Guidelines for Level I Support
Level I support is included in the school division’s/district’s base support funding. A portion of base support funding is designed for students requiring supports for a major part of the school day.
Students with the following conditions may be eligible for Level I support:
Level I support is included in the school division’s/district’s base support funding. A portion of base support funding is designed for students requiring supports for a major part of the school day.
Students with the following conditions may be eligible for Level I support:
Moderate mental disability: The student has an intelligence quotient (IQ) of less than 50 (plus or minus 5) based on a valid intelligence test administered by a qualified person, and has significant difficulty in adaptive functioning.
Severe physical functioning: The student has a severe physical disability that requires significant specialized support and physical rehabilitation.
Moderate multiple-disabilities: The student has more than one moderate disability, the combination of which affects his or her adaptive functioning at school.
Very severely learning disabled: The student’s reading, language, and/or mathematics performance is significantly lower than expected on the basis of his or her intelligence or learning potential.
Severely emotionally disturbed: Based on a comprehensive psychological assessment administered by a qualified specialist, the student is confirmed to have severe emotional, social and behavioural disorders.
Severe hearing loss: Based on a comprehensive assessment administered by a qualified specialist (audiologist, deaf education specialist, and/or speech-language pathologist), the student is confirmed to have severe hearing loss that affects speech and language development.
Severely visually impaired: After all possible visual correction is made, the student with visual impairment requires special materials and services, but uses visual media (including print) as the primary method of learning.
Decisions about a student’s eligibility and the expenditures under Level I support are made by the school division/district.
Guidelines for Level II and Level III Support
Categorical support is available for students with special needs who require and receive extensive supports based on a comprehensive educational needs assessment. Level II and Level III support is in addition to Level I, co-ordinator and clinician support.
Definitions of conditions considered for Level II and Level III support are provided to assist school divisions/districts in selecting students for funding applications. The Program and Student Services Branch determines final eligibility.
The school requesting Level II or Level III support for students with special needs will complete an individual education plan (IEP) for each student. All applications requesting a level of funding and providing identifying information are to be forwarded by school division/district administration to the
Program and Student Services Branch, Manitoba Education, Training and Youth.
Level II Support – $8,560 per student Funding eligibility criteria for Level II support are based on the student’s need for individualized instruction for a major part of the school day. Students with the following conditions are considered for Level II support:
Severe multiple-disabilities: The student has a combination of two or more severe disabilities that produce severe multiple developmental, behavioural and/or learning difficulties. The student may have a severe cognitive disability compounded by a physical disability so severe that he or she requires adaptations and modifications beyond the usual education programming provided for students with moderate special needs. If not cognitively disabled, the student may display two or more severe physical disabilities and consequently requires intensive assistance and/or individualized supervision.
Deaf or hard of hearing: The student is confirmed to be deaf or hard of hearing based on a comprehensive assessment administered by a qualified specialist (audiologist, deaf education specialist and/or speech-language pathologist).Due to a hearing loss that has significantly affected the
development of speech and/or language, the student requires major programming modifications to participate effectively and benefit from instruction in the educational setting.
Severely visually impaired: The student’s vision is so severely impaired that the primary learning mode is not visual, necessitating extensive accommodation into the learning environment and adaptations to materials.
Very severely emotionally/behaviourally disordered: The student exhibits very severe emotional/behavioural disorders, characterized by inappropriate or disproportionate emotional and behavioural responses to various life situations. The student requires individualized programming and
supports with ongoing formal interagency involvement.
Severely psychotic: This diagnostic category includes students with severe thought disorders and associated inappropriate behaviours that are beyond control and that do not appear to be caused by inappropriate school expectations. The severely psychotic student displays highly inappropriate school
behaviour that is both chronic and excessive and may necessitate his or her removal from the regular classroom and placement in a specialized, highly intensive therapeutic setting.
Other special conditions can be considered.
Level III Support $19,055 per student
Funding eligibility criteria for Level III support are based on the student’s need for individualized instruction for the entire school day, additional specialized supports provided by the school division/district, and programming requirements significantly beyond those established for Level II support. Students with the following conditions are considered for Level III support:
Profound multiple-disability: The student has a combination of extremely severe disabilities that produce profound multiple developmental, behavioural and/or learning difficulties. Consequently, the student requires continuous individualized attention and instruction, as well as extensive additional supports.
Deaf: The student is deaf or has a hearing loss that affects communication so profoundly that he or she requires appropriate, full-time, individualized programming to participate effectively and benefit from instruction in the educational setting. Profoundly emotionally/behaviourally disordered: The student exhibits profound emotional/behavioural disorders and associated learning difficulties requiring highly individualized programming and intensive support services at school and in the community. This applies to the student: who is a danger to self and/or to others and whose actions are marked by impulsive, aggressive and violent behaviour whose behaviour is chronic – the disorder persists over a lengthy period of time whose behaviour is pervasive and consistent – the disorder negatively affects all environments, including home, school and community who requires or receives a combination of statutory and non-statutory services from Manitoba Education and Training, Family Services, Health and/or Justice as defined within the Child and Family Services Act, the Mental Health Act and the Young Offenders Act The request for Level III Support for a student with profound emotional/ behavioural disorders must be accompanied by a detailed IEP with a comprehensive multisystem 24-hour treatment intervention plan (Circle of Care) to address the student’s problems.
Blind: The student’s vision is impaired to the degree that the primary learning mode is not visual. This necessitates extensive adaptations to the learning environment, specifically to print medium.
Individualized programming is required. This may include direct instruction in Braille and Orientation
and Mobility.
URIS Group A Healthcare Procedures:
The student requires one or more of the following complex medical procedures that must be performed by a registered nurse:
- ventilator care
- tracheostomy care
- suctioning (tracheal/pharyngeal)
- nasogastric tube care and/or feeding
- complex administration (e.g., via infusion pump, asogastric tube,
- injection other than Epipen or equivalent)
- central or peripheral venous line interventions
- other clinical interventions