Education Handbook - HYDROCEPHALUS CANADA

for Parents of School Age Children with Spina Bifida and/or Hydrocephalus

EducationHandbook

2 Hydrocephalus Canada

TABLE OF CONTENTS

Introduction……………………………………………………………………………...3

Education Policy……………………………………………………………………..….4

The Student’s Needs………………………………………………………………….....5

Partner’s in Education Planning………………………………………………………...6

Parent’s Guide to Identification, Placement and Review Committees……………….....8

The Individual Education Plan………………………………………………………...12

Assessment………………………………………………………………………… ….14

Information Sharing……………………………………………………………………16

Supports………………………………………………………………………………..18

Parent and Teacher Partnerships……………………………………………………….20

Tips for Dealing with Professionals……………………………………………………21

APPENDICES

Resource #1 - Transition Plan for Preschooler with Special Needs..………………..…23

Resource #2 - Making Modifications in the Classroom………….…………………….25

Glossary………………………………………………………………………………...29

Resource List…………………………………………………………………………...30

Hydrocephalus Canada Education Handbook for Parents of School Age Children 3

INTRODUCTION

To Parents:

This handbook has been written to help you to effectively advocate for your child during the elementary and

secondary school years. It is not always easy, but it is always worthwhile.

We have tried to include the general procedures leading to identification of exceptional students, provision of

an appropriate education for exceptional students and the rights of parents and students. However, as school

boards vary in their procedures, it is essential that you become familiar with the particulars of the process

used by your board.

Hydrocephalus Canada, formerly Spina Bifida & Hydrocephalus Association of Ontario is available as a

resource. Please use us.

When your child’s needs are being met, acknowledge the effort of the teachers. If your child’s education

program isn’t working out, consult with the teachers. Be calm, be organized, and if you need it, seek help.

Don’t give up until the school has put together a program that meets the needs of your child.

We hope that you will find the handbook a useful resource.

To Students:

If you are old enough to read this Handbook, you are old enough to take part in making decisions about your

education. When you are fourteen years old, you will be expected to assist with the development of your

annual education plan and your individual education plan including the transition plan. Once you are sixteen,

you have the same rights as your parents to attend Identification, Placement and Review Committee (IPRC)

meetings. After you are eighteen years old, you will have authority over access to your report cards and the

contents of your School Record.

We all know that school has its good days and its bad days. Since you will be attending for many years, you

will want to increase the number of good days. To do this you must learn to ask for any special help that you

need. Talk to your teachers and your parents about any difficulties that you have at school and, better yet,

tell them what really works well for you. Get involved in planning your education.

This booklet has been written from the point of view of parents but we are sure that you can find and use the

information that you need.


HYDROCEPHALUS CANADA EDUCATION POLICY

Hydrocephalus Canada (HC) believes that:

Students with spina bifida and/or hydrocephalus are entitled to be educated in the most

enabling environment. A full range of placement options must be available so that the

needs of each individual student can be met.

1. The most important factors in any placement decision are the student's strengths and needs.

2. Parents and the student (where appropriate) should be full, active and equal partners in educational

planning for the student.

3. Each exceptional student must have an Individual Education Plan (IEP) which describes the special

education programs and services to be provided, and which is continually monitored and adjusted as

needed. IEPs should be based on the statement of strengths and needs which was developed in

collaboration with the parents. Regular written reports should be shared with parents and kept in the

student's record.

4. Students with spina bifida and/or hydrocephalus are at high risk for learning disabilities, as well as

visual and hearing disorders. Appropriate assessments should be administered early and as often as

needed to facilitate identification and intervention.

5. Spina bifida and hydrocephalus are complex conditions. Therefore, appropriate information from all

sources - parent, student, school and other professionals - must be shared and used in planning the

student's placement and program. Parents should give school staff any appropriate assessments or

recommendations from other professionals in sufficient time for staff to become familiar with them and

incorporate them in the planning process.

6. The school staff should give all written information on which decisions will be based to parents and

the student (where appropriate) in sufficient time for them to become familiar with it before meeting

with the school staff or Identification Placement and Review Committee (IPRC).

7. All appropriate supports must be supplied wherever the student is placed. These include:

access (ramps, toilets, privacy for toileting needs, etc.)

assistive devices (seating, computers, etc.)

instructional services (specialized teaching, teaching assistants, counseling, etc.)

In this document:

the pronouns “he” and “she” and “his” and “her” will be used randomly to describe students or adults

when we suggest that students should be included in an activity, we mean when they are capable of

doing so meaningfully

Education Handbook for Parents of School Age Children 5

THE STUDENT’S NEEDS

The most important factor in any placement decision is the student's needs. (Hydrocephalus Canada Education Policy)

HC believes that for most students with spina bifida and/or hydrocephalus the most enabling environment is

inclusion in a regular class in the local school with appropriate support. Most provinces in Canada have an

Education or School Act. For example, the Education Act of Ontario states that the regular classroom with

appropriate support must first be given consideration in meeting the student’s needs and parental

preferences, before any other placement is considered (Ministry of Education, Education Act of Ontario,

Regulation 181/98, Part IV, section 17).

HC recognizes that students with spina bifida and/or hydrocephalus vary considerably in their physical,

academic, social and emotional strengths and needs, and these needs may also vary for a particular child

during his schooling. Therefore, it is important that placement options range from inclusion in the

neighbourhood school through inclusion in a designated barrier-free school, inclusion with support, resource

withdrawal, a special class and, rarely, a special school.

HC believes that placement and programs should fit the student's strengths and needs. If a board of

education does not have a suitable program, the student should not be slotted into any available program.

Rather, the onus is on the board to adapt, modify, and provide a suitable placement and program.

Section 1 of the Education Act defines a special education program as "an educational program that is

based on and modified by the results of continuous assessment and evaluation and that includes a plan

containing specific objectives and an outline of special education services that meets the needs of the

exceptional pupil.”

The Ministry of Education in each province provides funding to school boards for special education

programs, services and supports. The funding formulas and grants available can change from year to year.

If parents or students want to learn more about the current levels of funding and grants available visit the

Ministry of Education web site for your province.


PARTNERS IN EDUCATIONAL PLANNING

Parents and the student (where appropriate) should be full, active and equal partners in

educational planning for the student. (HC Education Policy)

HC believes that parents and students should be very involved in all aspects of the student's education. There

should be considerable and ongoing consultation before and throughout the student's schooling. Parents and

students should share in the educational planning process long before an IPRC is scheduled and regardless of

whether the student is identified as exceptional.

