Individualized Education plans in Canada: A Comparative Analysis

Tremblay, Philippe; Belley, Stéphanie

doi:10.20533/ijcdse.2042.6364.2017.0409

Cited by 7 publications

(7 citation statements)

References 8 publications

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“…However, clear cultural differences have also emerged, particularly in non-pharmacological approaches to ADHD. In the West, and specifically in Canada [ 42 ], individualized educational plans are offered to children with neurodevelopmental disorders (“exceptionalities”), with curriculum adaptations or different expectations to help students acquire skills that are not included in the curriculum, or that are consistent with the child’s actual learning level. The concept of individualization acknowledges the child’s limitations, for example in attention or motor control, and considers behavioral problems as a response to the mismatch between the child’s abilities and adult expectations.…”

Section: Discussionmentioning

confidence: 99%

Barriers and facilitators to implementing a Canadian shared-care ADHD program in pediatric settings in Shanghai: a consolidated framework for implementation research approach

Bahraini,

Maisonneuve,

et al. 2024

BMC Health Serv Res

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Objectives The vast majority of children with Attention-Deficit Hyperactivity Disorder (ADHD) do not have access to proper diagnosis and treatment in China. The goal of this project is to identify the challenges and facilitators in implementing a Canadian ADHD Shared Care Pathways program in pediatric settings in Shanghai region. Methods Purposive semi-structured focus groups were conducted on a total of 13 healthcare practitioners from the Shanghai Xinuha, Ninghai and Chongming hospitals. Two independent researchers conducted a thematic analysis of the data with themes emerging based on the Consolidated Framework for Implementation Research (CFIR). Results Notable barriers identified by participants included: (1) lack of knowledge in the management of ADHD, primarily among general practitioners; (2) lack of resources such as lack of staff, time, and medication for ADHD; (3) challenges in implementing an international multicentre intervention (such as communication difficulties between teams and integration of resources available in different hospitals); and (4) mental health stigma, difficulties in identifying ADHD patients, and logistical problems related to medication procurement rules put in place by provincial governments. Notable facilitators included: (1) the strong motivation of stakeholders and their confidence in their ability to learn and subsequently execute action plans to achieve the implementation goal; (2) the compatibility between the values and goals of the stakeholders and those of the program despite some cultural tension, a positive learning climate, strong tensions for change, and the high interest of organization leaders in engaging in the program (3) the perceived benefits of the program, such as standardization of the diagnostic and treatment process, and engaging primary care providers in ADHD management; and (4) the strong relationship between participating institutions and schools as well as provincial health initiatives available to support collaborative models of care. Mixed factors to implementation were also explored. Conclusions Appropriate training of health care providers, cultural adaptation of the program, increase public awareness about ADHD to decrease stigma, as well as strong project management and guidelines that clearly describe the role and expectations of each team member appeared essential to successful implementation.

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Section: Discussionmentioning

confidence: 99%

Barriers and facilitators to implementing a Canadian shared-care ADHD program in pediatric settings in Shanghai: a consolidated framework for implementation research approach

Bahraini,

Maisonneuve,

et al. 2024

BMC Health Serv Res

View full text Add to dashboard Cite

show abstract

“…However, clear cultural differences have also emerged, particularly in non-pharmacological approaches to ADHD. In the West, and speci cally in Canada (41), individualized educational plans are offered to children with neurodevelopmental disorders ("exceptionalities"), with curriculum adaptations or different expectations to help students acquire skills that are not included in the curriculum, or that are consistent with the child's actual learning level. The concept of individualization acknowledges the child's limitations, for example in attention or motor control, and considers behavioral problems as a response to the mismatch between the child's abilities and adult expectations.…”

Section: Inner Settingmentioning

confidence: 99%

Barriers and Facilitators to Implementing a Canadian Shared-Care ADHD Program in Pediatric Settings in Shanghai: A Consolidated Framework for Implementation Research Approach

