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.
On this page:
- Ministerial Orders & Policies Supporting Inclusive Education
- Programs, Resources & Guidelines for Inclusive Education
- Children & Youth in Care
- English Language Learners
- Refugees & 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 Outreach Programs are specialized education programs and services that support equitable and accessible education for all students in B.C. These programs are operated through the administrative oversight of school districts and provide:
- Outreach supports and services for educators working with students with diverse needs
- Education services for students while in attendance in a setting outside their regular education setting (hospitals, treatment centres, custody programs)
- Centralized programs for students at a provincial centre (i.e. School for the Deaf)
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.
An additional Priority Student Supplement is provided to school districts to support vulnerable students including Children and Youth in Care. This supplement support services like trauma counselling, school breakfast or lunch programs, support in the classroom, recognizing mental-health issues, early intervention and tutoring.
- District Student Services Review Inquiry Process (PDF)
- Diversity in B.C. Schools: A Framework (PDF) | La diversité dans les écoles de la Colombie-Britannique : Document-cadre (PDF)
- 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.
The health and well-being of Children and Youth in Care (CYIC) is the shared responsibility of many community partners, including the Ministry of Education. Children and Youth in Care can be any age (up to 19 years) and from any ethnic or socio- economic background. They may come into care with the Ministry of Children and Family Development or with a Delegated Aboriginal Agency for many different reasons and under different legal statuses.
Joint Planning Guidelines were developed to ensure consistent and continuous support 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:
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 from Refugee Backgrounds: A Guide for Teachers and Schools (PDF, 1.47MB)
- Newcomers’ Guide to Resources and Service