Provincial regulations require every board of education to provide a Parent Guide to Special Education. In it

are set out IPRC procedures and the special education programs offered by the board. All parents of children

with special needs should receive a copy when their child is registered for school, or when he is first being

considered for identification as an exceptional student. Parents should ensure that they receive a copy. The

board must provide the Parent Guide to Special Education in alternate accessible formats on request. Most

boards revise their guide periodically, so parents should check every few years to ensure that their copy is up to

date.

Parents know their children and they know how their child's needs are met at home - what works and what

doesn't. This kind of information is useful to teachers when planning a program for the child.

The student should also participate in decisions about his education when it is appropriate. Parents should

exercise their discretion about including their child, but should include their child as early and as much as

possible. After the student reaches 16 years of age, he is entitled to be notified of, be present at and participate

in all IPRC discussions and to be present when the committee's identification and placement decisions are made.

The student who has participated in the decision-making process has a stake in the outcome. For instance, if

different school locations are being considered, parents might take their child with them when they go to visit

the schools and ask for his opinion about the advantages and disadvantages of each. Starting in grade 7, the

student will be expected to help develop his Annual Education Plan. After age 14, the student will be expected

to participate in the development of their Transition Plan, which is an integral part of the Individual Education

Plan.

Parents should set up their own file when their child starts school. It should include: reports, IPRC

recommendations, samples of the student's work, notes about interviews with staff, copies of reports from

outside professionals which pertain to school, and other related documents.

When consulting with staff, parents should take notes if possible. When any decision is made, it is a good idea

to write a note to the teacher summarizing the discussion, documenting the decision and thanking the teacher for

their support. Date it and keep a copy in the student's file. Mail or email the note to the teacher - don't expect

the student to deliver it. If the summary is correct, the teacher does not need to reply and the parent has a

written record of the decision.

If the teacher disagrees with the parent's recollection of the meeting, contact can be made with the parent again

to clear up any problems. Parents should then repeat the letter-writing process.

Parents who feel uncomfortable dealing with school staff should not hesitate to take another family member or

friend with them for moral support. It is polite to let staff know if you will be doing so.


PARTNERS IN EDUCATIONAL PLANNING (CONTINUED)

Schools will usually arrange for translation for parents who need it for scheduled interviews. However, if you

need to talk to the teacher on short notice, and you can take someone with you to translate, you should do so.

Regular written reports should be given to parents. How often and what kind will depend greatly on the

student's age and capabilities. Parents of older students may need nothing more than the normal report cards

and any IEP updates. For a young child, a notebook may need to go back and forth from school to home

with daily comments from teacher and parent. The frequency of reporting will vary between these two

extremes depending on the student and the parent. For instance, a parent who is able to volunteer in the school

and therefore often has informal contact with the child's teacher may be comfortable with less frequent reports

than another parent who does not have this opportunity.

Parents have the right to review their child's Student Record and request removal of outdated or inappropriate

information, or addition of pertinent information. Once a student is 18 years old, this right is his alone - a parent

must have the student's permission to see the Student Record. If a principal refuses the parent's or student's

request to add or remove information from the Student Record, the parent or student should write to the

superintendent of the school Board, requesting the change.


PARENTS' GUIDE TO IDENTIFICATION, PLACEMENT AND REVIEW

COMMITTEES

Adapted from "What you need to know to help your child" by Angus Lloyd B.A., M. Ed Angus Lloyd. was a special education teacher with a private practice. He formerly taught for the Toronto District School

Board, working in the Child Development Clinic at the Hospital for Sick Children in Toronto. He also served as chair of

the Kent County Board of Education IPRC for several years in his capacity as special education supervisor.

There have been a number of changes to the Education/School Act and the Regulations in most provinces over

the years, which have had important effects on the provision of special education. Most Acts require that the

minister ensure that special education programs and services are provided in accordance with the act and

regulations. Universal access to appropriate special education programs and services was guaranteed to all

resident pupils without payment of fees. Parents and guardians were promised early and on-going identification

of the learning abilities and needs of pupils. The act included definitions of exceptional, special education

programs and services as well as definitions of the specific exceptionalities. Parents were guaranteed the

right to appeal each of the identification of the pupil as an exceptional pupil, the decision that the pupil is

not exceptional, and/or the placement of the exceptional pupil.

The Parent Guide

In Ontario, for example, pupils are deemed to be exceptional and placed in special education programs by an

Identification, Placement and Review Committee (IPRC). The rules and procedures under which this

committee operates are found in the Education Act, Ontario Regulation 181/98. Section 13 of this regulation

obliges school boards to prepare a "Parent Guide". On request the board must provide the parent or pupil with

the guide in alternate accessible formats. This document must explain the process for referral to the board's

IPRC as well as describe the rights of parents and guardians. Each board must have a parent guide, which

should be given to parents within 15 days of the request for or notification of the referral of the pupil to an

IPRC. Copies of the guide should be available in every school. The IPRC process may seem intimidating to

some but it is important for parents to understand it. It is also important to realize that the process was put in

place to protect the rights of children.

The Special Education Plan

In accordance with Education/School Act of the province, each school board is required to maintain its special

education plan, to review it annually and to amend it from time to time to meet the current needs of its

exceptional pupils. The Special Education Advisory Committee (SEAC) and the board of trustees must review

the special education plan and amendments before it is submitted to the Minister of Education each year. It is a

public document and should be available to parents upon request. The plan should describe how the board

intends to meet its obligations to provide for the needs of exceptional pupils within its jurisdiction. It should

include the service delivery model or listings of the programs offered by the board and the exceptionalities for

which each program is intended.



COMMITTEES (CONTINUED)

IPRC Composition

An IPRC is made up of professionals employed by the board. There must be no fewer than three people on the

IPRC and one of them must be a supervisory officer or principal. All members must be appointed by the school

board. However, the supervisory officer/principal may designate a person to act on their behalf without the

approval of the board. An IPRC should not be confused with a school team. School teams are developed

through board policy, not provincial regulation and may include the principal or vice-principal, classroom

teacher, psycho-educational consultant, special education resource teacher and others. The school team's job is

to provide a forum for problem solving when minor issues arise relating to instructional issues within a program.

School teams cannot make identifications of exceptionality or placements in special education programs; only

IPRCs can do that.

Referrals

The only individual who can make a referral to an IPRC is the school principal. If a referral is made, the

principal must notify the parent in writing that the referral has been made. If a parent requests, in writing, that

the principal refer a pupil to an IPRC, the principal must make the referral. The parent may make such a

request at any time, except for a period of three months after placement in a special education setting has begun.

