You [and I] will not know how many children in a particular school are designated “Intensive Behaviour Interventions or Serious Mental Illness ” (or any designation, as BC School Districts no longer provide class size and composition reports. The last report on the Vancouver SB site was 2013.) Children and youth with this designation – achieved after 100s of hours of school paperwork including daily documentation, interdisciplinary liaison and pre-application effort and accommodation the school level, and taken forward only with parent consent, which is sometimes witheld resulting in zero funding for support – need much more support than the Ministry funds them for. So, think about where the funding for the support might come from. We all need to advocate for better funding for students with special needs in inclusive education.
Here is the protocol [based on Ministry of Education criteria and accepted in all BC public schools] taken from the from SD85 website, for Students with Intensive Behaviour Support Needs / Severe Mental Illness in the School District #85 Vancouver Island North Special Services Handbook Revised 2012: Designation of Students who have Intensive Behaviour Support or Serious Mental Illness.This is how it works everywhere BC.
Students identified in this category are those most in need of intensive interventions. They are expected to be less than one percent (1%) of the student population province-wide. [Some schools have many more children designated in this category than this statistic presents; one small SD61 school reportedly had more than 10 in 2016, each with about an hour a day of Education Assistant support funded by the province.] These students should have access to coordinated school/community interventions, which are based on inter-service / agency assessment processes that are required to manage, educate, and maintain the students in school and in their community.
Students Requiring Intensive Behaviour Interventions are eligible to be reported in this special education funding category if they exhibit:
• antisocial, extremely disruptive behaviour in most environments (for example, classroom, school, family, and the community);
• and· behaviours that are consistent/persistent over time.
In addition to meeting one of the conditions above, to be eligible for special education funding, these behaviour disorders and or illnesses must be:
• serious enough to be known to school and school district personnel and other community agencies and to warrant intensive interventions by other community agencies/service providers beyond the school [if there is no “outside agency involved, the school will not get funding for a support person. Some parents choose not to get “outside help” ie a psychiatrist or counselling] ; and
• a serious risk to the student or others, and/or with behaviours or conditions that significantly interfere with the student’s academic progress and that of other students; and
• beyond the normal capacity of the school to educate, provided “normal capacity” is seen to include the typical special education support / interventions such as school-based counselling, moderate behaviour supports, the use of alternate settings, and other means in the school environment. [School personnel / teachers have to go far beyond the “extra mile” to show that the school cannot educate the student without additional support.] Reduction in class size or placement in an alternate program or learning environment is not by itself a sufficient service to meet the criteria. “Beyond the normal capacity of the school to educate, provided “normal capacity” is seen to include the typical special education support / interventions such as school-based counselling, moderate behaviour supports, the use of alternate settings, and other means in the school environment.”
It is possible the school will get no funding for support, if parents refuse services of community psychologist or psychiatrist.