SERVICE/GUIDE DOGS SUPPORT FOR STUDENTS AND/OR STAFF IN SCHOOLS

Transcription

1 PROCEDURE 384 Adopted August 30, 2011 Last Revised Review Date August, 2016 SERVICE/GUIDE DOGS SUPPORT FOR STUDENTS AND/OR STAFF IN SCHOOLS 1. PURPOSE Hastings and Prince Edward District School Board is a system of character committed to providing educational environments that are free from barriers and biases to students, parents/guardians, staff and the public. The purpose of this procedure is to outline the parameters and processes regarding the use of service/guide dogs by students and/or staff in schools in Hastings and Prince Edward District School Board. When a staff member requires a service/guide dog or when a parent/guardian requests that a service /guide dog accompany a student to support his or her educational environment, due consideration and diligence must be given to all factors impacting students and staff in a school, specifically those related to lifethreatening allergies and disability. The health and safety of all persons in the school are important and, therefore, any accommodation needs must be individually assessed and addressed. 2. BACKGROUND The use of a service/guide dog is an accommodation strategy employed by some individuals with disabilities to assist in managing their environment. The use of a service/guide dog is implemented in the school with extensive consultation and clearly outlined responsibilities for all parties with respect to the dog s handling and communication of the dog s presence to the school community. It is expected that National Service Dogs or other service dog organization approved by the board will support the school with training and communication. 3. DEFINITIONS The following definitions apply for the purpose of this administrative procedure: Disability - The Accessibility for Ontarians with Disabilities Act and the Human Rights Code describe disability to mean: 1. any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defects or illness and without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical coordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device; 2. a condition of mental impairment or a developmental disability; 3. a learning disability, or a dysfunction in one or more of the processes involved in understanding using symbols or spoken language; Hastings and Prince Edward District School Board Page 1 of 10

2 4. a mental disorder, or; 5. an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997 (handicap). The Accessibility for Ontarians with Disabilities Act and the Human Rights Code provide authority for service/guide dogs to accompany their handlers in all public places including schools and buses. Handler - refers to the person for whom the dog is provided (the student) or if the student is too young to be the handler, the educational assistant working with the student is the handler. Service Animals - Service animals are given to individuals with the following disabilities: Physical, Blind or Low Vision, Deaf/Hearing Impaired, Autism Spectrum Disorder or seizure disorder. Service animals must be registered in Canada. 4. PRINCIPAL S RESPONSIBILITY This procedure is written to facilitate the use of a service /guide dog for a student whose parents/guardians are requesting to use a dog at school. Similar procedure needs to be followed when the student changes schools and a transition plan needs to be developed. The principal shall inform his/her superintendent of education as well as the superintendent of education responsible for Special Education Services regarding the request for a service/guide dog at school. 4.1 Collection of information Once parents/guardians have informed the school of the possibility of a service/guide dog support for their child, the principal shall collect from the parent/guardian the following information to be kept in the Ontario Student Record (OSR): A professional diagnosis of a disability the service/guide dog will help to ameliorate A current letter from a member of the College of Physicians and Surgeons or the College of Psychologists confirming the diagnosis of a disability and recommendation for service/guide dog support A written request from the parent/guardian outlining the benefits and consideration of service/guide dog support for their child at school. Refer to Form 384-A Request for Service/Guide Dog Involvement With a Student form Attached copy of the dog s certificate of training from the National Service Dogs Training Centre, Guide Dogs of Canada Training Centre or equivalent registered organization (as approved by the board). Refer to Form 384-A Request for Service/Guide Dog Involvement With a Student form Proof that the dog has had its yearly vaccines, is in good health to be with the student at school and has a current dog license as required by the municipality. Refer to Form 384- A Request for Service/Guide Dog Involvement With a Student form Information regarding the service/guide dog, as well as the student s medical diagnosis will be retained in the student s OSR. Hastings and Prince Edward District School Board Page 2 of 10