Once the referral is made by the principal or requested by the parent, the principal must, within fifteen days,

provide the parent with a written acknowledgment of the request, a copy of the Parent Guide and a written

statement of approximately when the IPRC will meet for the first time to discuss the pupil.

Assessments

When an IPRC is considering the identification and/or placement of a pupil, it must obtain an educational

assessment. An educational assessment can include teacher observations, the results of formal and informal

teacher tests, and diagnostic and achievement data. Each board should have its own definition included in the

Parent Guide. Parental consent is not required for an educational assessment, since that is what schools are

supposed to be doing all the time.

As part of the assessment, the IPRC may choose to interview the pupil. The interview cannot take place without

parental permission (where the pupil is less than 16 years old) and the parent has the right to be present at the

interview.

An IPRC may request a health or psychological assessment. Written consent from the parent or student 18

years of age is needed for these to be completed. Nothing in the regulation prevents an IPRC from meeting and

making decisions even if the parent elects to withhold permission for assessment. The Ministry of Education of

the province you live in should have Policy or Program in place that governs individual psychological

assessments. One of the most important statements of the memorandum is that results of such assessments

should be explained to parents within a reasonable period after the assessment is completed. As soon as

possible after the committee obtains any information relating to the pupil, the chair must provide the

information to the parent. The committee must also consider any information about the pupil provided by the

parents or by the pupil.



COMMITTEES (CONTINUED) Attendance at the meeting

At least 10 days in advance of the meeting, parents must be invited, in writing, to attend the IPRC meeting. The

parents are entitled to be present and participate in all committee discussions about the pupil and to be present

when the committee's identification and placement decisions are made. Parents have the right to bring a

representative to speak on their behalf or to support them. Parents have the right to receive in advance, from the

chair of the committee, all of the information relating to the pupil that the committee will be considering.

Parents have the right to ask that documents be provided in alternate accessible format. They should also ask

that a language or cultural interpreter be provided, if necessary. Parents should make every effort to attend

IPRC meetings and should be as prepared as the IPRC members with appropriate documentation.

Pupils over 16 years of age have the same rights as their parents to be invited and involved.

Identification and Placement

When considering a new referral, an IPRC must determine whether a pupil is exceptional or not, based on the

assessment information. Where the committee determines that the pupil is exceptional, the committee must

make a placement decision. In considering the placement decision, the committee may discuss any proposal for

special education services or special education programs. The committee must discuss programs and services if

the parents or pupil request that discussion. Special education programs can be delivered in the regular

classroom, withdrawal settings, special classes or special schools. When making a placement decision, the

committee must, before considering the option of placement in a special education class, consider whether

placement in a regular class (with appropriate special education services) would meet the pupil's needs and

would be consistent with parental preferences.

After the committee has decided on the placement, the chair of the committee must provide a written statement

to the parents outlining the committee's description of the students strengths and needs, the categories and

definitions of any exceptionalities identified by the committee, the committee's placement decision and any

recommendations that the committee makes regarding special education programs and special education

services. If the committee decides to place the student in a special education class, it must state the reasons for

that decision.

Placement in a special education setting must allow for a special education program and special education

services deemed necessary in meeting the identified needs of the exceptional pupil. Written consent of parent(s)

is required for placement. If the parents agree with the placement they should sign the statement of decision

since the board is obligated to implement the placement as soon as possible after getting the written consent.

If the parents disagree with the suggested placement or with the designation of the student as exceptional, they

should submit a written request to meet with the committee to discuss the statement of decision. Parents must

request an additional meeting within fifteen days.

The school board may place the student in the special education placement if the parents do not respond to the

statement of decision.



COMMITTEES (CONTINUED) The Appeal Process

If parents are not satisfied with the outcome of the IPRC, they may request further discussion with the

committee, or, if that isn't satisfactory, they may appeal the IPRC's decision. The request for appeal must be

submitted to the secretary of the board within 30 days of receipt of the statement of decision or within 15 days

of any further meetings of the committee. The notice of appeal must state which decisions the parent disagrees

with and set out the nature of the disagreement. Within 15 days of making the notice of appeal, the parents

must choose one member for the appeal board. A second member is chosen by the school board. The appeal

board chair must be chosen and agreed upon by these two nominees within an additional 15 days and the

meeting must take place within 30 days thereafter. Any person with relevant information about the matters

under appeal may be invited by the chair to the meeting. The parents and student, if over 16, are invited and

may submit information.

The appeal board can agree with the IPRC or disagree and make recommendations to the school board about the

pupil's identification, placement or both. The appeal board must send written notification of its decision to the

parents and the school board accompanied by written reasons for the recommendations. Within thirty days of

receiving that notice, the school board must consider the recommendations, decide what action to take and send

written notice to the parents. If the parents are not satisfied with the outcome of the appeal, they can appeal to a

Special Education Tribunal for a hearing.

Individual Education Plan

Within 30 days after the pupil has entered the placement recommended by the IPRC, the principal or her

designate must develop an individual education plan (IEP) based on the pupil's needs and any recommendations

made by the IPRC. The plan contains the strategies that will be employed to address the needs of the pupil.

Review

School boards are required to review the progress of the exceptional pupil through an IPRC meeting at least

once in each school year. A parent may request a review of the pupil's placement at any time after the student

has been in the placement for three months. This request is made in a letter to the principal. The IPRC review

must consider the pupil's progress with reference to the pupil's IEP upon receipt of written permission by the

parent. The review may consider identification, placement and whether an exceptional pupil who is 21 years of

age or older may remain in a secondary day school program.

Clarification of the details of IPRCs and Appeals can be found in most provinces under the provincial

Education/School Act.


THE INDIVIDUAL EDUCATION PLAN

A complete description and details of the Individual Education Plan (IEP) can be found on the Ministry of

Education website in most provinces.

An IEP is a written plan describing the special education program and/or services required by a particular

student. The principal must prepare an IEP for a student for one of the following reasons:

The student has been identified as an “exceptional student” by an Identification, Placement and Review

Committee.

The school board is submitting an Intensive Support Amount funding claim on behalf of the student.

The student requires accommodation during the writing of assessment tests that measure student

achievement in reading, writing and mathematics in relation to province’s Curriculum expectations.

The principal may prepare an IEP for a student who has not been formally identified as exceptional, but who has

been deemed by the board to require special education programs and services. In developing the IEP, the

principal must consult with the parent and where the pupil is 16 years of age or older, with the pupil. The

principal must take into consideration any recommendations made by the parent, the IPRC or the Special

Education tribunal regarding special education programs and services. In developing the transition plan, the

principal shall consult with community agencies and post-secondary education institutions.