Bahraini¹,

Maisonneuve

et al. 2023

Preprint

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Objectives: The vast majority of children with attention deficit hyperactivity disorder (ADHD) do not have access to proper diagnosis and treatment in China. The goal of this project is to identify the challenges and facilitators in implementing a Canadian ADHD Shared Care Pathways program in pediatric settings in Shanghai region. Methods: Purposive semi-structured focus groups were conducted on a total of 13 healthcare practitioners from the Shanghai Xinuha, Ninghai and Chongming hospitals. Two independent researchers conducted a thematic analysis of the data with themes emerging based on the Consolidated Framework for Implementation Research (CFIR). Results: Notable barriers identified by participants included: 1) lack of knowledge in the management of ADHD, primarily among general practitioners; 2) lack of resources such as lack of staff, time, and medication for ADHD; 3) challenges in implementing an international multicentre intervention (such as communication difficulties between teams and integration of resources available in different hospitals); and 4) mental health stigma, difficulties in identifying ADHD patients, and logistical problems related to medication procurement rules put in place by provincial governments. Notable facilitators included: 1) the strong motivation of stakeholders and their confidence in their ability to learn and subsequently execute action plans to achieve the implementation goal; 2) the compatibility between the values and goals of the stakeholders and those of the program despite some cultural tension, a positive learning climate, strong tensions for change, and the high interest of organization leaders in engaging in the program 3) the perceived benefits of the program, such as standardization of the diagnostic and treatment process, and engaging primary care providers in ADHD management; and 4) the strong relationship between participating institutions and schools as well as provincial health initiatives available to support collaborative models of care. Mixed factors to implementation were also explored. Conclusions: Appropriate training of health care providers, cultural adaptation of the program, increase public awareness about ADHD to decrease stigma, as well as strong project management and guidelines that clearly describe the role and expectations of each team member appeared essential to successful implementation.

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“…The development of similar legal documents supporting the needs of special education also emerges in many other countries' educational legislative frameworks [ 9 , 10 ]. Within the Canadian context, IEP implementation is contingent on the legal situations of provincial governments instead of the federal government, as section 93 of the Constitution Act, of 1867 states that the “federal government of Canada detains no constitutional authority” [ 11 ]. In 2000, the Ontario Ministry of Education outlined an IEP template that describes mandatory requirements of creating personalized programs for each student who is identified as exceptional by the Identification, Placement, and Review Committee, in compliance with Regulation 181/98 [ 12 , 13 ].…”

Section: Reviewmentioning

confidence: 99%

Mental Health Literacy and School-Student-Family Alliance: A Brief Narrative Review of Canada’s Individualized Education Plan

Yuan¹

2023

Cureus

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This review article addresses the historical context of power dynamics in individualized education planning processes for exceptional students within Canada's K-12 (i.e., from kindergarten to grade 12) education system. It highlights how such dynamics have created conditions for educators' internalized bias toward students with special needs. This article presents empirical evidence supporting the effectiveness of the strengths-based approach in individualized education planning and documentation to reshape the school-educator-student alliance and accomplish special education goals, emphasizing the importance of incorporating input from exceptional students and their families, advocating for students' self-determination, and shifting away from the traditional pathological approach. This article calls for future research on strengths-based approaches, mental health literacy, and post-school transitions while addressing multiscalar barriers using an intersectional lens.

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Individualized Education plans in Canada: A Comparative Analysis

Cited by 7 publications

References 8 publications

Barriers and facilitators to implementing a Canadian shared-care ADHD program in pediatric settings in Shanghai: a consolidated framework for implementation research approach

Barriers and facilitators to implementing a Canadian shared-care ADHD program in pediatric settings in Shanghai: a consolidated framework for implementation research approach

Barriers and Facilitators to Implementing a Canadian Shared-Care ADHD Program in Pediatric Settings in Shanghai: A Consolidated Framework for Implementation Research Approach

Mental Health Literacy and School-Student-Family Alliance: A Brief Narrative Review of Canada’s Individualized Education Plan

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