every ch ild in Manitoba for extens ive periods of time ranging from a minim um of 8 to a maxi mum of 13 years and has a large staff trained in the pr ocess of education .

That staff has the mo st advantageous. po s ition to recog nize and treat the prob lems of pre- de linquent chi ldren and tho se who have actua lly become delinquent. There are already sui table province-wide as ses sment se rvices in the form 451

Monday, October 29, 1979 of resource teachers and specialized psyc hologi cal-xemedial se rvice s through the Child Gui dance Clinic of Winnipeg and rural Child Deve lo pment and Support Services Clinic s . Addition ally , the schoo l sy stem employs quali fied sc hoo l cou nsellors , altho ugh these appear to the Commi ttee to be concentrated unduly in the hig her grades. RECOMMENDATI ONS : 10 .

That the Committee supports the provis ions of Se ctio n 41 {5) of the pro posed new Public Sc ho ols Act which speci fies that the provi s ions of ed uca tional progra ms for ch ildren with speci al needs lies with the sc ho ol syst em , but recommends that the di luting words "a s fa r as is pos si ble or pra cti cable in the ci rcumstances" be deleted so :that this respo nsi bilit y is absolu te . 11.

That a jo int Department of Educati on , Scho ol Divis io n , and Hea lth and Community Servi ce s work gro up be struck to id enti fy and plan for the speci fic educational needs of delinquent child ren , and to determine way s in which in formation required by the sc hoo ls and the courts can be made readily avai lable to ea ch system . 12 . That the Probation Ser vic e re-a ffir m and increase its co-operation and con sultation with the public sc hool sys tem in planning fo r children who are under the ju ris di ction of the cour ts . 452

t'r1vneges ana �•ecuons Monday, October 29, 1979 606 Pa tri cia Avenu e Winnipe g, Man it oba , Oc tobe r 1, 197 9 The Sta nd ing Com mi ttee on Pr iv ileg es an d El ec tions c/o Mr. Jac k R. Reeves Cler k of the Le gisla tiv e As sem bl y of Manit ob a Room 23 7, Le gisla tiv e Bu ild ing Winni peg , Manit oba, R3C OVS Dear Com mi ttee Member s : R3T 3A6 The fol lowing con ce rns an d qu es tions regarding Bil l 22 ar e su bm i tte d for yo ur consid e ration on beh al f of the Le gi sl ati ve Com mi ttee of the Lo ca l Adv isor y Co unc il of Fort Garr y Sc hool Divis ion No . 5: 1.

Se ction 41 (4) on p.2 4 of Bi ll 22: "Ev ery Sc hool Boar d sha ll pr ov i de or make pr ovi sio n for ed ucatio n in Grades I to XI I in clu siv e for al l resid ent pe rsons who ha ve the rig ht to attend sc hool. a. First of al l, our Com mi ttee feel s that Kin de rgarten should be inclu de d as one of the Grad es in this se ction , sinc e this Grade is acc epte d in this day and ag e as a no rmal expect ation fr om the public sc hool system. b. Wer e this change to be made , then sect ion 259 on pa ge 109 should be chan ge d to re ad that "a ny pe rso n who has at taine d the ag e of 5 year s ...

" has the ri ght to at tend sc hool. c. Kee ping the se tw o point s in min d, our Com mi ttee won de rs why the compulsor y ag e in se cti on 25 8( 2) on pa ge 10 9 is 7 an d not 5. Allo wing chil dren to remain ou t of sc hool until they ar e sev en pl ac es then at a di sad vantag e when they enzer sc hool. d. Finally , for chil dren wit h spe cia l need s , a system whi ch is ba sed on Grade or ag e is inappr opr ia te . The ed ucational nee ds of su ch chil dren should be pr ov i ded for as so on as the need is recog ni ze d by me di cal authorities or socia l ag encie s. 2.

Sec tion 41 (5) on p. 24 : "Ev ery sc hoo l board shal l, as far as is possibl e and pr ac ti cabl e in the cir cum sta nc es , pr ov id e or mak e pr ovi si on for re sid ent per sons who ha ve the right to attend sc hoo l an d who requ i re spe cial pr og rams for the ir ed ucati on ." a. Our Com mi ttee is con cer ned that the phra se , "as fa r as is pos sibl e an d pr ac ti cab le in the circ ums tanc es ", is too va gue and leav es far too big a lo ophole , Regulations wi ll nee d to de fine the lim i ts of wh at wi ll be pos si bl e and pr ac ti cabl e. 453

Privileges and Elections Monday, October 29, 1979 - 2 - b. Per haps se ctions 41 (4) an d 41 (5) could be combi ne d as follo ws : "Ev ery sc hool boa rd shall pr ovi de or make pr o vis ion for app rop ri ate pr og rammi ng for all resid ent pe rsons who have the ri ght to at tend sc hool , inc lu di ng those who requ i re spe cial pr og rams fo r the ir ed ucation ." Ev en so , the lim its of "a pp rop riate pr ogr ammi ng" wi ll hav e to be de fine d in so me wa y to avoid court ca ses . 3.

Se ction 41 (6) on p.24: "Su bjec t to any re gulations made un de r The Ed uca tio n Ad min ist ra tion Act every sc hool boar d shal l make pr ovisi on for a pupi l to attend a sc hool in anot her sc hoo l div is ion or sc hoo l di st ri ct for a pr og ram not pr ovi de d by the pupi l's hom e sc hoo l div is ion or sc hoo l di stri ct an d the pu pil's hom e sc hool div isio n or sc hool district is respo nsible for pa ying the resid ual cos ts of the ed uc ation ." a.

Our Com mi ttee feels that pr ovi si on need s to be made for plac em ent s ou t of provin ce or ou t of countr y , es pe ciall y fo r chil dren wit h spe cial need s . In su ch cases , the Depa rtm ent of Ed ucation should assist the sc hool boar d in pa ying the co st s . 4. Se ct ion 43 (1) on p.2 5 : "Su bjec t to the pr ov isi ons of this Act an d the regulatio ns , in all cases wh ere transpo rtation of pupils is requ i re d, it shall be pr ov i ded for tho se pu pils who would ha ve more than one mi le to wal k in or de r to reach sc hool ." a.

Our Com mi ttee is con ce rne d that there should be pr ov is ion made for the tr anspo rtation of chil dren wit h spe cial needs wh o may be less than a mi le fr om sc hool bu t who requi re tr an sport atio n . 5. Se ction 48 (1 ) (

a) on p.27: "S ub jec t to the regulat io ns a sc hool boar d may enter into an agreement wit h the mi nister to est ab lish an d con duc t spe cial cou rses , wh et her or not su ch co urs es are part of the public sc hoo ls prog ram an d fo r pa ym ent to the sc hool board in con nect ion wit h su ch cou rses , su ch amo unt as may be speci fie d in the agre ement ." a. Un de r thi s se ction , wo uld it be pos si ble for sc hool boards to pr ovi de spe cia l pr og rams for chil dr en wit h spe cia l nee ds of pr e- sc hoo l or post-s chool age an d receiv e fun ds fr om the Depar tment of Ed uca ti on? 6.

