Inclusive education resources
Our vision is to provide inclusive and responsive learning environments that recognize the value of diversity and provide equity of access, opportunity and outcome for all students including students with disabilities and diverse abilities.
Last updated: January 31, 2022
On this page:
- Ministerial orders and policies supporting inclusive education
- Programs, resources and guidelines for inclusive education
- Children and youth in care
- English Language Learners
- Refugees and newcomers
The following Ministerial Orders have been established to support Inclusive Education in B.C.:
- Individual Education Plan (IEP) - Ministerial Order M638/95 (PDF)
- Provincial Resource Program - Ministerial Order M189/08 (PDF)
- Special Needs Students - Ministerial Order M150/89 (PDF)
- Student Credentials - Ministerial Order M164/96 (PDF)
- Student Progress Report - Ministerial Order M191/94 (PDF)
- Support Services for Schools - Ministerial Order M149/89 (PDF)
School Districts/Independent School Authorities have the autonomy to develop their own IEP template or choose the SMART Goal Template, or Competency Based IEP Template found on MyEducation BC. Specific templates are not mandated as long as the goals used have measurable outcomes.
Provincial Resource and Programs (PRPs) are specialized education programs and services that support equitable and accessible education for all students in B.C. These programs are funded by the Ministry of Education and Child Care and operated through the administrative oversight of host school districts.
PRPs are grouped into two types of programs:
- Provincial Outreach Programs (POPs) provide outreach services to support educators, students, families and community to effectively respond to the needs of students with disabilities and diverse abilities; or
- Provincial Inter-ministerial Programs (PIPs) provide an educational program for school age children and youth while attending:
- A program established and operated through a provincial ministry or authority such as, hospital, mental health, substance use, or custody program; or
- A full-time program, that receives inter-ministerial funding or support, in a centralized provincial centre with a specific focus
CommunityLINK (Learning Includes Nutrition and Knowledge) provincial funding is provided to school districts to support academic achievement and social functioning of vulnerable students. Programs and services can include breakfast, lunch and snack programs, academic supports, counseling, youth workers and after-school programs.
In addition to CommunityLINK funding, school districts receive an Equity of Opportunity Supplement that provides funding to support additional services to students by recognizing children and youth in care, children and youth receiving nonclinical mental health supports and low-income families in the school district.
- Framework for Independent Travel - A Resource for Orientation and Mobility Instruction (PDF)
- Supporting Trauma Informed Practice Training Resources
Support Planning Tools:
- Autism Spectrum Disorder Instructional Support Planning Process (PDF) | Trouble du spectre autistique : outil de planification du soutien pédagogique (PDF)
- Behaviour Intervention/Mental Illness Instructional Support Planning (PDF)
- Intellectual Disabilities Instructional Support Planning Tool (PDF)
- Learning Disabilities Instructional Support Planning Process (PDF) | Troubles d'apprentissage - Outil de planification du soutien pédagogique (PDF)
- Physical Disabilities/Chronic Health Impairments Instruction Support Planning Process (PDF)
The School Completion (“Evergreen”) Certificate is intended to celebrate success in learning that is not recognized in a Certificate of Graduation (Dogwood Diploma). It is used to recognize the accomplishments of students with special needs and an Individual Education Plan, who have met the goals of their education program, other than graduation.
It is important that students and their parents clearly understand that the Evergreen represents the completion of personal learning goals but does not represent graduation.
Ensuring children and youth in care (CYIC) have a positive educational experience is the shared responsibility of government, educators, parents/guardians/caregivers and the community.
The Joint Planning Guidelines identify how to provide wraparound support that is continuous and consistent for CYIC:
Cross-agency information sharing and collaboration can be beneficial for the safety and well-being of CYIC. A Guide was created to help understand what CYIC information can be shared under the current legislation:
The First Nations Leadership Council, First Nations Education Steering Committee and the Province of B.C. signed the First Nations Children and Youth in Care Protocol that outlines the commitment of all parties to improving educational outcomes of First Nations children and youth in care.
An English Language Learning student is defined as a student enrolled in a B.C. school who needs additional English language development support in order to access the provincially mandated curriculum and succeed in the academic environment.
Families who arrive in B.C. as refugees have overcome great obstacles and adversity. Awareness and understanding of the backgrounds and needs of students with refugee experience, in addition to their strengths and cultural differences, can help them succeed at school.
- Students with Refugee Experience: A Guide for Teachers and Schools (PDF, 1.47MB)
- Newcomers’ Guide to Resources and Service (PDF)