Within 30 days after placement of the pupil in the program, the principal shall ensure that the IEP is completed

and a copy of it sent to a parent of the pupil and, where the pupil is 16 years of age or older, the pupil.

A form documenting consultations with the parent and the student (if 16 or older) must be prepared and

attached to the student’s IEP. The parent/student consultation form must contain the following information;

the date of the consultation

the outcome of each consultation.

The parent and the student (if 16 or older) must be asked to sign the form and to indicate whether:

they were consulted in the development of the IEP;

they declined the opportunity to be consulted;

they have received a copy of the IEP;

any comments they provided are noted on the form.

The school board’s Special Education Plan must describe any processes for dispute resolution where parents

and board staff disagree on significant aspects of the IEP. The IEP must be based on a thorough assessment of

the strengths, interests and the needs of the student. The IEP is quite different from the recommendations

contained in the assessments consulted by the IPRC. The IEP must translate these recommendations into

specific, measurable plans.

An IEP should deal with all aspects needing attention, whether academic, physical or social/emotional. The IEP

should contain the following:

a student profile containing personal data, the student’s exceptionality, the IPRC decision, the student’s

current grade level, relevant medical conditions and relevant assessment data

a description of the strengths and needs of the student

information summarizing the student’s current level of achievement in each of the subjects, courses or skill

levels to which the IEP applies

the annual goals towards which the student is progressing through the achievement of the learning

expectations set out in the IEP


THE INDIVIDUAL EDUCATION PLAN (CONTINUED)

the learning expectations which are the statements that describe the specific knowledge and skills that the

student should be able to demonstrate within a specified time period

the special education strategies, accommodations and resources

teaching strategies and accommodations to address a need and reach a goal

the teaching and non-teaching support staff who are responsible for the specific strategies

individual equipment (i.e., lap top computer, tape recorder, grab bars)

the assessment, evaluation and reporting methods

the accommodations for participation in provincial assessments or exemptions from provincial assessments

the transition plan

For example: The IEP might contain the present reading level, goal for this reporting period and goal for the

year, the specific reading program to be used, the name of the teacher responsible, the time and place where the

student will work on the special program, and the type of assessment that will be used to determine the

achievement.

Parents, the student - wherever possible, and any appropriate outside professionals should be involved in

planning the IEP, along with all staff involved in the student’s education.

Parents should request that all the teachers and all other staff involved with the student familiarize themselves

with the completed IEP. Parents should discuss with staff how pertinent parts of this IEP information can be

made available to supply staff.

During grades seven through eleven, all students must develop an Annual Education Plan (AEP). The AEP

should be written in conjunction with the IEP.

TIPS FOR PARENTS 1. Be prepared to share what you know about your child (interests, hobbies, things your child does well, things with

which your child has difficulty).

2. Bring samples of your child’s work from activities done in or out of school. The principal may gather other

information; some from your child’s Student Record, ask to examine it. Ask the principal to remove anything from

the OSR that doesn’t accurately reflect your child’s ability.

3. Ask for an example of anything you do not understand. If it is an educational term, ask for an example or

demonstration of what is meant.

4. Make sure that all services that are necessary to implement your child’s educational program are written into the

IEP. For example, special equipment such as a computer, amount of time per week spent in resource withdrawal

(avoid expressions such as “up to two hours”), amount of time to be spent with speech pathologist, modifications

to be made to programs.

5. Make sure that each item names the person responsible and includes dates for evaluation of your child’s progress.

6. Ask yourself if what is planned corresponds to your knowledge of your child’s ability.

7. Make sure that you receive a written copy of the final IEP! You may be asked to sign the IEP. Do not sign it if

you don’t agree that the IEP addresses all of your child’s needs. Ask about your board’s procedures for dealing

with disagreements about Individual Education Plans.


ASSESSMENTS

Students with spina bifida and/or hydrocephalus are at high risk for learning disabilities.

Appropriate assessments should be administered early and as often as needed to facilitate

identification and intervention. (HC Education Policy)

Parents need to keep in mind the possibility that their child with spina bifida and/or hydrocephalus may have

some degree of learning disability. They should make sure the staff dealing with their child is aware that this is

a high- risk group for learning disabilities and insist that appropriate assessments be done. This does not

necessarily mean that every student with spina bifida and/or hydrocephalus needs full- scale psychological

testing. However, it does mean that, at the first hint that the student is not coping with certain academic tasks at

the normal level, the possibility of learning disabilities should be considered. Appropriate diagnostic testing to

identify problems should be initiated. Physical or sensory disabilities and/or frequent absences from school for

medical reasons often mask learning problems in students with spina bifida and/or hydrocephalus and school

staff may not be as aware of this as are parents.

Appropriate testing could include:

assessment by an audiologist (hearing test)

assessment by an ophthalmologist (eye test)

educational assessment

psychological assessment

assessment by an occupational therapist

assessment by a physiotherapist

assessment by a speech and language pathologist

neuro- psychological testing *

For the older student, consideration should be given to life skills such as career counseling or driver training.

Life skills assessment may be particularly important to the development of the Transition Plan part of the IEP

for student over 14 years of age. These assessments may be available through your spina bifida clinic, hospital

psychology department or a children's treatment centre.

You may need to insist that your child be assessed and you may need to go outside the school system for some

assessments. Staff at treatment centres, for instance, may be more aware of the limitations of testing students

who have hydrocephalus, spina bifida or related physical disabilities and therefore may be able to adapt tests

where needed. They should be able to distinguish between such things as poor handwriting which needs

practice and poor handwriting resulting from impaired hand function which means the student will need to use

an assistive device such as a computer. For some students testing done by school board personnel will be

perfectly adequate, but for the more involved student, or cases where the test reports seems not to reflect the

parent's knowledge of their child, it may be wise to seek further testing elsewhere. (Your treatment centre,

family physician or pediatrician may be helpful in referring you to appropriate professionals.)

*Neuropsychology is a branch of psychology that focuses on the relationship between brain functioning and behaviour.

Testing is done to assess brain function, to predict outcomes and to provide strategies to modify the outcomes as needed.


ASSESSMENTS (CONTINUED)

Psychological testing cannot be done without a signed informed consent by the parent, or the student, if over

eighteen years of age. Read all consent forms very carefully. Do not sign forms unless they are very specific

about:

what testing will be done,

when the testing will be done,

which professionals will administer the tests,

who will have access to the results, and

what use will be made of the results (i.e., why are they doing the tests).