Se ction 91 (1 ) on p. 4 6: "No pe rso n is le gall y qu ali fi ed to te ac h or be eng age d by a sc hool boar d as a tea che r un less the pe rson holds a va lid an d su bsist ing certi fica te issu ed by the min ister un der The Ed ucatio n Ad minist ratio n Ac t. " a. Our Com mi ttee be liev es that pr ovis ion should be made that te achers wor king wit h chil dren wit h special need s should ha ve app rop ri ate training in spe cia l ed ucatio n . 454

Monday, October 29, 1979 - 3 - 7. Se ct ion 91 (2) on p.4 6: "N otwit hs tand ing su bs ection (1) and su bjec t to the re gu lat ions a sc hoo l board may aut hor i ze the pr in cipal to leav e pupils in the ca re and char ge of sc hool social worke rs , psy cho logi st s , te acher aid es , st ude nt te ache rs an d othe r de signa ted re spo nsi bl e perso ns wit hou t having a ce rti fied teacher in attendance ." a.

Our Co mmi ttee is con cer ned tha t , in cases whe re the reg ular teac he r of chi ldren wit h spe cial need s is absent for any reason , the su bst itu te te acher should be qu ali fied to te ach spe cial ed ucatio n pr og rams . 8. Se ct ion 24 1 (1) on p. 10 2 : "A sc hool board , or the mi nist er, wh ere he consid er s it ne cess ary , may take a censu s or mak e an enu me ration of the chil dren re sid ent in the sc hoo l divis ion or sc hool di st ri ct ... " a. Und e r th is se ction , would it be pos si bl e to take a censu s of tota l need s rat her tha n ju st a head cou nt?

In a gr oup of 10 chil dren with spe cia l need s , the re may be 20 or mo re need s wh ic h requ i re sp ecial st affing an d pr ogra mm ing. 9. Se ctio n 260 (2) on p. 109 : "W he re a chil d to whom re fe renc e is made in su bsect io n (1 ) is hand i capped, the par ent or perso n , as the case may be , mentio ne d in that su bse ction , sh all, un less spe cif ic al ly ex cu sed by the mi nister in wr it ing, cause that chi ld to attend sc hoo l in accor dance wit h the pr ov isi ons of thi s Act , the regu la tion s an d rules of the sc hoo l boar d. " a.

Our Com mi tte e be liev es that , whe nev er th e mi nist er ex cus es a chi ld fr om attend ing sc hool un de r th is su b sec tio n , the mi nist er should make pr ovisio n fo r the chi ld to re ceive an app rop ri ate pr ogra m of ed uca tio n . 455 Respe ctf ull y submitte d, ( sig ned) Fat he r Mi rone R. Kl ysh , Legis lativ e Com mi ttee Chai rman

Privileges and Elections Monday, October 29, 1979 Kenvi lle, Ma nit o ba . Oct ober 22 , 19 79. The Cha irm an , Co mmi ttee on Bill 22 , Win nip eg, MB Dear Sir : Re : and Re : New Edu cat i on Ac t - Bill 22 C. A.M.R. Bri ef to sam e . I wr ite so su ppor t the Brief pre sent ed by the C. A.M.R. to your com mittee . We in Swan River Val ley are very fort unat e in that our sch ool di vi sion is tr yin g to meet th e needs of the han dica pped in ma ny ways . No t all divi sions are so enlig htened and th e is sue is too im por tant to be lef t to local po lic y to dete rmine .

It is my concern that suit abl e educ at ion a l opp ort unit y be provided to all Man it oba chi ldr en . Yours trul y , An gie Loat Box 37 Ken vi lle MB ROL OZO 456

Monday, October 29, 191!1 THE MANITOBA TEACHERS ' SOC IETY ANALYSIS OF THE DEPARTMENT OF EDUCATION SPECIAL EDUCATION REVIEW 1) Val idity of the Study - Reported November , 19 78 The pr imary source of information for the study was special education co -ordinators at the divi sion level . Thus the accuracy of the data depends not only on the knowledge that special education co -ordinators have of their own syste ms , but also on their willi ngness to avoid a tendency to make their own school division "look good" . We have bee n told by C. D.S.

S. personnel that in order to encourage frank assess ments of their situations , co -ordinators were assured that divis ional data would not be released nor used for comparat ive purposes .

Insof ar as the report provides obj ective comments based on the data , and gives a pict ure of massive unmet needs when one might expect a tendency to underplay student needs , the report appears to provide an accurate asses sment of services presently available to special needs students . 2) Adequacy of Identification Procedures It appears that proced ures for identifying high-co st- low incidence students , the government 's stated priority, has been fairly complete .

However , the data regarding vis ually and hearing impaired students and students with learning defic its in the high inciden ce-lo w cost category, shows that there is st ill a great need to identify students with special needs . This data corroborat es comments that have emanated from the Societ y re garding the need to improve procedures to ident ify special needs students . · 3) Adequacy of Programming for Special Needs Students The report provides strik ing illustrations of the inadequacy of pres ent programming for special needs student s.

These needs are especial ly apparent with re gard to sl ow learners , the gifted , and students with emot ional and/or learning disa bili ties .

Once again the data supports the major concern that emerged from the MTS study on special needs child ren : the maj or prob lem does r.ot res ide with the small perce ntage of st udents with highly visi ble special needs , rather the proble m faced by most teachers is the difficulty of assisti ng the 12 to 20% of high- incidence special needs student s that are found in most cla s srooms . 4) Funding of Special Needs Students The report indicates that si nce categorical grants for 1MH and EMH 457

Privileges and Elections Monday, October 29, 1979 - 2 - students were dis continued students in these categor ies have had to compete with other st udents for the educational dollar . The net result appears to have been that students with the most visi ble handicaps ; the bl ind, deaf, and orthopedic , have tended to recei ve additional support while support for group s such as TMH, EMH and OEC ·has tended to be diverted to programs that embrace the ent ire student body. This information indicates the need to give higher priority to special needs students and to assure that they receive more support .

Local Advisory Committees helped to focus on programs for special needs st udents. The Soci ety may want to encourage the Department to revi tal ize such committees or to develop other means to give special needs students appropriate priority . The data also suggests the des irabi lity of some form of categorical grants , perhaps as outl ined in the recommendations . - 5. Adequacy of Child Devel opment Support Service The data shows the inadequacy of Child Deve lopment Support Services , especia lly in rural Manitoba. Child Guidance Cl inic Greater Winnipeg St .

