FAQ
Q: How have Albertans been consulted during the Setting the Direction Project?
Phase 1 of the project in November and December 2008 featured province-wide consultations on the vision and principles that should govern Alberta’s special education programming. Public forums were conducted in 10 Alberta communities and individuals and groups also submitted feedback through online and paper submissions. We heard from approximately 3,500 Albertans.
Phase 2 of Setting the Direction featured province-wide consultations to affirm the vision and principles that should govern Alberta’s special education programming and provided an overview of five building blocks that could herald positive and important change (high expectations for all students, using strengths and abilities to drive programming, building capacity for staff and the learning team, collaborating for learner success and accessing learning resources and technologies for the 21st century). Phase 2 consultation involved input from approximately 6,000 Albertans.
During the Phase 3 Minister’s Forum on June 8 & 9, 2009, input from phases 1 and 2 was synthesized to inform the Steering Committee’s proposed framework. Forum participants had the opportunity to hear from experts, ask questions and comment on the proposed framework.
Q: What did the Steering Committee do to ensure that First Nations, Métis and Inuit viewpoints were included in Setting the Direction?
Input from First Nations, Métis and Inuit families and community leaders was crucial to Setting the Direction. Alberta Education extended a specific invitation to First Nations, Métis and Inuit community representatives to be part of the consultation process and provide their perspective to the proposed direction of the initiative. Five First Nations, Métis and Inuit community sessions were held across Alberta in Lethbridge, Calgary, St. Paul, Edmonton and High Prairie.
Q: Why does Alberta need a new framework?
The success of each student is the highest priority of Alberta’s ECS to grade 12 education system. Furthermore, educating students with special education needs is a valuable and important part of the education system.
In the fall of 2007, Alberta Education embarked on a review of the severe disabilities profile funding policy. The review confirmed that school jurisdictions vary widely from each other and from Alberta Education in their interpretations of severe disabilities funding policy and application of that policy. This review provided the department with qualitative data that indentified the extent of the challenges faced by school jurisdictions in providing special education programming and services based on the severe disabilities profile funding model.
Stakeholders have consistently reported concerns about their ability to provide quality special education programming and services to students using the current policies and funding models. The review became a catalyst to look at these concerns and to provide input into Ministry policy, accountability and funding for students with special education needs.
In response to these issues and concerns, Setting the Direction for Special Education in Alberta initiative was formally launched by the Minister in May 2008.
Q: What does Education hope to achieve through the proposed framework?
Significant changes are being proposed to how Education approaches special education in Alberta. The proposed changes call for one inclusive education system that focuses on student and system strengths that enable all students to excel.
Q: How is the proposed framework different from the existing special education system?
The Steering Committee’s proposed framework is based on continuous system improvement in the education of students with special education needs for all school authorities (public, separate, Francophone, private and charter). It proposes the creation of an inclusive education system that will require a shift in current attitudes and behaviors by education partners and stakeholders.
The proposed framework responds to the advice of stakeholders and partners, to recognize and respond to disability and diversity within an inclusive education system by ensuring that educators, schools, and school authorities have the support they need to enable all students to achieve.
The proposed framework will require changes in legislation, policy and administrative requirements within the Alberta education system.
Q: Will the proposed framework reduce funding for students with special education needs?
The Steering Committee’s recommendations are not about reducing funding. The proposed framework is designed to distribute resources equitably to all school authorities stressing the need for accountability for improving educational outcomes for students with special education needs. An accountability mechanism and a funding model that supports outcomes are components of the proposed framework.
Q: How will Setting the Direction impact students during the upcoming 2009/2010 school year?
The current system will remain in place for the 2009/2010 school year for students with special education needs. Education continues to provide funding to school authorities to support the education of all students who have special education needs. Individual school authorities remain responsible for delivering appropriate programming for all students in Grades 1 to 12 with identified special education needs, as outlined in the Standards for Special Education, Amended June 2004 and Requirements for Special Education in Accredited Funded Private Schools, 2006.
Q: Will an Individualized Program Plan be required for every student during 2009/2010?
For the 2009/2010 school year, Individualized Program Plans are required for students with special education needs, as outlined in the Standards for Special Education, Amended June 2004 and Requirements for Special Education in Accredited Funded Private Schools, 2006.
Q: What will happen to coding? What will replace it? How will you track funding that was previously tied to coding?
The current use of special education codes labels students based on diagnosis and perceived needs and then funds based on these identified needs. Education will explore alternatives to the current coding system.
Q: How has inclusion been defined in the proposed framework?
What does inclusion mean?
The Steering Committee has considered multiple perspectives in determining their definition of an inclusive education system.
In Alberta, an inclusive education system, means a value-based approach to accepting responsibility for all students. It also means that all students will have equitable opportunity to be included in the typical learning environment or program of choice.