When a psychological assessment is completed, the assessor must discuss the findings with the parents. If the

assessment is done by professionals outside the school system, the student's parents should make the decision as

to whether the results are made available to the school after they receive and understand the assessment report.

Private assessment may have to be paid for by the parents.

Testing (and re- testing) should particularly be considered when the student is:

about to enter school

about to enter grade four

about to transfer to a middle school or senior public school

about to transfer to high school

exploring post- secondary education

The professional assessing the student should be asked to include in the report, specific recommendations for

teaching strategies and/or equipment or services needed. The assessor should be asked to present the

assessment results in person by attending the IPRC or speaking to the child's teachers.


INFORMATION SHARING

Spina bifida and hydrocephalus are complex conditions. Therefore, appropriate information

from all sources - parents, school and other professionals - must be shared and used in

planning the student's placement and program. Parents should give school staff any

appropriate assessments or recommendations from other professionals in sufficient time for

staff to become familiar with them and incorporate them in the planning process. (HC Education Policy)

Parents and students should have ample opportunity to give the professionals their own input as well as any

outside medical, psychological, or other reports; and they are entitled to have these carefully considered by the

staff. For some students, board staff may be able to provide adequate assessments, but for others, the expertise

of specialized staff that are familiar with assessing students with disabilities may provide much more

reliable results. Parents should, wherever possible, give staff ample time to go over such reports and ask

pertinent questions. If this is not possible, they should notify staff that a report is being prepared and ask

whether a postponement of the IPRC or other discussion would be appropriate.

Parents will be asked to sign a "consent to the sharing of information" form so that school staff can get

information from outside professionals. If possible, refuse to sign this form and carry any reports from

professionals to the school staff yourself. That way, you maintain control over the information that the school

has about your child. If you must sign the form, add notes that limit the length of time the form can be used, the

type of information that can be accessed and specific staff members who have access to the information.

The school staff should give all written information on which decisions will be based to

parents (and the student, where appropriate) in sufficient time for them to become familiar

with it before meeting with the school staff or IPRC committee. (HC Education Policy)

Parents and students are entitled to receive any information available to teachers and staff on which their

recommendations for placement or program will be based. Parents and students should have plenty of time to

go over this information, discuss it with staff, and suggest modifications if needed, before recommendations go

to the IPRC. If adequate time is not given, the parent is entitled to ask for a postponement of the IPRC or other

discussion, to give them time to study the material. An IPRC decision about identification and placement is

a legal decision, to which the parent is asked to give consent. Like consent to a medical procedure, this

consent must be informed consent. If the parent is not given adequate time to consider all the relevant material,

then he cannot be expected to sign the IPRC consent to placement form.

Parents and students are entitled to be given information about the placement options being considered. This

should include the advantages and disadvantages of each option. The parents and student should be given the

opportunity to visit and observe any class or school and to talk to the staff. Again, if consent to placement is to

be informed, the parents and student have a right to as much information as possible before making a decision.


INFORMATION SHARING (CONTINUED)

Parents should be prepared to be very firm with board staff if they feel they do not have adequate time to go

over information and/or visit possible placements. A request for IPRC postponement is often met with the

comment that the dates have been set for months and cannot be changed. IPRC dates can be changed to

accommodate parents’ needs. Point out that this is a legal procedure, and as a parent you will be asked to give

consent to the resulting recommendation, and this means you must be able to give informed consent.

If you have to do this, do it politely. Remember the principal is caught between you and the IPRC, and is

probably strongly discouraged from trying to change these dates. However, it is your right and you should

quietly insist that it be done. If you still meet resistance, point out that you have the right to appeal an IPRC

decision if you do not agree with it. If need be, go to the superintendent of special education. If further action

is necessary, go to the director of the board.

Even if you have sufficient information ahead of time, you do not have to sign the IPRC statement of

decision (or the IEP form) at the IPRC meeting. You have the right to take it home and review it.

Members of the Special Education Advisory Committee (SEAC) for your board are there as a resource for you.

This is a committee composed of representatives from Associations such as HC, Learning Disabilities

Association, Easter Seals, and trustees, who make recommendations to the board about special education

programs and services. Names, affiliations and contact information of the SEAC committee members are often

posted on the board’s web site or can be obtained by contacting the school board office.

Other helpful resources are HC (1- 800-387-1575), Easter Seals, Learning Disabilities Association, school

trustees, other parents, School Health Support Services, or your local treatment centre.


SUPPORTS

All appropriate supports must be supplied, wherever the student is placed. These include:

assistive devices (seating, computers)

access (ramps, toilets, privacy for toileting needs)

instructional services (specialized teaching, teaching assistants, counseling) (HC Education Policy)

HC believes that students with spina bifida and/or hydrocephalus are entitled to all the appropriate supports

whether they are integrated in a regular class, receiving resource support, or in a special class or school.

Access may mean ramps, railings, elevators, automatic doors, accessible toilets (with washbasins in the cubicle,

and cupboard space if needed for storage), non-slip treads on stairs, handrails (on steps leading to the stage, for

instance). It can involve simple and inexpensive solutions such as changing a class to a ground- floor room, or

in to the main building from a portable. It also includes maintenance, such as snow- shoveling, so that

walkways are clear and not slippery.

Safety procedures, such as emergency exit in case of fire, should be clarified and shared with staff and students

(and the local fire station). If a number of students with disabilities are congregated in one school, the

procedures must be adequate to ensure that all students can be safely evacuated. Besides building access,

students require such things as accessible work-stations in all classrooms including laboratories, and tools that

are accessible and safe in the shop areas.

Access also includes arrangements in the classroom so that students who use wheelchairs or braces and crutches

or who have poor balance can maneuver readily around the room as needed. For students using wheelchairs, it

may mean provision of two lockers side by side, if the student cannot reach the top half of the locker. If

students cannot use the water fountain, whether they are a wheelchair user or not, paper cups could be provided.

Buildings may be accessible but not suitable for some students. If the walking or wheeling distance is too great,

the students may become too tired to learn.

There are provincial and municipal building codes governing buildings, and companies that specialize in

universal design. These can be used as resources.

Assistive devices should be supplied where needed. Students usually have wheelchairs and braces, but

equipment, such as computers, special software, tape recorders or special desks etc., may be needed in the

school setting.

All services should be supplied as needed, whether the student is integrated or in a special class. It is the

student's needs which should determine what assistance is required, not where the student is placed.

Services may include transportation, teaching assistants, special education teachers, speech and language

therapists, physiotherapists, occupational therapists, social workers or child and youth workers, home instruction

teachers, or nurses for certain health needs.