James- Ass iniboia Educational Support Service Child Devel opment and Support Service (Regiona li zed service to Rural & Northern Manitoba) 6. Role s of Reso urce Teachers Total Staff 13 3.5 21 49 Ratio School Cl inicians to Students 1: 7 20 1: 809 1: 1958 Ratio School Cli nicia ns to Teaching Staff 1:4 1.4 1: 45 .2 1:1 41 The study il lustrates a major dis crepancy between the actual ro le s perf ormed by reso urce teachers and the Department of Education guide- lines of their functions . - 7. Suggeste d MTS Actions

a) Prepare specific reactions to the reco mmendations contained in the report . 458

Privileges and Elections Monday, October 29, 1979 - 3 -

b) Dis tribute copies of the report plus a

summary and re commenda tions to D. A. Pres idents .

c) Disc us s the report at reg ional meetings re : special needs studen ts .

d) Conduct a study involving samples of reso urce teacher s, principa ls and teachers to get their perce pt ion of desi red and actual role s of reso urce teacher s.

e) Meet informally with C.D.S.S. personnel to disc uss the report and our reactions to it .

f) Rec ommend to the Provinc ial Executive that a meet ing be held ·with the Minister to di scuss ways and means of increas ing support for special needs student s.

g) Encourage Divi sion Asso ciations to undertake local assess ments of special needs programming. 459

g RE SUME OF DAT A - DEPAR TME NT OF EDUCA TIO N SPECIA L ED UCATION REVIEW In cidence PROJ .N O. PROGR AM OF Rate 1) Trai nable Mentall y Han dica pped 2) Severel y Mu lt iply Handic appec E-< UJ u 3) Ortho- :r: pedically t9 H Handicapped :r: I lil � � 4) Blin d/ Braille H u Learn er s z H - - - -- � Visually ...:1 Impaired 5) Deaf (P rQ:Eo�n !Pl > Hearing Impaired . I .3 % .0 2% - - - - .1% .0 75% - - - - .5 % ' ST UDENTS 645 44 - - - - 217 1 61 ) - -) 11 0 7 5) * Not included in statistics. AC TUAL NO . OF ST UD . ID ENTIFIED Portage Sc h.12 7* Div isions 727 St .

Amants 1 g 0* Man . chool for Re tar- ded 75* Div . 81 TMH 24 EMH 24 OEC 3 Reg. Pro g.13 6 OtheL...J_ TOT. 19 0 In Man . Out of 15 Pro v . 6 - - -- - 12 4 16 7 ST UDENT� PER CEN TGE ST AFF NOT OF S. N. ATTDG .

ST UDENTS Tchr .A ide s ID ENTI FIE[ 1 3 1 00% 85 32 7 5 1 0 15 5 0 Approx . 7 7 50% --------- 57% Pr obably 10 0% 0 ...., __ ______ Ver y smal 5 4 % identified !Vol 1 1 0 23 6 1 0 COMME NTS - Tf n�en�� to tRclude low 5r level EMH s n �n �s rou ecau e se e-ga�ea H classesgarepbe�ng ��sc oaf�nued. - M � st TMH students are in Befre�ated c assfs � t�ntsome cafes t e E �han �� R8�n��: Y o soc�a �ze w� o er - TMH student go� ulation has c aa¥ged -more se�erel a es crerte nee r more para-me �ea personne • - T/P ratio 1: 6 or 8. - Jnh1-M c1.t� �Jlsn.ts tend to be included - T �efe �� be some overlapping of s a �s � s. - Ihe DeRartmEnt .Rtovidas � ecial earn� g ma er� s an e �pment. - The m� jofiir� of orthoRedicall� hfndi-cappe c � ren are � regu a c asses . - DeRartme�t �r�videf iti�era�r teacaers, a� �g�en a Er�a �n ra� e �n . re €gran s o .sevara se ogl · av�- �i88�n s. ass�s 1n e ucat�ng �n - �tructural¥adlustmiots have been made m�nig�I si g o s --e. 1 �u2ls ss�gg �tw' t . ramps , 2� w1f spec�al wasErm .tac1I1 ��es - �: - Th re 1n p - Statistics suaqest fthathspecial care 1s oe�ng prov�aea or t e protounaLy s:: , 0 .. :I :c· Cl. -· �� '<CD . � 0 111 !lDI 0 :I era. �m I\) iD U)C') . - .... i5' CD :::I «� Ill

Proj . Act ual Number Num ber In cid. of :)f St uds . PR OGR AM Rate St ud ents Identified 1. Slo w le arn- Est . ers (Occu- 18-20% 434 !;iO 3 1 0 1 pational use (G r.7 -12 ) Ent rance 20% Course ) 2. Educa ble 2% 4, 345 14 60 Ment all y E-t Handi cappe Ul 0 (.) � � ..:I ... I r.:l (.) z !:l H (.) z H ffi H ;I: 3. Students with Est. Learning 10 -20% 32, 587 Not Disabilities ':!_s_e_J:?.'t_ -- - -- - -------- - -- ---- - Severe Est. Provided learning 2-3% Disabilities use 2.5 % 5, 431 - 2 - Percn tge. St ude nts of S. N. St aff Not St udents Attending Identified Tchr.

Aides Vol 19 6 7.1 % 17 2 57 33.6 % 12 8 21.3 97 ?% L______,!

COM MENTS Mot t st �da nts in this cat eg ory are �n eg ra e Conc ern that many students are not receiv- [n¥ Ij_ecessa� aisi� tance. . . m t er 1 Ec oo ��ts� gnt f�n � �t 1 es pec � �cu 0 es a A s OW ave . §ea e� �g coug�c s se ool �v� s� ons o no av ram . . - an� M s Eu ent� g�ve Been �nclu ded �n E rog rams -The mt a�1 it¥ of .E� students are partially or to y mpa�re • 37 Div/Dist integrated programs 7 Div/Dist segregated programs 25 Div/Dist report no special programming -" Inte�ration oa E� . studentsdwi � out �![ecial �� gu�� .wons� era �ons �s e uca �ona y -ant¥ a s :£ 11 pgrtiou of s tudants in this c� porr ave een �dent� �e as rec�p�ents o s ec a programs . -T�edre�ovtl of ca rE�grical �¥a¥€s to¥ E� u en s a r su � a � o . un tfiomts�ei�a� ci1ss e1c�ers o serv�ces Eo e o a se oo popu a �on. -�� ausa the �ai i� �chtevement betwee� an regu a .s � en s anrreases w� h t �e ere �s a Ptfi �cu ar nee or.a?PfiO�fi�i programs at e JUn�or an sen�o � eve] -There is a need for more work experience programs. .

Most students with learning disabilities are integrated. Main assistance provided by resoure teacher. -------- ----- --- --- - �- - s::: � 0 -:;, -Cl.: �a � � ,o � 2.� 0 : CJ'C � r �a �CD S ... ( CD: ��

Projected Actual NUillber Nunber Incidence of of Students PROGRAM Rate Students Identified 4. E110tionally Disturbed

a) Psychoti- 6% 1, 394 cally disturbed

b) Severely Est. to 2-3% 5,4 31 485 Moderately use Disturbed 2.5 % E-t c)N eed help Ul from Est . 0 � () knowledgeable 8-10% 19,5 5 3 s individual. use 9% 5. Gifted 2% 4, 345 345 tj Students r z � H () z H ffi H ::r: March 16 , 1979/dh. - 3 - Percentage Students of S. N.

