School District 59
Inclusive Education Guide

Section Seven

Ministry Guidelines and Information

01.

Inclusive Education Designations and Categories

In British Columbia, inclusive education designations are formal categories used to identify students with diverse learning needs or disabilities. These designations help schools recognize the specific supports and resources a student may require to succeed in their learning environment. They guide how individualized plans, services, and funding are provided to ensure every student has equitable access to education. Understanding these designations is important for educators, families, and support teams as they work together to create inclusive, supportive, and effective learning experiences for all students. Further information is found in the MECC Inclusive Education Funding Allocation Category Checklists and the MECC Inclusive Education Manual.

Low Incidence Categories (Less common, higher support needs)

Category A: Physically Dependent

Category B: Deafblind

Category C: Moderate to Profound Intellectual Disability

Category D: Physical Disability or Chronic Health Impairment

Category E: Visual Impairment

Category F: Deaf or Hard of Hearing

Category G: Autism Spectrum Disorder

Category H: Intensive Behaviour Support/Serious Mental Illness

These categories receive supplemental funding levels ranging from Level 1 to Level 3, with Level 1 providing the highest funding. The funding supports specialized services such as educational assistants, therapists, and specialized equipment.

High Incidence Categories (More common, lower support needs)

Category K: Mild Intellectual Disability

Category P: Gifted

Category Q: Learning Disability

Category R: Moderate Behaviour Support/Mental Illness

Students in these categories do not receive additional funding from the Ministry; however, they may still receive support services as determined by the school district.

Process for Receiving a Designation

Assessment: A qualified professional, such as a school psychologist or medical specialist, conducts assessments to determine if a student meets the criteria for a specific designation.

Documentation: Gathering relevant documentation, including medical or psychological reports, previous Individual Education Plans (IEPs), and educational assessments.

Designation Request: The school submits a request for designation to the district’s special education team, providing all necessary documentation as outlined in the MECC Inclusive Education Funding Allocation Category Checklists and the MECC Inclusive Education Manual.

Review and Approval: The district’s team reviews the information and determines if the student qualifies for the requested designation.

ICBIEP Development: If approved, an Inclusive and Competency-Based Individual Education Plan (IEP) is developed to outline specific learning goals, accommodations, and support services.

Resources and Support

Inclusive Education Services Manual: Provides detailed guidelines on policies, procedures, and funding related to inclusive education.

Provincial Resource Programs: Offer specialized resources and support for students with specific needs, such as visual or hearing impairments.

Teachers of Inclusive Education British Columbia (TIE-BC): A provincial specialist association dedicated to promoting and supporting inclusive education for all students.

School Safety & Well-being: erase (Expect Respect & A Safe Education) – A BC Ministry of Education hub providing safe school resources, mental health tools, and a confidential, anonymous online reporting tool for students to report bullying or safety concerns.

 

 

02.

Inclusive Education Policies

Inclusive education is a key priority in British Columbia’s education system, ensuring that every student—regardless of their abilities, backgrounds, or needs—has access to meaningful learning opportunities in welcoming and supportive environments. The province has developed a range of policies and guidelines that set clear expectations for schools, districts, and educators to provide equitable access, personalized supports, and respectful inclusion. This summary highlights some of the most important inclusive education policies in BC, along with links to official resources for further information and guidance.

Inclusive Education Policy

This foundational policy establishes that all students, including those with disabilities or diverse abilities, should have equitable access to learning opportunities. It emphasizes meaningful participation, not just physical placement, and mandates the development of Individual Education Plans (IEPs) for eligible students.www2.gov.bc.ca

Students with Disabilities or Diverse Abilities Order M150/89 (PDF) defines students with disabilities or diverse abilities, describes the obligation of boards of education to consult with parents in the placement of students with disabilities or diverse abilities and describes policy regarding integration.

Individual Education Plan Order M638/95 (PDF) sets out the requirements for Boards of Education to design and implement individual education plans for students with disabilities or diverse abilities.

Student Progress Report Order M191/94 (PDF)  describes progress reporting requirements for students with disabilities or diverse abilities.

Support Services for Schools Order M149/89 (PDF) sets out the requirements for auditory systems, speech and language services, medical assessments and specialized health services.

Inter-Ministry Protocols for the Provision of Support Services to Schools (PDF) guide the coordination and delivery of support services to school-aged children across British Columbia and describe the roles and responsibilities of ministries and their partner boards of education, independent school authorities, health authorities, regional offices or agencies.

 

 K-12 Funding – Inclusive Education

This policy outlines the funding structure for inclusive education, detailing:

  • Basic allocation for all students.
  • Supplemental funding for students in specific categories (e.g., Autism Spectrum Disorder, Deaf or Hard of Hearing).
  • Criteria for reporting and documentation, including the requirements for an IEP. Find more information at gov.bc.ca.

For more information on K-12 Funding – Inclusive Education, please visit –https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/public-schools/k-12-funding-inclusive-education

 

 

 

03.

Inclusive Education Manual

Ministry of Education and Childcare Inclusive Education Manual

The Inclusive Education Manual from the BC Ministry of Education provides guidance and policies to support the full inclusion of all students in regular classrooms and school communities. It outlines the province’s commitment to ensuring equitable access to education for students with diverse abilities, backgrounds, and learning needs.

Key Points:

  • Philosophy and Vision
    Emphasizes that all students belong in their neighbourhood schools and should have access to quality education alongside their peers. Inclusion is about removing barriers and providing the right supports.
  • Roles and Responsibilities
    Defines the shared responsibility of educators, families, support staff, and districts to collaborate in planning and delivering inclusive education.
  • Identification and Assessment
    Describes processes for identifying students’ strengths and needs, including assessments and designation procedures, to tailor supports appropriately.
  • Individual Education Plans (IEPs)
    Highlights the importance of creating meaningful IEPs that focus on student strengths, goals, accommodations, and services.
  • Supports and Services
    Details a range of supports available, such as classroom adaptations, assistive technology, specialized instruction, and collaboration with specialists.
  • Collaboration and Communication
    Encourages ongoing communication between students, families, and educators to ensure responsive and flexible support.
  • Professional Learning
    Promotes continuous training for educators to build skills and understanding in inclusive practices and diversity.
  • Monitoring and Review
    Stresses the need to regularly review student progress and adapt plans to meet evolving needs.

Overall, the manual guides schools to create welcoming, accessible environments where every student can learn, grow, and contribute meaningfully. To read the full manual, please visit https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/inclusive_ed_policy_manual.pdf.

 

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