SUPPORTS (CONTINUED)

The student's social/emotional needs must also be considered. The child should not have to endure harassment,

teasing or bullying. If necessary, the school staff should help the child to find friends, perhaps using established

programs that promote positive social interaction. Disability awareness programs, such as Teaching Awareness

through Puppetry in the Greater Toronto Area, or Kids on the Block found in various communities in the

country, might be useful.

Transportation should include transportation needed for class trips as well as to and from school. Adequate

assistance should be provided on trips, as parents are not always available to volunteer, and should not be asked,

as the student gets older.

Transportation should include bussing to respite care or to both parents homes where there is a joint custody

arrangement.

Safety on school buses should be considered. Are wheelchair tie-downs adequate? Are there appropriate

emergency procedures for getting students off the bus in case of accident or fire? Is there adequate supervision

to ensure that exceptional students are not bullied by other students?


PARENT AND TEACHER PARTNERSHIPS

Parent/teacher partnerships are the cornerstones of any successful school program. The following principles can

serve as a guide to the development of successful partnerships:

Educators must realize that the parent is the child's most important teacher.

Parents and teachers should respect the other's role, values, culture and style of decision making.

Parents and teachers should build and maintain an open line of communication between school and

home using communication notebooks, telephone calls, emails or visits.

Parents should reinforce skills at home that their child is working on at school.

Parents should be positive in their attitude and be honest about their child's needs and abilities.

Sometimes parents believe that the professional always knows what is best, doubting their own instincts and

knowledge. They may be afraid of being labeled "difficult" if they don't agree with the professionals' opinions

or decisions. Keep in mind that you know your child better than anyone else. The professionals are

consultants and resource people. You are your child's first and best teacher. When a situation or decision

doesn't seem right, it is your responsibility and your right to stand up for your child, to be his "advocate".

Literally, advocate means "one who pleads in support for another". This is a word you will hear frequently in

the future, if you haven't already. Because of the way the school system is set up, you are going to have to

"plead in support of" your child again and again. Never assume that the school will always do what is best

for your child.

To be an advocate is not to be an adversary. An adversarial relationship is not the best type for getting things

done. Be informed, be assertive, but also be willing to work with school personnel whenever possible. On a

day-to-day basis, you want to feel welcome in your child's school and free to call the teacher to discuss your

child's progress. Over your child's school years, you will want to feel that decisions have been in her best

interest and you have contributed to her success, not hindered it.

Build your "credit rating"! Whenever something is working well for your child, call the teacher(s) and tell

him/her. Then, when you have to call about a problem, you have established a "goodwill balance" which should

help you in the present situation.


TIPS FOR DEALING WITH PROFESSIONALS

Trust your instincts. You need common sense, not a degree, to advocate for your child.

Keep well-organized, accurate records at home. Include school records and report cards, important

medical data, copies of letters written to you by the school and copies of correspondence and/or reports

from other professionals. The school should provide copies of all records, reports and correspondence

regarding your child.

Follow up any discussion with a short summary letter and mail it. For example: "It is my

understanding from our telephone conversation of May 6, that this, this, and that will happen." Keep a

copy in your files.

Take notes at meetings or while talking with school personnel over the phone. Ask for names, titles,

dates and a brief summary of what was said and by whom.

Get your facts straight. Have supporting documents, literature and letters from professionals who have

dealt with your child on hand.

Be thorough in your suggestions, thinking and evidence. Know exactly what you want and why. It may

help to make a list of your concerns, suggestions and evidence so you can cover all points in an

organized manner.

Attend all meetings and conferences dealing with your child's educational needs. Bring your spouse,

especially when a major decision is to be made. Bring your child, if appropriate.

Be specific in your requests and responses. Rather than "My child isn't learning," use concrete terms

such as, "My child cannot read his 5th grade reader." Be realistic about your expectations and requests.

Demanding is not negotiating.

If you have a tendency to lose your temper, or feel you can no longer deal rationally with school

personnel, bring someone with you for support and guidance. This person may also speak for you.

It is important to be positive and thank professionals when progress is made. Sharing good news with

the teacher's supervisor is also recommended.

Know your rights. Become familiar with Education/School Act documents such as the Regulation on

IPRCs and the various regulations and resource materials available on Individual Education Plans and

Transition Plans, which in most cases can be found on the Ministry of Education web site in your

province.


APPENDICES

1. RESOURCE #1 - TRANSITION PLAN FOR PRESCHOOLERS WITH SPECIAL NEEDS

2. RESOURCE # 2 - MAKING MODIFICATIONS IN THE CLASSROOM

3. GLOSSARY

4. RESOURCE LIST


RESOURCE # 1

The following list is taken from a document called “Entering School: An Inclusive Approach”

written by the Thames Valley District School Board. [We have added some comments in square

brackets.] These sample questions which are not all-inclusive, have been developed to assist

parents in recognizing an appropriate class placement for their child. Not all questions may be

necessary, relevant or appropriate; however the list is a good example of the kind of questions that

you should be asking yourself and others in preparation for every IPRC meeting.

A Transition Plan for Preschoolers with Special Needs: Questions for Parents to Consider

Thames Valley District School Board

School Philosophy

1. How does the school see my child with special needs being able to benefit and participate

in the school community?

2. Do we (school and family) share the same concept or philosophy of inclusion? [Inclusion

should not only mean activities that take place in the classroom but inclusion in school

trips, playground activities, the school band, holiday plays, etc.]

3. How will the school support my requests and ideas? How will the school team include me

in the decision making process?

4. Does the school system provide a range of program and placement options?

5. What is the school plan for developing a transition strategy with my family and the

preschool [or the middle school or high school] program?

The School Environment

1. Is my child able to access the school, including the gym, library, washroom, etc?

2. Is the playground area accessible for my child? [Is there any accessible playground

equipment?]

3. Can the necessary accommodations be made?

4. Can transitions from class to class be accommodated on a daily basis and on a yearly

basis?

5. Are transportation arrangements needed [including field trips, respite care]?

6. [Can my child be evacuated safely in case of fire or other emergency?]

The Classroom Environment

1. Is the physical environment safe given my child’s special needs? Consider allergies

[latex], mobility, sensory difficulties, etc.

2. Is there adequate space given the number of children and my child’s specialized

equipment?

3. Can the furniture and equipment be arranged so that my child can have freedom and

mobility within the classroom? Will he/she need assistance to move throughout the

classroom?