Staff not Students Attending Identified Tchr. !Aides llol. 95 1.8 % 7.9 % �-- COMMENTS The identification of, e'll::tionally disturbed students is inadequate (this group is represented in truancy, expulsion and drop-out rates) There are very few programs responding to needs of these students Most of these students are integrated School divisions generally, give low priority to these students M0st gifted students are integrated Main instructional approach in- volves enrichment wi thin regular programs. s::: ., 0 ... = :er a.- · �� '<CD � cg 0 111 2-m 0 :I era. !!lm NCD con � - � s· CD ::I Uf111

Privileges and Elections Monday, October 29, 1979 "S TUD ENTS WI TH SP EC IA L NEE DS" SPE C IA L NEE DS CO MM IT TEE MEM BERS : D. YOUNG - CH AI RMAN (19 77-78 ) R. KYR IT Z - CH AI RM AN (1 976- 77) K. BR EC KMAN - ST AFF D, BERTN IC K J, BE ST VAT ER v. CROLL J I KI NG B. SARSON THE MAN I TOBA TEACH ERS ' SOC I ETY SEPTE r1BER� 1977 463

IN TROD UC T IO N SEC TIO N A SECT IO N B SEC T ! ON C SEC TIO N D SEC T ! ON E Privileges and Elections Monday, October 29, 1979 - 1 - I N D E X .................... ....... ........ ... ...... .... HI ST OR I CAL PERSPEC TIVE BA CKGROUND IN FORMAT iO N 1. Wh at is Bi ll 58 7 2. Wh at is the fnt ent of Bi 11 58 ? 3. Pr esen t Le gisla ti ve Pr ovisio ns 4 . Wh o ar e the St uden ts wi th Spe cia l .- Ne eds? s . St u den ts Pr ese ntl y in Spec ial Cl asses PRO VISIO N OF RE SOU RC ES ........ ............• ••. 1. A Mode l for �he Neces sary Su ppo rt s 2. The Cos t of Su pp or ts ; An Ex amp le 3.

Fin anc ia l Ne eds 4. Pr ese n t Pr ovisi ons of Fi na nc in g Bi ll 58 5. Me th ods of Fi nanc in g CONC ERNS .... ............... . ..... ........ . .... POL IC Y AN D RE COMM EN DAT IO NS 1. Ge ner a l So ciet y Po li cy 2. Spe cific Soc iet y Po l ic y 464 2 4 5 10 16 23

l"'nvnege:5 anu "''"'"'uumo Monday, October 29, 1979 N T R 0 D U C T I 0 N Bi ll 58 (S ect io n 465- 22) was pass ed by the Man i toba Legisl atur e in 19 75. Al though the Bi ll de termi nes on ly who is respo ns ible for the edu c at io n of st ude n ts wi th spec ia l needs , it is mos t common ly in ter p reted as pr o vidin g for 1m ain str eamin g1 - that is, the pl ace men t of st ud en ts wit h spec ial needs in the 'l eas t restric tiv e al te rna tiv e '. Si nce it s pa ssa ge , the le gisla tio n has pr omoted con s id er able ac t ivit y.

The Man i toba Gover nmen t pr ov id ed som e in it iatio n gr ant s, es tab l i she d 'L oc al Adv is ory Commi tt ees ' (LAC) , and th rough the De part men t of Educ at io n made av ai la ble resou rce pe rso nnel to di scuss the int en t of Bi ll 58 . As a res ul t, pub] ic awa reness an d expe ct atio ns have been ra i se d an d some spe cia l ma in str eamin g pr oj ects have al ready been im pl emen ted . There is no doub t that Bi ll 58 wi ll have a co ns id er able effect on educ at io n in Ma ni toba .

Al though ag ree in g wi th the pr in ci ple s espous ed by the Bi ll, the Soc ie ty pe rce iv es the im ple ment atio n to be dif fic ul t in vie w of the pr esen t la ck of human , fin an ci al an d mat eria l reso u rces . The Pr ovin cia l Execu tiv e esta bl i sh ed the 'S pe cia l Needs Committ ee ' in Sept embe r, 19 76 . The commi tt ee was gi ve n the task of co ns id erin g the im pl ic atio ns of Bi ll 58 and of rec ommend in g rel evan t Soc ie ty pol ic y and act io ns , Th is report rep resen ts the con cl us io ns of the commi tt ee .

In Sep tembe r, 19 77 the Pr ovin cia l Execu tiv e ac cep ted the report as an off icia l So ci ety pu bl ic atio n and ado p ted Se ct io n 'E' as So ci ety pol ic y. The report is divid ed int o fiv e se ct io ns : Se ct io n 'A ' - deals wi th the con cep t of ma in s tr eamin g as it has ev ol ved ove r the pas t deca de . Sect io n 1B 1 - pr ov i des bac kg rou nd inf or matio n abou t the mean in g and in ter p ret at io n of Bi ll 58 , the deg ree to wh ic h the Bi ll al te rs pr esent le gis l ativ e pr ovis io ns , and the numb er of st uden ts af fec ted by the Bil l. 465

Privileges and Elections Monday, October 29, 1979 - 3 - Se ct io n 'C' - con s id ers a model for the pr ovis io n of reso u rc es and the res ul tin g fin anc ia l im pl ic atio ns . Sectio n 'D ' - di scusses the conce rns ari s in g ou t of Bill 58 . Sectio n 'E' - st ates rel evan t Man i toba Teache rs ' Soc ie ty pol ic y. lt is hop ed tha t th is repo rt wi ll se rve as a gu id e to pe rso nne l faced wi th the dif fic ul t task of meetin g the spe cia l needs of st udent s .

The Soc ie ty recogn iz es that it wi ll be neces sar y for mo re spe cific pr ocedu res to evo fve ov er tim e as teache rs and sch ool bo ards ga in exper i ence in wo rk in g wi th spe c ial -n eeds st ude nt s . Howeve r, the immed ia te concern unde rl yin g th is report is that those who ar e devel opin g pr og rams for spe cial- need s st udents do so wi th as comp le te know le dge as po ss ible abou t the poten tial im pact of the pr og ram and the ki nds of resou rce s nece ssar y . The Soc ie ty has the nece ssar y reso u rces to adv is e teache rs on the im ple men tat io n of Bill 58 .

In the comi ng year, it int ends to conduct wo rk sho ps , meet wi th teac her s at Divisio n Asso cia tio n meet in gs , and to com mis sio n su rveys to deter mine the ex ten t of pr ese n t im pl emen ta tio n. Thus al l teac hers who ar e in vo l ved wi th , or abou t to be in vol ved wi th the in teg rat io n of spe cia l -needs st ude nts , ar e ur ged to con tact Ce ntr al O ffic e for ad vic e, con sul ta tio n and commun ic atio n. The Man i tob a Teache rs ' Soc ie ty, 19 1 Ha rc ou rt Str ee t, Wi nnip eg , Man it oba . R3J 3H2 Tel ep hone: 888- 7961 or 800- 262- 8803 466

Monday, October 29, 1979 - 4 - SECTI ON A - HI STOR IC AL PERSPEC T IV E Meet in g the Spec ia l Needs of St ude nts : An Hi st or ic al Pe rs pec tiv e Du ri ng re cen t decades eff ort s to meet the spec ial needs of st ude n ts have usu al ly in vol ved the for m2tio n of spe cial cl as ses . lt seemed lo gi cal tha t st uden ts wi th si mi la r pr ob l ems , such as men ta l reta rda tio n or vi sual impa ir men t, co uld be trea ted mos t eff ectiv el y if gr ouped togeth er .

On the ba sis of su ch assu mpti ons separat e cl as ses were esta bl i sh ed for the 't ra in able ' and 'e du ca ble' mental ly hand i ca pped . Spec ia l scho ol s we re es ta bl i sh ed for the deaf , the bl ind , and the phy sic al ly im p ai red . The qua l it y of scho ol sys tems was in man y cases assess ed in term s of the e xtent to wh ic h suc h spe cia l iz ed educa tio nal ser v ic es were pr ovi ded . In the la st ten years there has been a st rong rea ct io n ag ain st some of the conven tio nal wis dom tha t le d to th e esta bl i sh ment of segr ega ted spec ia l educ at io n cl asses .

