General Training: while not a primary function of CCAC school services, the CCAC may authorize training and consultation to parents/guardians, and groups of school staff

regarding provision of school services for eligible children/youths. Examples are training sessions on proper body mechanics for lifting, positioning and transferring.

Many children have fine motor difficulties that affect their printing skills. CCACs could provide information to teachers on their professional development days or CCACs could approach school boards to ask whether they would like information sessions on

professional activity days. While school services may include training on some occasions, schools have the primary responsibility to teach printing/handwriting skills to their

students. The CCAC may agree to provide some training to teachers so that they would become more adept in recognizing the level of handwriting/printing difficulties which would benefit from a therapist’s assessment.

* Note: Current regulations under the Long-Term Care Act, 1994 distinguish between “school services” (which are

professional services (i.e., nursing, therapies, etc.) and “personal support school services.” To provide clarity in this manual

9.8 Service Termination in Public, Private and Home Schools

The Community Care Access Centre (CCAC) may terminate a child’s professional school services or personal support school services if:

• the child/youth and/or parent/guardian are repeatedly not available for scheduled appointments; or

• the provision of continued therapy will not further clinical progress.

The CCAC must terminate professional school services and personal support school services if:

• the child/youth moves from Ontario;

• any of the eligibility criteria cease to be met (for example, if the child/youth receiving services is no longer an insured person under the Health Insurance Act (HIA);

• the child is not enrolled in a publicly funded school or private school or is not being home schooled; or

• the child/youth has reached the age of 21.

* Note: Current regulations under the Long-Term Care Act, 1994 distinguish between “school services” (which are

professional services (i.e., nursing, therapies, etc.) and “personal support school services.” To provide clarity in this manual

“school services” are referred to as “professional school services” and “personal support school services” are referred to as

“personal support school services.” When referring to both these services, the term “school services” is used.

September 2006 26

9.9 CCAC Liaison Activities

The Community Care Access Centre (CCAC) must liaise with publicly funded schools, private schools and community service agencies to ensure that these groups are fully informed about the professional school services and personal support school services provided by the CCAC.

During the course of these liaison activities, the CCAC must ensure that they comply with the laws governing the confidentiality of personal health information.

9.9.1 Publicly Funded Schools and Private Schools

The CCAC, schools and contracted service providers should have regular meetings to discuss the roles of CCAC staff, school staff and contracted service providers relating to the provision of services to pupils in schools (e.g., private treatment space, record keeping and information sharing) and other issues of mutual concern.

Note: Every publicly funded school board must establish a Special Education Advisory

Committee (SEAC) that advises the school board on special education issues. It is important for the CCAC case manager to liaise with this Committee for information sharing and planning purposes.

School principals should be aware of service issues and the needs of children/youths in order to be partners in the provision of CCAC school services and personal support school services.

Parents/guardians and teachers must be aware of these issues as there may be times when they are directly/indirectly involved with service provision or act as mediators on behalf of the pupil.

9.9.2 Agencies Providing Service to Preschoolers

Preschool-aged children with special needs may be clients of early intervention programs, Easter Seal Society, day care centres, public health units, specialty clinics, hospitals or others.

The CCAC and their contracted service providers must liaise with these organizations in order to ensure a smooth transition from the pre-school agency to CCAC school services when the child becomes school-aged and to avoid duplication of services.

Note: Children attending day care or nursery schools are not eligible for the provision of CCAC school services in the day care or nursery school settings as these are not “schools” as defined under the Education Act (EA).

* Note: Current regulations under the Long-Term Care Act, 1994 distinguish between “school services” (which are

professional services (i.e., nursing, therapies, etc.) and “personal support school services.” To provide clarity in this manual

Community Groups

CCAC staff must liaise with community groups in order to promote a comprehensive range of school services. For example, the CCAC in conjunction with local school boards, children’s services planning bodies, and parent groups could work together to ensure that available resources are being efficiently utilized and services are working well together as well as to develop service priorities and plans based on local needs.