3 5. CASE CONFERENCES The school principal shall schedule a case conference with parent/guardian, the handler (educational assistant/student as defined by handler ), representative from the service/guide dog organization, classroom teacher, the handler (educational assistant), special education coordinator and other school/board personnel deemed appropriate by the principal to discuss: 5.1 The type of dog that will provide support to the student 5.2 The type of service the dog will provide to the student 5.3 Use of service/guide dog as an accommodation strategy to meet the student s needs as outlined in the student s Individual Education Plan (IEP); 5.4 The impact of the involvement of the service/guide dog on the classroom and school community including: reaction of peers, interference with the delivery of academic programs, possible changes to in-class routines and procedures, increased demands on resource staff and teachers, students who may be allergic to dogs, recognition of children with a fear of dogs and cultural sensitivity to groups that will not share living space with an animal; 5.5 Protocol for others in the classroom/school to follow with the service dog; 5.6 The responsibility for the care and handling of the service dog. This rests totally with the handler/family. Refer to Form 384-C; 5.7 Concerns that must be addressed and procedures that must be followed before the dog can begin attending with the student; 5.8 Transportation of the service/guide dog to and from the school and on school related trips; the Human Rights Code and the Blind Persons Rights Act allow the service/guide dog to accompany the student/ handler on the bus; 5.9 Notification to the other Board(s) if Tri-Board Student Transportation Services transports students from other Boards, on the same bus while the dog is present so that the parents/ guardians of these students may be notified. Refer to Appendix C Notification to occasional teachers and casual staff via SEMS that a service dog is at the school. Insert the school name when voicing the message. The following message is suggested for SEMS from the school: If you are accepting an assignment within Public School please note that there is a student who requires a service dog. The service dog will remain with the student at all times whereever the student is within the school. Thank you 5.11 If possible, the arrangement for an observation of the handler/dog working as a team in the home/community prior to implementation of this plan at school; 5.12 Development of an appropriate entry plan to school based on the information gathered from the case conference. A transition plan is developed when the student is changing schools Review of classroom seating arrangements; Hastings and Prince Edward District School Board Page 3 of 10

4 5.14 The understanding with parents/guardians/school staff that should difficulties with the dog arise, the principal will contact the National Services Dogs Training Centre (or other training centre approved by the board) for support. Sample Guiding Questions for the Case Conference may include Where is the safest/ most environmentally sound place for the dog to relieve itself? Is there a suitable disposal container that the handler can reach? How will the handler clean up after the animal? What considerations have been made for winter conditions? Where is the dog s water bowl kept? Who will fill the water bowl? Who is responsible for the food and medical health care of the dog? Where / how will the dog be accessed by the handler / student in the classroom? What is the protocol in the event the handler is absent? (Site specific questions may be added during the Case Conference to ensure the development of an effective implementation plan.) 6. DEVELOPMENT OF THE IMPLEMENTATION PLAN Based on the discussions of the Case Conference, the principal shall develop an implementation plan that includes a clear understanding of the following: 6.1 Written and signed agreements with the parent/guardian that the dog s care and training are the financial responsibility of the parent/guardian and liability associated with the dog s behaviour is assumed by the parent/guardian (refer to Form 384-B Acceptance of Responsibility for Service/Guide Dog and Form 384-C Management Plan for Care of Service/Guide Dog. 6.2 The fully trained handler will provide for the personal care for the dog including: Walking the dog; Providing and handling water and cleaning up the drinking area as needed; Allowing the dog to relieve itself in a designated area, cleaning up feces and disposing in appropriate containers (feces/urine should not be deposited in any potential play area of the schoolyard. A designated location in a non-play area must be identified). 6.3 Emergency procedures are in place should an emergency situation arise. The information must include contact numbers where parents/guardians can be reached immediately; 6.4 An evacuation plan, a fire exit plan and Lockdown plan are in place; 6.5 A conflict resolution process is established; 6.6 Seasonal changes that may affect the dog are considered; 6.7 A request for training from the service/guide dog organization for the school team that includes at a minimum the principal, classroom teacher(s), and the handler educational Assistant is made. Hastings and Prince Edward District School Board Page 4 of 10