Fol lo win g are some key id eas th at infl uenced th is tr end : • Much of the cur ren t research in dica tes th� t st uden ts wi th man y di ffe ren t types of hand i caps may be mo re su cce ssf ul in pl ace ment s clo ser to the ma in str eam . • The tr ea tmen t a st uden t rec ei ves · .. is of te n based on his la bel and not on his needs . • Lab e l I in g st uden ts had a detr im en ta l effect on th ei r sel f-co nc ep t an d re sul ted in a 'sel f- fu l fi lli ng ' pr oph ecy . • I n the U.S. in

part ic ular, man y cul tural ly and so cial ly dis ad vanta ged st uden ts we re in app ropria te ly pl aced in spec ial educa tio n cl asses . • u. s. resea rc h sho wed tha t hete rogeneous gr ou p ing was rel at ed to ef fec tiv e st ud�nt le ar n in g. As a re sul t of the human rig ht s movem ent demands were ma de for equa l acc ess and equal opport un it y for handi capped peo ple. Th is was en for ced by so me cou rt decisio ns in th e Un i ted Stat es .

The res ul t of su ch con si der at io ns was a reversal of the tr end to educ ate st ude nt s wi th spe cia l need s in se gr eg at ed cl asses and acce p tance of a 'm ain str eamin g ' ph ilo so phy im ply in g that ... "to the max im um exten t pract ic able, hand i capped st ude n ts sh al l be edu ca ted al ong wi th st uden ts who do not ha ve hand i caps and sh al l at ten d regu la r. cl asses 11• 467

SECT IO N B Privileges and Elections Monday, October 29, 19 79 - 5 - BACK GROUND IN FO RMAT IO N 1. What is B i 11 58 ? Bill 58 was an omn ib us bi ll af fect in g va ri ous aspe cts of educ at io n. The le gisla tio n general ly refe r red to as 'B ill 58 ' was on ly one sectio n of th is Bi ll - se ctio n 465( 22) . ·�very scho ol boa rd sh al l pr ovid e or make pr ov1s1o n for the educ at io n of al l res id en t per sons who have th e rig ht to at tend school and who requ ir e spec ia l pr og ra ms for their educat io n". Th is sect io n (he rei nafter cal le

d) Bi ll 58 ') has been pas sed by the Man i toba Leg isl ature but has not yet bee n pr oclai med la w. Al though the go ve rnm en t has the le gal ri gh t to eff ec t pr ocla ma tio n at any tim e, it has st at ed pub! icly that the Bi l I wi ll not be pr oclai med un ti l su ch tim e as the neces sary reso u rces have been pr ovid ed . On va rio us occ as io ns , the yea rs 19 78 and 19 80 have been su gges ted but as yet no fi rm date. has been pr onounced .

The wit hhol din g of pr oc l ama t io n of a go ve rnmen t bi ll un t il the neces sar y resou rces have been pr ov i ded is at bes t an unusual pr o cedure . Fre que ntly a 'w hit e pap er ' is publ is hed when a gover nmen t des i res to in dic at e a future pol ic y di rectio n - the det ails of wh ic t have not been fir ml y dete rmi ned . The di scuss io n fol lowin g su ch a wh it e pa per is then tak en int o cons id er at io n in the pr ep ar at io n of the le gisla tio n.

The wi thh ol din g of pr ocla mat io n may be cons i de red si mi la r to a 'w hit e pap er ' app roach , excep t tha t the con ten t of a pas sed Bi ll is not read il y changed . 2. What is the In tent of Bi ll 58 ? From a pur el y le gal is tic po int of vie w, Bi ll 58 st at es on ly that sch oo l boa rds mus t as su me tota l respons ibi li ty for the educ at io n of stu den ts wi th specia l ne eds . The boa rds do not neces sa ri ly have to pr ov id e the educa tio n di rect ly and may ch oose si mp ly to pay for the educa tio n of su ch st uden ts in anot he r ju ris dic tio n.

Pr esent le gis la tio n giv es school boards the op tio n bu t does not mandate the assu mptio n of respo n sib il it ie s. Thus th e sol e di ffere nce bet ween th is Bill and pr ese n t le gi sla tio n is the sub sti tut io n of th e man datory 's hal l pr ovi de ' fo r the per mi ssiv e 'm ay pr ovid e' . Howeve r, the De pa rt ment has made it cle ar that the int en t of the Bi ll inf ers mo re than a pur ely le ga l in terp ret at io n.

The int en t of the le gisla tio n is cont ai ned in th e fol lo win g quo tat io n fr om the De part men t of Educa tio n pu bl ic at io n, '� ork in g Papers on Educat io nal Al te rnat i ves and Legisla tio n": 468

ri iYII 'IIII:'!:fi'IIII:'OOI GIIU ... 'llli:i' .... I.Uo,llil' Monday, October 29, 19 79 - 6 - 11To the max i mum ex ten t pra ctic abl e, hand i ca pped st uden ts sh al l be educat ed alo ng wit h st uden ts who do not have hand ic aps and sh al l att end regu lar cl ass es . Phys ic al and men tal im ped i men ts to no rma l funct io nin g of ha nd i ca pped st ude n ts in the regu la r scho ol envi ronmen t sh al l be ove rcome by the pr ovis io n of spe cia l aid s and ser v i ces rat he r than by sepa rate scho ol in g for the hand i capped .

Spec ial cl as ses , separat e sc hool in g or ot her remov al of hand i c.apped st uden ts fr om the regu la r educ atio nal envi ronmen t shal l oc cur on ly when , and to the ex ten t th at , the nature or se v er it y of th e hand i ca p is su ch tha t educ at io n in regu la r cla ss es , even wi th the use of su pp l emen tary aid s and serv i ces , cannot be accom pl i shed sat is factor ily 11• The above ph il osophy in di cates cle ar ly that st ude n ts wit h spe cia l needs ar e to be •m ain str eamed 1 - that is - pl aced as clo sel y as poss ib le to the regu lar cla ssr oom .

Ma ins tr eam in g in fers the pla cin g of some spe cia l needs st udents ful l- tim e or part -tim e in the regu lar cl ass room ; it may al so in fer si mp ly pla cin g an en tir e 's pe cial cl ass ' in a regu la r sc hool wi thou t any ma in s tre amin g of in di vid ual st uden ts int o the regul ar cl asses . Ma in str eamin g does not inf er the 'w hol e sale dumpi ng ' of st ud en ts fr om spec ial cl asses int o the regul ar c la ss room .

Thus , wh ere as the word in g of Bi ll 58 on ly man dat es sc hool bo a rds to pr ov id e pr og rams for st ude nt s wi t h spec ial needs , the int en t of the Bi ll ... is to pl ace the st ude n t as clo se to the ma in str eam as po ssi ble. 3 . Wha t ar e Pr ese n t Legisla tiv e Pr ovis io ns? Prese n t le gi -la tio n pr ovid es , in vary in g deg rees , for the educat io n of spe c ia l needs st ude nts , in cl udin g the men t al ly reta rded , the bl in d, the deaf and the hand i capped .