* Note: Current regulations under the Long-Term Care Act, 1994 distinguish between “school services” (which are

professional services (i.e., nursing, therapies, etc.) and “personal support school services.” To provide clarity in this manual

“school services” are referred to as “professional school services” and “personal support school services” are referred to as

“personal support school services.” When referring to both these services, the term “school services” is used.

September 2006 28

9.10 Other Service Delivery Models

Children/youths with health needs may also receive services in the school setting from four other agencies

9.10.1 Children’s Care and Treatment Facilities and Correctional Facilities

Some children/youths are unable to attend school because of their need for treatment or the fact that they are incarcerated. Services in children’s mental health treatment programs and

correctional service programs for young offenders are provided by the Ministry of Children and Youth Services (MCYS). Where the child/youth resident in any of these types of facilities are unable to attend school, the facilities provide space for an education program to be provided by a local school board. Children/youths in these facilities are not eligible for Community Care Access Centre (CCAC) professional school services or personal support school services.

9.10.2 Children’s Treatment Centres

There are six children’s treatment centres (CTCs) with school boards attached in Ontario.

These centres have their own volunteer school boards and provide education programs for the children who attend the centres. The CCAC may provide specialized nursing services in these settings. Other health services are provided by the CTC.

9.10.3 First Nations Schools

The federal government, through Indian and Inuit Affairs Canada, funds special education programs for First Nations children/youths living on reserves. Health Canada may fund the provision of health services in school for children/youths attending schools on First Nations reserves.

Children/youths residing in First Nations communities are eligible for CCAC services. The CCAC must first assess whether these individuals require CCAC services if similar services are provided through the First Nations community. CCAC services should co-ordinate with and complement services available in the First Nations community rather than duplicate those services. To achieve this goal, CCAC staff need to be aware of the services available in First Nations communities within their service area.

First Nations may purchase services from the CCAC or contracted service providers. In remote northern areas, First Nations may also purchase services from Integrated Services for Northern Children (ISNC), a program administered by the MCYS.

* Note: Current regulations under the Long-Term Care Act, 1994 distinguish between “school services” (which are

professional services (i.e., nursing, therapies, etc.) and “personal support school services.” To provide clarity in this manual

Note: First Nations children/youths attending public schools off reserves may receive CCAC school services if they meet the eligibility criteria. The CCAC must assess requirements and determine eligibility for services on the same basis as any other Ontario resident. The

MOHLTC provides funding to some aboriginal organizations to provide home and community care services to aboriginal people both on and off reserve. The types and availability of services vary across the province.

9.10.4 Integrated Services for Northern Children (ISNC)

The ISNC program is a commitment made by the MCYS, the MOHLTC, the Ministry of Education and Training (EDU), and the Ministry of Northern Development and Mines to provide a range of health, mental health and education services to children/youths living in rural and remote areas across northern Ontario.

Since ISNC provides services similar to CCAC professional school services and personal support school services, the CCAC and ISNC must negotiate roles and responsibilities locally.

For additional information, visit the ISNC website at:

[http://www.children.gov.on.ca/CS/en/programs/SpecialNeeds/integratedServicesforNorthernC hildren.htm] or call (705) 474-3540 ext. 218 or (705) 564-8153 ext. 341.

* Note: Current regulations under the Long-Term Care Act, 1994 distinguish between “school services” (which are

professional services (i.e., nursing, therapies, etc.) and “personal support school services.” To provide clarity in this manual

“school services” are referred to as “professional school services” and “personal support school services” are referred to as

“personal support school services.” When referring to both these services, the term “school services” is used.

September 2006 30

9.11 Responsibilities in Emergencies

As the management of an emergency situation while a child/youth is attending school or a school-related activity is the responsibility of the school or home school instructor, it is the responsibility of the school or home school instructor to arrange any required ambulance service or any other response to an emergency.

In regards to the payment of ambulance service, a child/youth receiving in-home services as well as school services is eligible for a fee waiver relating to ambulance services. A child/youth receiving school services only is not eligible for a fee waiver.