5 7. TRANSPORTATION The following are required for establishing a safe ride protocol with the service/guide dog: 7.1 Provide information to Tri-Board Student Transportation Services; 7.2 Determine location of the service/guide dog on the bus (e.g., on the floor away from the aisle); 7.3 Provide training for the bus driver and other students on the bus (e.g., no petting by anyone other than the handler) by the parent/guardian or service dog organization; 7.4 Communicate to students who ride the bus and their parents (refer to Appendix C). 8. COMMUNICATION TO STUDENTS, STAFF, SCHOOL COMMUNITY AND APPROPRIATE PERSONNEL The principal shall communicate with the students, staff, the school community and appropriate personnel as follows once the service dog involvement is confirmed: 8.1 The superintendent of education for the school and the superintendent of education responsible for Special Education Services by forwarding a copy of Form 384-A Request for Service/Guide Dog Involvement with a Student; 8.2 The staff, by providing information at a meeting on the role of the service/guide dog and outlining the rules of conduct concerning the dog. This meeting should include all support staff that may not ordinarily be included in teachers staff meetings. Note particularly that the union representatives/branch presidents must be made aware of the information; 8.3 The students and their parents/guardians in the school community via school newsletter and/or website article, and a letter such as the letter contained in Appendix A. 8.4 The students and their parents/guardians in the classes in which the dog will be working in case of allergies or phobias; 8.5 The student body through a student assembly with a presentation by the service/guide dog organization and possibly the handler, if appropriate, or other information session which will enable the teaching of appropriate interactions with the service/guide dog; 8.6 The school council by providing general information at a council meeting; 8.7 The Fire Department as to the presence of the service/guide dog in the school; 8.8 The school community by posting a Service/Guide Dog on Duty information poster on the entry doors of the school and the specific classroom where the dog will be working. (This must be done the first day the dog arrives). 9. IMPLEMENTATION The principal shall complete Appendix D - Protocol for Facilitation of Service/Guide Dogs in Schools Principal s Checklist and meet with the appropriate school staff to determine effective implementation. Hastings and Prince Edward District School Board Page 5 of 10

6 9.1 Communicate information pertaining to the dog s care to appropriate staff: water bowl; bladder and bowel relief needs; disposal of feces; when and where the dog will be walked and by whom. 9.2 Consult with Special Education Services staff involved with the student to assist with the transition and entry process. 9.3 Review the student s IEP with the school team to incorporate the service/guide dog as an accommodation strategy to meet the student s needs. 10. MONITOR AND ADJUST PLANS AS NECESSARY In preparation for a new school year or a change in schools, the principal shall: 10.1 Meet with the IEP development team to determine ongoing effectiveness of the service/guide dog support Meet with parent/guardian to review responsibilities and make adjustments to the Management Plan for Care of Service/Guide Dog (refer to Form 384-C) as needed Review protocols with students in the classroom, the school, the school community and with the transportation staff Share information with the school council and parents of students in the same classroom as the service/guide dog as necessary Review the use of the service/guide dog annually (within the first thirty school days ofeach school year) or as deemed necessary by school administration or upon the request of the parent/guardian of the student or another student requiring accommodation or of a staff member. Legal references: Accessibility for Ontarians with Disabilities Act Accessibility Standards for Customer Service, Ontario Regulation 429/07 District references: Administrative Procedure 133 Accessibility Standards for Customer Service Administrative Procedure 153 Emergency Response Hastings and Prince Edward District School Board Page 6 of 10

7 Date APPENDIX A Sample Letter to School Community (School Letterhead) Dear Parents/Guardians: This letter is to inform you that there will be a service/guide dog in our school assisting one of our students. This dog is a highly-trained companion for a student and is able to assist this student with many of the routine activities in his/her educational environment. Service dogs are comparable to seeing eye dogs and are included in every aspect of life for the handler. The dog is protected under the Human Rights Code, and as such, has the right to be with the handler wherever he/she goes (e.g., public buildings, transportation). Information sessions will be planned at school to integrate the dog into our school routines and all students and staff will be instructed as to proper procedures pertaining to the dog. As always, we respect the interests of all our students in providing a safe and effective learning environment here at (name of school). Thank you for your understanding and support. Sincerely, Principal c.c. School Group Superintendent Classroom Teacher Special Education Services Coordinator Ontario Student Record (OSR) Hastings and Prince Edward District School Board Page 7 of 10