Men tal ly reta rde d st ude n ts ar e pr ovi ded for mo r.e compl etel y than any ot her spec ia l needs st uden ts . Sc hool boa rds ar e requ ir ed to pro vid e educ at io n for the men tal ly reta rded , al though they have the op tion of pro vidin g th is educ at io n in th ei r own divi sio n or of ma kin g fi scal ar range men ts wi th anothe r divis io n. Bo ards mu st als o pro vid e tr ansport at io n ( but rece iv e gove rnm ent gr an ts ) if the st uden ts are deemed to be una ble to tra ve l to sch oo l saf ely on thei r own . The bl in d and the deaf ar e le ss affected by the reg ul a tio ns .

The go vern men t has the op t io n of pr ovi d in g for the educ at io n of bot h the 469

Privileges and Elections Monday, October 29, 1979 - 7 - bl in d an d th e deaf and , in the pa st, has paid for such educ atio n by su ppor tin g the deaf th roug h a gove rnm ent fi r.3 nced ochool and unde rwr it in g the co st s of send in g the bl in d to Br an tf or d, Ontar io (c os ts $12 ,0 00 and $16 ,0 00 per st uden t respe ct iv el y) . St ud en ts ge ne�al ly refe r red to in le gisl atio n as the 'h an di cappe d ' rece iv e the le ast cons id er atio n . There ar e no go ver nmen t su b si die s, an d the boa rds ar e not fo rced to offe r any spe c ial pr og ra ms .

The on ly pro visio ns su ch st uden ts rece iv e are for mar.dat or y tr an s port atio n and fr ee cor respondence cou rses . lt is in tere stin g to note th at al though the At tendanc e Act forc es su ch st ude n ts to at tend scho ol the re is no pr ovis io n forc in g sc hoo l boa rds to of fe r adequ at e pr og rams . Gene ral gr an ts are made av aila ble to al l divisio ns for pr ofe ssio na l auxi li a ry pe rso nne l su ch as psy cho lo g ist s, resou rce teache rs , etc .

Eve ry di visio n rece iv es teach e r gr ants at the minim um rate of 1 pe r 2500 st uden ts for sc hool ps ych olo g is ts and 1 per 450 st ud en ts for spec ia l educ at io n teache rs , O. E. C. teache rs , etc . Sm al le r divi sio ns re ce iv e such gr ants at a mo re favou ra ble rat io. Wh il e it may be ar gu ed tha t such gr an ts are in ten ded to serv e the needs of spe cia l st ude nts , it mu st be noted that th ese gr an ts do not depend on th e inci dence of su ch st uden ts in a di visio n nor the demons t ra ted need for fin anc ial suppor t.

Thus it se ems that pr ese n t le gis la tio n adequa tel y pr ov id es for the men tal ly reta rd ed by forc in g Boa rds to pr ov id e the educ at io n needed . Un fort un at el y, the remainin g spec ial needs st uden ts do not rece iv e th is guarantee . Thus (in eff ec

t) Bi ll 58 wou ld pl ace al 1 spec ial needs st uden ts under the sa me kin d of le gi slatio n as is pr ese ntl y pro v id ed fo r the men ta ll y ret a rded . Wha t is sti ll missin g, and wh at is cr ucial to the eff ect iv e im ple men tat io n of the Bi ll, is the pro visio n of adequ at e fin anc ia l resour ces . 470

Privileges and Elections Monday, October 29, 1979 - 8 - 4. Who ar e the St uden ts wi th Spec ia l Need s? The CEL D IC R.epor t, wh ic h is undo ubt ed ly the mos t comp rehen siv e stu dy of ch il dr en wit h spe c ial needs , hi ghl i ght ed th e dif fic ul ty of ob t ainin g ac curat e data rega rd i ng in ci dence .

Cla ss if ic at io n syste ms di ffer fro m on e �u r!s dic tio n to ano t h E::-, id ent if ic at !D n sy s tems ar e in adeq uat e , an d there is no un iv ersal de fi nit io n of wh at cons ti tut es a le ar nin g di sor der or wh at di st in gu i sh es a st uden t as hav in g spe ci fic needs .

However , des- pit e the dif fi cu l tie s in gat her in g sta tis tic al data , the CEL DIC Repo rt (p .57-5 8) pr ovid es the fol lo win g su mmarie s of in ci dence ra tes fo r men ta l ret a rdatio n, emot io nal di so rde rs and le arn in g di sor ders : The -total numbe r of ment al ly reta rd ed st ud en ts de fi ned by I. Q. an d edu ca tio nal need is app roxim at ely 3% of the sc hoo l age pop ula tio n; of these the la rg est pr oport io n (a pp roxim atel y 2t %) fal ls int o the 1e duca bl e1 range , wh i le th e rema ind er ar e ei the r 1t ra ina ble 1 or compl et ely depen den t.

The in ci denc e of emot io na l di sor ders is much mo re compl ic at ed to dete rmine; sur veys show inci denc e fi g ur es var y in g from 2.2 to 49 pe rcen t. Estim at ed frequ ency of st ude n ts wi th spe ci fic le ar nin g di sor ders is usu al ly 10 % of the sch oo l age po pulati on but some es ti mat es ru n as hi gh as 25% . The ta ble bel ow pro vi des a pr el imin ar y su mma ry of in ci dence ra tes and the es tim ated number of Man i toba sc hoo l age chi l dr en in each cat eg ory . When pr ovidin g th is in fo rmat io n the Mini st er of Educ at io n, Mr .

I an Tu rnb ul l, noted that alm ost al l Man i toba st udents ar e in cl uded in som e fo rm of sc hoo l pr og ra m or , in ex t reme cases , in sti tu tio nal pl ac emen t. He al so in di cated tha t it has been ma ndatory si nce 19 67 -f or scho ol s to pr og ram for the re ta rded .

EST I MAT ED IN CIDENCE RAT ES AND NUMBER OF MAN I TOB A SPEC IA L NE EDS CH I LDREN Es tim at ed Num be r of Di sabi 1 i ty Spe cial Needs In cide nce Rate Chi ld ren Mi ldly ret a rded (E ducab le Retar ded) 4,6 65 2.14 % Mode rat ely reta rded (Tra in ab le ) 392 .18 % Sev er ely reta rded (Tra in ab l e) 15 2 .07 % Pr ofou nd ly reta rded (C ust od ia l) 65 .03 % Sev er ely or mu lt iple hand i ca pped 13 0 .06% Pr ofound hear in g lo ss or deaf 11 0 .0 5% Pa rtia l hear in g im pa i rment 51 7 .2 4% Sig nif ic ant un il at eral hearin g im pa i rmen t 1, 21 0 - 72 % sp·eech im pa i rmen t 7, 630 3 . s%.