4. Will my child require assistance to access the materials and activity centres in the room?


RESOURCE # 1 (CONTINUED)

Program Components

1. How will the program meet the communication, social, cognitive and physical needs of my

child? Are additional supports necessary?

2. Is an educational assistant available? Is that form of support necessary or desirable? How

much educational assistant time do I consider my child to need?

3. How will specialized programs be incorporated into the educational program? Will there

be direct service or programming by the support professional (e.g., school health services,

speech therapy)?

4. Will the specialized adaptive equipment required by my child be available? How will the

equipment be funded/paid for? Will equipment have to be transferred between home and

school? Will training be provided to staff on how to use the equipment? Who will

coordinate the training?

5. How will the school provide for staff to learn more about my child and his/her needs?

Home and School Communication

1. What is the process for sharing information between the home and school?

2. How often will we meet to review needs and strategies?

3. How will I participate in ongoing evaluation of my child’s needs and response to the

school program?

4. Will I be an active member of the school team and involved in the decision-making

process for my child?

5. Who will be my primary contact for questions and concerns?


RESOURCE #2

Perhaps the most important question of those listed in “Resource #1” is “How will the program

meet the communication, cognitive, social and physical needs of my child?” Since most students

with spina bifida and/or hydrocephalus will be placed in a regular classroom, it is important that the

teacher in that classroom have the knowledge and resources to provide an appropriate program.

The following lists were compiled by the Arlington County Public Schools in Arlington, Virginia.

They were developed as a collection of checklists to use when modifying materials, classroom

environment and student demands. Not all the ideas are appropriate for every student but the list

makes you aware of what teachers can do (generally with very little expense involved). As a parent

you can check with the teacher to see which strategies have been tried with your child and which

ones have proved successful. Ensure that the information about what has been tried and what

works is passed on to future teachers.

When discussing assessment results with professionals, ask which of these strategies (or others)

may be helpful for your child. Ask for guidance as to how you can use these techniques to help

your child with homework.

Making Modifications in the Classroom: A Collection of Checklists

Arlington County Public Schools

Modifying the Presentation of Material

Break assignments into segments of shorter tasks.

Use concrete examples of concepts before teaching the abstract.

Relate information to the student’s experiential base.

Reduce the number of concepts presented at one time.

Provide an overview of the lesson from the beginning.

Monitor the student’s comprehension of the language during the instruction.

Schedule frequent, short conferences with the student to check for comprehension.

Provide consistent review of any lesson before introducing new information.

Allow student to obtain and report information utilizing: cassette recorders, dictation, computers,

calculators or other technological devices, interviews, fact sheets.

Highlight important concepts to be learned in the text of material.

Monitor the rate at which material is presented.

Give additional presentations by varying the methods using repetition, simpler explanations, more

examples and modeling.

Require verbal responses to indicate comprehension.

Give frequent reminders of homework assignments.

Provide clear, concise directions and concrete examples for homework assignments.

Assign tasks at an appropriate reading level.

Allow for the oral administration of tests.

Check assignment sheet for accuracy.


RESOURCE #2 (CONTINUED)

Modify the Environment

Use study carrels [can be a secluded spot behind a bookcase in the classroom].

Seat student in an area free of distractions.

Use preferential seating.

Allow the student to select his/her seating.

Help keep student’s work area free of unnecessary materials.

Use checklists to help the student get organized.

Frequently check the organization of the student’s notebook.

Monitor the student’s use of his/her assignment sheet (day timer, agenda, etc).

Check the assignment sheet for accuracy.

Provide opportunities for movement.

Modifying Time Demands

Increase time allowed for completion of tests or assignments.

Reduce the amount of work or length of tests.

Prioritize assignments and/or steps to completing assignments for the student.

Space short work periods with breaks or changes of tasks.

Consistently follow a specific routine.

Alternate quiet and active tasks.

Set time limits for specific task completion.

Modifying the Materials

Visual Motor Integration and Written Expression Problems

Allow for spelling errors.

Allow student to use either cursive or script.

Set realistic and mutually agreed upon expectations for neatness.

Let student type, record or give answers orally instead of writing.

Avoid pressures of speed and accuracy.

Provide copies of notes.

Reduce the amount of copying from text and board.

Accept key word responses instead of complete sentences.



Visual Processing Problems

Highlight information to be learned.

Keep written assignments and work space free from extraneous and/or irrelevant distractions.

Provide clear and well-defined worksheets.

Go over visual task with student and make sure student has a clear understanding of all parts of the

assignment from the beginning.

Avoid having student copy from the board.

Have student verbalize the instructions before beginning a task.

Avoid crowded, cluttered worksheets by utilizing techniques such as blocking (blocking assignments

into smaller sections), cutting (cut worksheets into sections), folding (fold worksheets into sections),

and highlighting, color coding or underlining.

Language Processing Problems

Give written directions to supplement verbal directions.

Slow the rate of presentations.

Paraphrase information.

Keep statements short and to the point.

Avoid use of abstract language such as metaphors, idioms and puns.

Keep sentence structure simple.

Encourage feedback from student to check for understanding.

Familiarize student with the new vocabulary before beginning the lesson.

Reduce the amount of extraneous noise such as conversation, radio, TV, outside noises, etc.

Alert student’s attention before expressing key points.

Ensure the readability levels of the textbooks are commensurate with the student’s language level.

Utilize visual aids such as charts and graphs.

Utilize manipulative, hands-on activities whenever possible.

Always demonstrate how new material relates to previously learned information.

Cue student by calling his/her name before asking questions.

Organizational Problems

Provide an established daily routine.

Provide clear rules and consistently enforce them.

Contract with student and use rewards for completion of contract.

Check the student’s notebook to ensure the use of such things as dividers, assignment sheet, and

calendar.

Provide due date on written assignments including dates for first drafts.

Provide a specific place for turning in completed assignments.



Use of Groups and Peers

Utilize cooperative learning strategies when appropriate.

Assign a peer helper to check understanding of directions.

Assign a peer helper to read important directions and essential information.

Assign a peer tutor to record material dictated by the student.

Helping Focus Attention

Establish relevancy and purpose for learning by relating to previous experiences.

Shape approximations of desired behaviour by providing direct reinforcement such as praise or

immediate feedback of correct answers.

Seat student close to teacher.

Make a positive, personal comment every time the student shows any evidence of interest.

Make frequent checks for assignment progress/completion.

Give advance warning when a transition is going to take place.

Use physical proximity and touch to help student refocus.

Assisting the Reluctant Starter

Give a personal cue to begin work.

Give work in smaller units.

Provide immediate reinforcement and feedback.