8 Date APPENDIX B Sample Letter to the Families of Children in the Class(es) (School Letterhead) Dear Parents/Guardians: This letter is to inform you that there will be a service dog in our school assisting one of our students, and this student and the service dog will be part of your child s class. This service dog is a highly-trained companion for the student and is able to assist our student with many of the routine activities in his/her educational environment. Service dogs are comparable to seeing eye dogs and are included in every aspect of a student s life. The child s right to have a service dog is protected under the Human Rights Code and the Ontarians with Disabilities Act. Information sessions will be held at the school to integrate the service dog into our daily routines and all of our students and staff will be instructed as to proper procedures pertaining to the service dog. They will be informed that the service dog is a working service dog and not a pet while at school. If you have any specific concerns regarding the presence of the service dog in your child s class, please contact me at the school. Sincerely, Principal c.c. School Group Superintendent Superintendent of Special Education Services Special Education Services Coordinator In-School Resource Teacher Classroom Teacher Ontario Student Record (OSR) Hastings and Prince Edward District School Board Page 8 of 10

9 Date APPENDIX C Sample Letter to Those Sharing Transportation (School Letterhead) Dear Parents/Guardians: This letter is to inform you that there will be a service dog in our school assisting one of our students, and that the student and the service dog will be sharing transportation with your child on a daily basis to and from school. This service dog is a highly-trained companion for our student and is able to assist our student in many of the routine activities in his/her educational environment. Service dogs are comparable to seeing eye dogs and are included in every aspect of the student s life. The child s right to have a service dog is protected under the Human Rights Code and the Ontarians with Disabilities Act. Information sessions will be held at the school to integrate the service dog into our daily routines and instruct students and staff as to proper procedures pertaining to the service dog. They will be told that the service dog is a working service dog and not a pet while at school. If you have any specific concerns regarding the presence of the service dog on your child s mode of transportation, please contact me at the school. Thank you for your understanding and support. Sincerely, Principal c.c. School Group Superintendent Superintendent of Special Education Services Special Education Services Coordinator Classroom Teacher Ontario Student Record (OSR) Hastings and Prince Edward District School Board Page 9 of 10

10 APPENDIX D Protocol for Facilitation of Service/Guide Dogs in Schools Principal s Checklist The parent/guardian has requested permission in writing which includes reasons, description of activity and duration of the intervention (Procedure 384 Apendix X) The parent/guardian has provided a letter from a member of the College of Physicians and Surgeons or from a member of the College of Psychologists confirming a diagnosis of the disability as well as a recommendation for the use of a service dog (Procedure 384 Appendix X) The principal has consulted with his/her superintendent of education and the superintendent of education responsible for Special Education Services prior to granting permission. The principal has met with the parent/guardian to gather pertinent information and discuss the impact of the request on the school community A copy of the parent/guardian request, as well as the student s diagnosis, is in the OSR. The parent/guardian has been informed that the provision of the certified service dog is the financial responsibility of the parent. The parent/guardian has been informed that the overall care and management of the service dog (e.g., bio-break schedule) is the responsibility of the parent. An entry plan has been created during a Case Conference arranged by the principal, which includes appropriate school and board personnel and the parent, student and service dog as appropriate to help establish routines and clarify expectations. The principal has communicated with the school community to ensure community awareness that a service/guide dog will be present at school. A specific letter has been sent home to the students in any of the classes where the dog will be present to advise of the presence of a service/guide dog and to elicit information and concerns. Specific issues in the school have been identified and addressed including appropriate accommodation for staff and students. The principal has contacted Tri-Board Student Transportation Services if transportation is required for the student and advised that a service dog will be present on the bus. Training has been arranged for the Tri-Board Student Tranportation bus driver(s) and students who ride the bus where the service/guide dog is present. A letter from Tri-Board StudentTransportation Services has been sent home to the students who will be sharing transportation where the dog will be present. Arrangements have been made and a timetable has been established for the training of the student s school team. Arrangements have been made to educate the student body and staff on the role of the service dog, and to outline the rules of conduct concerning the dog. The principal has made appropriate union personnel (e.g., ETFO, OSSTF, CUPE and APSSP) aware of the presence of a service/guide dog at the school. Demonstrations may be arranged for the school community (e.g., parents and the School Council), involving National Service Dogs or other service dog training agency approved by the board, to explain the role of the service dog in the school. A sign has been placed on each entry door of the school which informs visitors of the presence of a service dog. An evacuation plan is in place, a Lockdown plan is in place and the fire department has been alerted to the existence of the service/guide dog in the school. Arrangements have been made for the service/guide dog to visit the school without students present in order to familiarize it with the school site as possible. A message is on SEMS advising occasional teachers and casual staff of the presence of a service/guide dog at the school. Hastings and Prince Edward District School Board Page 10 of 10