Leg al ly bl in d 44 .02 % Par tial ly si gh ted 436 .2 % Emot io na ll y hand i ca pped 4,3 60 to 32,7 00 2% to 15 % Learn in g di sa ble d 2, 18 0 to 32,7 00 1 % to iS % 471

Privileges and Elections Monday, October 29, 1979 - 9 - 5. Wha t St ude n ts ar e Pr ese ntl y in Spe cia l Cl ass es? The re is conc�rn not on ly wit h the ques tio n 'w ho ar e the st udents wi th spec ial needs ' but al so wit h 'w here ar e the stu den ts wit h specia l needs' ? The De par tmen t of Educa tio n report s that 2, 847 st uden ts we re att end in g spec ial educa tio n cl asses on Sep tember 30 , 19 75 . Al so, app rox im at el y 2,5 00 st uden ts were en rol le d in the Occu pa tio nal Entr ance Co ur se .

In addit io n, the re ar e ap pr oxim at el y 500 st uden ts in in sti tut io ns outs id e the pu bl ic sch ool sys tem (e .g ., Port age Home , St . Aman t, et c .) The fol lo win g cha rt ill ust rat es th is inf or mat io n: Numbe r of % of To ta l St udent St uden ts Pop u la ti on TMH ) Pr og rams 2,8 47 1. 4% EMH) . - O.E. C . 2,5 00 1. 2"/o En rol le d in in st i tu tio ns outs id e 500 .2 4% the pub l ic scho ol sy s tem TOTALS 5, 847 2. 82 % Two aspe c ts of th e in for matio n pr ov id ed in th is sect io n requ ir e fu rt her el abor at io n.

Wi th the exce ptio n of st uden ts wi th le ar n in g dis abi li t ie s and emot io nal pr ob l ems whe re the re is a wid e di ve rgence of op in io n, the re is wi de sp read agre emen t wit h the in ci dence ra tes cit ed in th is pa pe r; in ge ner al , abo ut 12"/o of the st uden t popul atio n can be cla ss if ie d as hav in g spec ia l needs . At the pr esen t tim e, sin ce app rox im at el y 3 % of the stu den t body is in spec ial cl as ses or un der in sti tut io nal car e , th e vas t majo rit y of st ude n ts wi th spe c ial needs ar e al ready in regu lar cl asses .

In con tr ast to si tu atio ns in the Un i ted St ates , whe re in man y sch oo l dis tri ct s 10 to 12"/o of the st uden ts we re in spec ia l cl asses , the task in Man i toba wi ll not be to int eg rat e st ude n ts si nce mos t ar e in the ma in str eam al ready . In st ead , the maj or tas k wi ll be to pr ov id e mo re ass ist ance to spec ial needs st uden ts that ar e al ready in regu lar cl ass rooms . 472

Privileges and Elections Monday, October 29, 1979 - 10 - SECT IO N C - PRO VISIO N OF RE SOURCES 1. A Mode l for Neces sar y Suppo rt s Man y st uden ts wit h spe cia l needs requ ir e the di rect or in di rect ser vi ces of spe cial i st s for vary in g le ng ths of tim e. The type and ex ten t of ser v ic e and th e int en s it y of tr eat ment depe nd upo n the in divid ua l needs of the st ude nt . In some cases con sul ta tio n be tween the spe cia l is t and the cl ass room teacher may suff ic e; in oth er s the st udent may need di rec t he lp fr om a spe ci al ist for a short per io d of tim e un ti l a

part icular de ficie ncy is cor rec ted , wh il e in sti ll ot her cases the st uden t may requ ir e spe cial iz ed he lp for le ng thy per io ds of int ens iv e tr eat men t.

Some of the spe cia l is ts a st ud en t ma y requ ir e are: R eso u rce teac her Visio n teache r He arin g teach e r Deve lo pmental Language teacher Teach er tr a i ned in emot io nal dist ur ban ce Occupa tio nal the ra p ist Phys ic al the rap is t Sc hool coun sel lo r Mus ic or phys . ed . resou rc e Ear ly chi l dho od consul tan t Cu rric ulu m consul tant soc ia l work e r psy chol og ist Spe ech the rap ist Langu age the rap is t Aud iolo gis t R ead in g cl ini cia n Psyc hia trist Nurse Opt ome tr ist Op tham olo gist An effe ctiv e trea tmen t depe nds to a lar ge deg ree on the ea rl y and accu rate di agnos is of a st ude nt•s de ficie nci es .

Howeve r, once a di agno sis has been made , the remed ial pr og ram wi ll not be succ es sf ul un le ss it rece iv es the pr op er ex ten t and qual it y of the neces sary sup port ser v i ces . The fo l lo wi n� gu id el in e in di ca tes the le vel of necess ar y su ppo rt as it is def in ed by the st ude nt1s need fo r in divid ua l he lp by spe cia l is ts . The le vel s in di cat e the sup port needed by a st uden t and do not def in e the cla ss in to wh ic h the st uden t was pl aced .

For exa mple, wh il e a 1l evel #1 1 st uden t may need on ly the occas io nal he lp of a spec i al is t fo r a sh ort pe rio d of tim e, and wh i le a 11 evel #3 ' st ud en t may requ ir e spe cia l he lp up to one- ha lf of al l his in st ru ctio nal hour s, bot h st uden ts may be pl aced in the sa me or si mi la r cla ss es . Thus the ex ten t of the st ude nt 1s handi cap is refl ect ed not in the type of cla ss in to wh ic h the st uden t is pl aced bu t in the ex tr a sup por t serv i ces the st uden t sh ould rece iv e. 473

A. Cla ss Pl acement 8. Serv ices (Id ent if ied by"ilie"S t udent needs) � c. Qes crlf!tlo n of Student Needs -- D. ReCQIIIII ended "•x I mum class size SUPPORT SERV ICES IIOOEL FOR ll oTEGRATING SPECIAL NEEDS STUDENTS Level ll Level #2 Level 13 Level #� A. Regula r class A. Regula r class A. Regu lar class A. Hodlfl ed In stru ctional part t lme. le vel . B. Period ic support B. Support serv ic es approxl - B. Support serv ices 1/2 B. Support services l/2 to se rv i ces where and mate ly l hour 3 t lmes per t lme or less on a regu• 3/4 time da ll y.

Suppor t when the need ar is es. cycle. l ar bas Is (each day per servi ces must be lnt en- Support serv Ic es pro- cyc le). Support ser- sl ve and di rect tr. vl ded for those who vices may be on a Heavy orleritatlon and requl re en ri ched dI rect bas Is and t he stu dent may le ave the stress on the remed ia - program. class for help. tio n of academic ski ll s . c. Regular student wit h c. Regular student wi th C. St udent may spend up C.

Student wit h maj or mino r proble ms In one probloms whl eh requl re to l/2 of his/ her Jay di ff ic ul tie s In many or two areas of the help of backup pro- in the lev el 4 or 5 areas of deve lo pment develo�ent which fesslona1 support sI tu at io n where added requir ing i n tensiv e requ t re some perso nnel on a r�gu l ar l y back-up s upport s are he lp from support remed I at ton. scheduled basis per cycle. prov Id e d. personnel In order t o su cceed acaderntca l l y and soci a l l y. D. 23 D. 20 - 23 D. 20 o. 15 - 20 " * Di rect �ns the profess ional support personnel works dir ectly with the students.

Note : Phys I ea I l y Hand I capped The needs of phvslcal ly handi capped students cannot necessaril y be catego riz ed In one of these le ve ls mere ly PR the bas is of their handicap. Some such students may requ ir e lit tle, If any , paraprofesslo nal help, whi le others , espec.la11y those wi th concomi tant learn ing di sorders may requi re assist ance anywhere fran support 'l evel 2 to 5' . The leve l of support for physic all y handi capped students would thus be determined by the t ota l i ty of th eir needs. Level liS A. Se lf-c onta in ed •peclal clau se ttin g fu ll ti me. B.