Make sure the appropriate books and materials are open to the correct pages.

Introduce the assignment in sequential steps.

Check for student understanding of instructions.

Check on progress often in the first few minutes of work.

Provide time suggestions for each task.

Provide a checklist for long, detailed tasks.


GLOSSARY

Assessment a test done to reveal your child's strengths and weaknesses.

Attention Deficit

Disorder (ADD)

a neurobiological condition diagnosed by an appropriately qualified medical

practitioner or psychologist which is characterized by age-inappropriate

degrees of inattention and impulsivity, with or without hyperactivity. It may

be present on its own or may co-exist with other disorders, such as general

or specific learning disabilities or oppositional defiant disorder.

Identification,

Placement and Review

Committee (IPRC)

a committee set up to determine whether or not a student is exceptional. If

the student is exceptional, the committee will recommend an appropriate

placement, review the appropriateness of this placement annually and

change it if indicated.

Learning Disability a learning disorder evident in both academic and social situations that

involves one or more of the processes necessary for the proper use of

spoken language or the symbols of communication.

Parent(s) in this document, it is used to mean a single parent, parents, guardians of

the student and care givers with legal authority for the student.

Physical Disability a condition of such severe physical limitation or deficiency as to require

special assistance in learning situations to provide the opportunity for

educational achievement equivalent to that of pupils without

exceptionalities who are of the same age or developmental level.

Special Education

Advisory Committee

(SEAC)

a committee of the board of education made up of representatives of parent

and community associations that further the interests of exceptional children

and adults. Its function is to advise the board on special education issues.

Trustee the elected school board representative in specific communities.


RESOURCE LIST

Please contact HC to obtain an up to date list of resource materials (books, CDs, DVDs,) that are available on

loan from the HC library and materials that are provided complimentary with an HC membership such as:

► Understanding Spina Bifida

► A Guide to Hydrocephalus, Living Life to the Fullest

► Students with Spina Bifida and /or Hydrocephalus, A Guide for Educators

► A Teacher’s Guide to Hydrocephalus

WEB SITES

Hydrocephalus Canada

http://mybrainwaves.ca/

Northwest Territories Education

https://www.ece.gov.nt.ca/en

Yukon Education

http://www.education.gov.yk.ca/contact.html

British Columbia Ministry of Education

https://www2.gov.bc.ca/gov/content/governments/organizational-structure/ministries-

organizations/ministries/education

Alberta Education

https://www.alberta.ca/ministry-education.aspx

Saskatchewan Ministry of Education

https://www.saskatchewan.ca/government/government-structure/ministries/education

Manitoba Education & Training

https://www.edu.gov.mb.ca/

Ontario Ministry of Education

www.edu.gov.on.ca

Quebec Ministry of Education

http://www.education.gouv.qc.ca/en/ministere-de-leducation-et-de-lenseignement-superieur/

New Brunswick Department of Education & Early Childhood Development

https://www2.gnb.ca/content/gnb/biling/eecd-edpe.html

Nova Scotia Department of Education & Early Childhood Development

https://www.ednet.ns.ca/

http://mybrainwaves.ca/

https://www.ece.gov.nt.ca/en

http://www.education.gov.yk.ca/contact.html

https://www2.gov.bc.ca/gov/content/governments/organizational-structure/ministries-organizations/ministries/education

https://www2.gov.bc.ca/gov/content/governments/organizational-structure/ministries-organizations/ministries/education

https://www.alberta.ca/ministry-education.aspx

https://www.saskatchewan.ca/government/government-structure/ministries/education

https://www.edu.gov.mb.ca/

http://www.edu.gov.on.ca/

http://www.education.gouv.qc.ca/en/ministere-de-leducation-et-de-lenseignement-superieur/

https://www2.gnb.ca/content/gnb/biling/eecd-edpe.html

https://www.ednet.ns.ca/


WEB SITES (CONTINUED)

Prince Edward Island Education, Early Learning & Culture

https://www.princeedwardisland.ca/en/topic/education-early-learning-and-culture

Newfoundland & Labrador Education & Early Childhood Development

https://www.ed.gov.nl.ca/edu/

Nunavut Department of Education

https://www.gov.nu.ca/education/

Spina Bifida & Hydrocephalus Association of Canada

http://sbhac.ca/

Spina Bifida & Hydrocephalus Association of British Columbia

http://www.sbhabc.org/

Spina Bifida & Hydrocephalus Association of Southern Alberta

https://www.sbhasa.ca/

Spina Bifida & Hydrocephalus Association of Northern Alberta

http://www.sbhana.org/

Spina Bifida & Hydrocephalus Association of Saskatchewan North

http://www.sbhasn.ca/

Spina Bifida & Hydrocephalus Association of Manitoba

https://www.sbham.ca/

Spina Bifida & Hydrocephalus Association of Nova Scotia

http://www.sbhans.ca/

Spina Bifida & Hydrocephalus Association of Prince Edward Island

Email: [email protected]

Learning Disabilities Association of Canada

https://www.ldac-acta.ca/

Easter Seals Canada

https://easterseals.ca/english/

https://www.princeedwardisland.ca/en/topic/education-early-learning-and-culture

https://www.ed.gov.nl.ca/edu/

https://www.gov.nu.ca/education/

http://sbhac.ca/

http://www.sbhabc.org/

https://www.sbhasa.ca/

http://www.sbhana.org/

http://www.sbhasn.ca/

https://www.sbham.ca/

http://www.sbhans.ca/

mailto:[email protected]

https://www.ldac-acta.ca/

https://easterseals.ca/english/

Hydrocephalus Canada is the voice of Canadians living

with hydrocephalus and spina bifida. We empower those

impacted

by these conditions to experience the best life possible

by establishing environments that protect those at risk

of developing hydrocephalus and support and enhance the lives

of those living with hydrocephalus and spina bifida.

Hydrocephalus Canada is your trusted source for compassionate,

progressive and innovative solutions. We focus our efforts on

four areas of influence: awareness, education, support and research.

Hydrocephalus Canada develops education resources, support

tools and services for individuals affected, their caregivers

and healthcare professionals. We create solutions that support

prevention, early and accurate diagnosis, access to appropriate

treatment, advancement of new treatments, and optimal outcomes.

16 Four Seasons Place, Suite 111

Toronto, Ontario M9B 6E5

[email protected]

416-214-1056

Toll-free:800-387-1575

Charitable Registration # 10799 9310 RR0001

Education Handbook - HYDROCEPHALUS CANADA

Documents

Transcript of Education Handbook - HYDROCEPHALUS CANADA