Roles & Responsibilities

Planning and delivery of programs and support services for students with special needs is most effective when all concerned with the education of children work together to ensure that each child’s needs are identified and responded to appropriately.

Accordingly, it is critical that those responsible understand their roles and strive to meet their responsibilities in the interest of children and quality education. 

Department of Education and Early Childhood Development

The N.S. Department of Education and Early Childhood Development: 

  1. Is responsible for establishing policies and guidelines regarding programming and services for students with special needs.
  2. Shares responsibility with school boards for ensuring all new school buildings or major renovations of existing buildings provide equal access for all.
  3. Provides a grant to each school board to assist with the costs of programming and services for students with special needs.
  4. Monitors and reviews matters affecting the educational progress, health and comfort of students.
  5. Maintains a Learning Resources and Technology Division.  The division can assist in the design, production, acquisition, evaluation and distribution of non-print learning resources to support programming and services for students with special needs.
  6. Is responsible for participating actively in interdepartmental and interagency collaborative efforts in the design and implementation of appropriate programs and services for students.

Chignecto-Central Regional School Board

The Chignecto-Central Regional School Board has the responsibility for planning, providing and coordinating student programs and services; CCRSB:

  1. Will provide appropriate educational opportunities for all students who are of school age and reside within its jurisdiction.
  2. Will maintain written policies and procedures to ensure programming and services are designed and implemented for students with special needs.
  3. Is responsible for the process of identification, program planning, program implementation, assessment and evaluation for students with special needs.
  4. Is responsible for designating administrative responsibility for special education programs and services.
  5. Will provide appropriate programming for all students with special needs within the non-global grant and such other resources as the Board may allocate.
  6. Shares responsibility with the N.S. Department of Education and Early Childhood Development for ensuring that all new school buildings or major renovations of existing buildings provide equal access for all.

Director of Education Services

It is the role of the Director of Education Services to provide co-ordination and leadership to all aspects of programs and student services throughout the Region. The Director of Education Services is responsible for: 

  1. Providing leadership and direction to the Student Services Division of the Education Services Department.
  2. Providing co-ordination and general administration to programs and delivery of services for students with special needs. 
  3. Representing and advocating for Student Services issues with Senior Management Team colleagues. 
  4. Advising and informing the Education Services Committee and the Chignecto-Central Regional School Board regarding Student Services matters. 
  5. Communicating Department of Education and Early Childhood Development, Chignecto-Central Regional School Board, Education Services Committee and Senior Management decisions and relevant information to the Co-ordinator of Student Services. 
  6. Monitoring regional planning and delivery of programs and services to students with special needs. 
  7. Supervising the work of the Co-ordinator of Student Services.

Parents and Guardians

It is the role of parents and guardians to play an integral part in the program planning process for their child's education. Parents and guardians are responsible for: 

  1. Initiating a screening and/or identification process through appropriate agencies if there are concerns about their child's development and learning.
  2. Sharing concerns, knowledge and experience with school staff regarding possible and/or identified special needs of their child.
  3. Participating in a consultation process with staff prior to referral of the student for assessment, and meet with appropriate staff to review assessment results. 
  4. Meeting with teachers to review established adaptations.
  5. As a core member in their child's Program Planning Team: 
  • Participate in establishing priority areas for annual and specific outcomes; and, 
  • Participate in the review of the Individual Program Plan.