Int ens iv e and di rect support personne l help, both pr ofe ss ional and paraprofess I on a I. Academ ic ski lls are taught as the st udent1s abi li ty to achi eve permI ts . C. St udents wit h var led le vels of hand ic aps In the areas of menta I, em ot ional and/or physic al deve topmen t who requ t re fu ll -t ime special class pl acement and support personnel for their care an d educat ion . D. OEC '5 - 17 EHH 10 - 12 T"H 7 - 8 s::: , 0 .. ::::t :er Q. -· -=iD � � 0 111 2-m 0 ::::t CT O.. !!lm NiD con � - .... s· CO ::I eel"'

Privileges and Elections Monday, October 29, 1979 - 12 - 2. The Cos t of Su pp or ts : An Ex ample The model for the nece ssary su ppo rt s may be uti li zed to es tim ate the cos t of su pp or t ser v i ces requ ir ed in the im ple ment at io n of Bi ll 58 . The fol lo win g ta ble in di cat es the sup port ser v i ces requ ir ed , the nu mb er �f st uden ts one spe cial ist can serv ic e an d the cos t pe r st ude n t assu min g a $16,0 00 pe r yea r sal ar y .

Ot her cos ts of Bi ll 58 such as the cos t of pa rap rofes s io nals, reduced cla ss siz es and phys ic al re sou rces and teac her ret ra inin g ar e not in cl ude d .

Leve l Type of Su ppor t 2 3 4 5 per io dic he lp 1 hour; 3 tim es/ cy cle up to 1/ 2 tim e 1/ 2 t�... 3/4 tim e fu ll tim e No . of St uden ts per Specia l ist (p re sent reso u rce teac hers and spe cia l is ts fr om ot he r le vels may he lp on an occ as io nal bas is ) 10 to 20 st ud en ts de pend in g on whe th e r st uden ts ar e vi sit ed si ng ly or two at a ti me 3 to 9 st ud en ts (on the aver age) depen din g on whether one or th ree st uden ts ar e visit ed si mul tane ous ly 2 to 5 st uden ts (on the av era ge) depen di ng on whe the r one or th ree st uden ts ar e vi sit ed si mul taneous ly 8 st uden ts (one cla ss) Cos t per St uden t $800 to $16 00 $1 700 to $5 300 $32 00 to $8000 $2 000 The above co st s ar e on ly app roxim at e .

For example , it may be pos si ble to send a 'l evel #3 1 st uden t to a modifie d 'l evel #4 1 cl ass al th oug h in that case the cl ass siz e of the la tter would have to be 475

Privileges and Elections Monday, October 29, 1979 - 13 - redu ced . Al so , the cos ts may be sl ig htly lo we r in a la rg er divisio n due to a gr eater con cen tr at io n of st ud en ts . Howev er it is ev i den t tha t a gr eat fin an cia l in put mu st be made in or der fo r the pr og ram to be su cc ess fu l . 3.

Fi nan cia l Need s The in tegr atio n of st ude nts fr om sp ecia l cl asses int o the ma in str eam is more exp ens iv e for two reaso ns : 1) The dec rease in the concen tr atio n of st uden ts resu lt s in a dilu tio n of the nec essar y ser v ic es , and 2) The pla cin g of a spe c ia l needs st ud en t in a regu lar cl ass ro om requ ir es ser v i ces to the cl ass ove r and above the su ppo rt serv i ces fo r the spec ial needs st udent (e.g ., a red uced cl ass si ze) .

These gr eater fin ancial needs ar e due to the requ ir ed redu ct io n in cl ass siz e, the in cr ease in the number of par ap rofess io nal s and pr o fess io nal spe cia l is ts requ ir ed , and the amoun t of special ma teri al reso u rces . Sin ce the pr esen t per st ude nt cos ts of spec ia l cl asses ar e abou t tw i ce as mu ch as those of regu la r st ude nts , the re is 1 it tle doub t tha t pr op er im ple ment at io n of Bi ll 58 wi ll requ ir e an in cr ease in go ve rnmen t fin an cin g.

Some of the cu rr en t ma in st reamin g pr oj ects in dic ate that the pr op er reso u rces ar e not be in g pr ovi ded . Al though for a li mi ted per io d of tim e te ach ers can •o ver-perf or m • in th e abse nce of pr op er resou rces , it is que stio na ble whe th er in the lo ng ter m su ch •o ver-perf or mance • is po ssible and whe the r the sys tem can wi ths tand the st ra in of 1 imi ted resou rces .

As suc h , it is of the ut mos t im por tanc e fo r the go vern men t to pr ovid e the pr ope r resou rc es , if the pr og ram is to be succ essf u l. lt is equal ly im port an t to im ple ment the pr og ram on ly at the rate at wh i ch the reso u rces are pr ovid ed . 4 . Pr ese n t Pr ovi sio ns for Fi nanc in g Bi ll 58 For the school yea r 19 77- 78 , th e pr ovin cial go ve rnment has al lo ca ted sp ecial im pl emen ta tio n gr ants of appr ox im atel y $7 05,0 00 .

These gr ants ar e in tended to pr ov id e for each of the 42 pa rti c ip at in g sc hoo l divis io ns the fo l lo win g reso ur ces : Teac he r Educ atio n .••.. •.•• • $ 3, 000 Pr og ram Im pl emen tat io n ..•.• 7,0 00 Loca l Adv is ory Commi tt ee Funds •.•...• ••• 2,0 00 476

Privileges and Elections Monday, October 29, 19 79 - 14 - Al though the amou nt s of these gr an ts wi ll li kel y in cre ase , th is appr oa ch to fi na nc in g Bi ll 58 pr esen ts seve ral pr ob l ems :

i) Up to th is dat e the governm en t has no t gi ven any fir m in dic at io n of the le vel of sup por t it int ends to pr ov id e for the pr og ra m once it is fu ll y im pl emen ted . In the absence of such a commi t men t it is dif fic ul t for sc hoo l divis io ns to pla n for a fut u re exp ans io n of the pr og ram . ii ) The go vernm en t has not in di cat ed wh ic h st uden ts it in tends to suppo rt . Al though the re ar e abou t 12 % of the st uden t popu la tio n who are in ne ed of spec ial ser v ic es , on ly 3- 1 /2% are cong re ga ted in spe cia l cl as ses .

In discu ss in g the pr og ra m, gove rnmen t so ur ces tend to restr ic t their comments to •o nly th e few • of the 3- l /2% who can be ma in st reamed an d tend to ig nore the needs of the other 8- l /2% of the st uden ts wi t h spe cia l needs . Thus the dange r ex is ts - once the few st uden ts in spec ia l cl asses have b

Document details

Collection	Manitoba — Debates (Hansard)
Citation	31-3-pe16
Type	hansard
Volume / chapter	31st 3rd hansardpdf pe16.pdf
Language	en
Format	pdf
Source	PROVINCIAL
Identifier	9fc1cd8d421113f5b48c9bcab78fedfce616a56b

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