Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued, and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful involvement and equal access to the benefits of citizenship.

In Manitoba, we embrace inclusion as a means of enhancing the well-being of every member of the community. By working together, we strengthen our capacity to provide the foundation for a richer future for all of us.
(MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.1)

Above is Manitoba’s philosophy of inclusion. But what does this mean for you and your loved one’s education?

The first and foremost consideration in the placement of all students is the right to attend the designated catchment school for their residence in a regular classroom with their peers or in a program designated by the school board if the school does not provide it. This includes the four provincially recognized programs: English, French Immersion, Français, and Senior Years Technology Education.
(MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.8)

This means that the priority for all students is to be included in the classroom at their neighbourhood catchment school with their community peers. But it also means that their school is designed to meet the individual needs of the student as well:

The concept of universal design means that school communities, including teachers, develop plans for the full diversity of their student population. Universally designed schools, classrooms, curricula, instruction, and materials provide all students with access to the resources they require, regardless of their diverse learning needs.

Collaboration among home, school, and community is imperative.
(MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.5)

Your student is also entitled to the same number of hours of instruction as their peers, without unnecessary exclusion:

A. School divisions must
1. provide all students with the same minimum number of hours of instruction, and document in the SSP any reduction or alterations (MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.8)

Exclusionary discipline encompasses any type of school disciplinary action that removes or excludes a student from their usual educational setting (APA Services, Inc., 2019). Regardless of the name used or the intended purpose, exclusionary practices should be exercised with due diligence. Schools and school divisions must develop policy and procedures on the use of exclusionary practices.”(MEECL, Safe and Caring Schools: A Policy Directive Enhancing Proactive Supports to Minimize the Use of Suspension, 2023, p.4)

Although exclusionary discipline practices might typically be viewed on a continuum of severity, educators must take caution that students are not faced with undue hardship or feelings of alienation, as they may not hold the same perception. 

Examples of exclusionary practices include the following:

In fact, not only is your student entitled to the same number of hours of education without reduction or alteration, but their exclusion may also be harmful. Inclusive Education Canada has published the following article online, “Partial school attendance is harmful to a child with disabilities and their family.” http://inclusiveeducation.ca/wp-content/uploads/sites/3/2024/04/Partial-school-attendance-is-harmful-to-a-child-with-disabilities-and-their-family.pdf

And this doesn’t just extend to the classroom either. Your student should be included in field trips, assemblies, and sports days as well.

A. School divisions must
10. ensure that school-related activities such as assemblies, sports days, and field trips reasonably accommodate the needs of all students”
(MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.9)

An equitable, inclusive, and diverse education system fosters a sense of belonging in all learners so that they feel they can succeed, take responsibility and find their purpose in life, and achieve The Good Life/ Mino-pimatisiwin (Ininew)/Mino Bimaadiziwin (Anishinabemowin)/honso aynai (Dene)/tokatakiya wichoni washte (Dakota)/minopimatitheewin (Anisininimowin)/ (Inuktitut)/Miyo-pimatishiwin (Michif)
(MEECL, Mamàhtawisiwin, 2022, p. 8).

Undoubtedly you will encounter many acronyms, abbreviations, and new terms as you navigate through the education system in Manitoba. With this website we hope to provide you with access to the information available that you need to navigate these systems.

As a starting point for navigating the Inclusive Education system in Manitoba we recommend the following detailed resources:

Introduction to the School

The in-school team includes the student, parent(s), classroom teacher(s), school principal, resource teacher(s), counsellor(s), and may include educational assistants and others who support students with special learning needs and abilities. The team has an important role in planning, developing, and monitoring student-specific plans (SSPs) for students. For students who require an SSP, a member of the in-school team is designated as case manager.
(MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.5)

You may encounter many professionals in your child’s education journey. This includes the classroom teacher, in-school staff, and divisional staff such as school clinicians and consultants. This link displays a graphic Graphic illustration of Personnel on a School Support Team. (MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.6)

Manitoba Education encourages communication between the home and school. They outline some tips on achieving this through this publication: Education Home/School Connection

Community Living Manitoba’s Parent Guide to Inclusive Education Chapter 2 is a full chapter on “Getting to Know Your School” with more information: (Community Living Manitoba, A Parent’s Guide to Inclusive Education, 2013, p. 23)

What is an IEP?

Briefly, an Individual Education Plan (IEP) is defined by Manitoba Education as “A type of student-specific plan that documents student-specific outcomes (SSOs) that are in domains outside of the provincial curriculum.”
(MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.24)

A Student-Specific Plan (SSP) is 

a global term referring to a written document developed and implemented by a student support team, outlining a plan to address the unique learning needs of a student. An SSP is not a legal document; it functions as a planning, record-keeping, and communication tool. The format, length, and content of the SSP will reflect the needs of the student. School divisions use a variety of terms to identify the written document for the SSP process.
(MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.26)

To briefly synthesize all of the above information, an IEP is a written document and type of Student Specific Plan. You may hear IEP or SSP referred to in your student’s specific planning. 

When is an SSP Required?  

An SSP is required when

    • it is determined that a student requires student-specific outcomes in addition to the provincial curriculum
    • in K to Grade 8, it is determined that a student is eligible for the EAL or Littératie française designation in a subject, modification of curricular learning expectations in a subject, or individualized programming
    • in Grades 9 to 12, it is determined that a student is eligible for the English as an Additional Language (E) designation, Littératie française (L) designation, the Modified (M) course designation, or the Individualized Programming (I) designation
    • it is determined that a student has an identified need and requires adaptations consistently in order to meet or approximate the learning expectations of the provincial curriculum
    • a student has been suspended out of school more than two times during a school year
    • it is determined that a student has special learning needs and abilities that require student-specific planning and documentation

(MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.15)

A. School divisions must
4. provide the opportunity for parents and students to participate with teachers and other professionals in the development, implementation, monitoring, and evaluation of students’ SSPs
(MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.16)

Principals are responsible for

    1. ensuring that a student’s parents and the student have the opportunity to be accompanied and assisted by a person of their choosing during the student-specific planning process
      (MEECL, Standards for Appropriate Educational Programming in Manitoba, 2022, p.17)

You can learn more about IEP in Manitoba, and preparing for an IEP meeting at the following links:

URIS

URIS is the Unified Referral and Intake System. From the Government of Manitoba, “URIS supports children with special health needs to safely participate in eligible community programs.” This includes schools, school divisions, child care facilities, and respite services. 

URIS divides needs into Group A Health Care Procedures, and Group B Health Care Procedures. If your student has medical needs that are considered URIS Group A, they will be performed by a nurse. If your student has medical needs that are considered URIS Group B, they will be performed by non-health-care personnel who receive training by a nurse.

Learn more about URIS here: https://www.edu.gov.mb.ca/k12/specedu/uris/index.html