SPECIAL EDUCATION PROGRAMMING. 9.1 As soon as practical after a First Nation Student has been identified having diverse abilities or a disability:
SPECIAL EDUCATION PROGRAMMING. As soon as practical after a First Nation Student has been identified having diverse abilities or a disability: appropriate supports and services will be identified in order to ensure that the First Nation Student obtains an education that is most appropriate for his or her needs, and in regular classroom environments as much as possible; the assessment results and educational services to be provided to the First Nation Student will be outlined in an Individual Education Plan (IEP), which must be completed with parental consent and involvement, for the purpose of assisting school staff to provide supports and services for the First Nation Student; a First Nation Student with diverse abilities or disabilities will take an active role in the design of their IEP to the maximum extent that their developmental level and ability permit, noting that factors affecting First Nation Student participation in the development of an IEP will include: age, level of maturity, and capacity for sustained, considered deliberation based on awareness of possibilities and consequences; a written report stating the reason for placement of the First Nation Student, and the educational opportunities gained and lost by such placement, must be provided to the Parent and First Nation support staff as may be designated by the First Nation Student’s Parent; in cases where the Parent appoints a delegate, the Parent and the delegate will receive a copy of the IEP; and in the event that the Parent declines to be involved in the IEP process and does not choose to appoint a delegate, the Board will ensure that the BC Public School will make every effort to ensure that the First Nation Student’s needs are fully met. In developing an IEP, standards for students with diverse abilities or disabilities will be developed with high and appropriate expectations for achievement, and First Nation Students with IEPs will be expected to achieve all of the regular curricular competencies and/or outcomes, with supports. The Board will ensure the School(s) work with Parents and, with the Parents’ Informed Consent, the First Nation, to: collaboratively identify any adaptations made to a First Nation Student’s educational program; ensure that any Modifications are made to a First Nation Student’s educational program only when necessary and only when Adaptations have been tried and have proven insufficient to meet the First Nation Student’s needs, and only with the Informed Consent in writing of the First Na...
SPECIAL EDUCATION PROGRAMMING. 8.1 As soon as a Nuxalk Student has been identified having diverse abilities or a disability:
SPECIAL EDUCATION PROGRAMMING. 12.1 As soon as practical after a Little Shuswap Lake Band student has been identified as having diverse abilities or a disability:
SPECIAL EDUCATION PROGRAMMING. As soon as practical after a First Nation Student has been identified having diverse abilities or a disability: appropriate supports and services will be identified in order to ensure that the First Nation Student obtains an education that is most appropriate for his or her needs, and in regular classroom environments as much as possible; the assessment results and educational services to be provided to the First Nation Student will be outlined in an Individual Education Plan (IEP), which must be completed with parental consent and involvement, for the purpose of assisting school staff to provide supports and services for the First Nation Student;
