Procedure 2.1.41 STUDENT USE OF GUIDE DOGS AND SERVICE ANIMALS

1. The School Board utilizes a variety of placements, differentiated programming, and evidence-based interventions and strategies to provide meaningful access to education for students who have disability-related needs that impact their learning.
2.  The School Board does not provide Guide Dogs, Service Dogs or Service Animals to students.
3.  The School Board encourages any family considering the purchase of a Guide Dog, Service Dog or Service Animal to meet with the school principal or superintendent before making a commitment.

1. Only in exceptional circumstances subject to the standards of undue hardship pursuant the Human Rights Code, will the School Board consider an application for a student who will not be acting as the primary trained Handler of the Guide Dog / Service Dog.

2.1 Service animals have traditionally been highly trained dogs that assist individuals with various tasks of daily living (Guide Dog, Hearing and Signal Dogs, Mobility Assistance Dogs, Seizure Response Dogs).

1. Pursuant to the Code it is possible that a Service Animal might include different species that provide a therapeutic function (horses), emotional support, sensory function, companionship and/or comfort.
2.  The determination of whether the animal is an appropriate accommodation in the school setting to accommodate a demonstrated disability-related learning need is a decision of the School Board. 

1. 1. 1. Such a decision will consider that animals, other than dogs, are not trained by an Accredited Training Organization and may pose a risk to the safety of students and staff and/or may be disruptive to the learning environment and/or may act as a distraction in the learning environment.

• International Guide Dog Federation (“IGDF”): which develops and ensures compliance with the standards by which Guide Dogs for the blind/low vision are trained by its member organizations; or
• Assistance Dogs International (“ADI”): which develops and ensures compliance with the standards by which Guide, Hearing and Service Dogs are trained by its member organizations; or
• A Guide Dog or Service Dog trainer that attests to compliance with the Meghan Search and Rescue Standard in Support of Accessibility: Persons with a Disability Teamed with Service Dogs standard for training (MSAR).

1. any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device,
2.  a condition of mental impairment or a developmental disability,
3.  a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language,
4.  a mental disorder, or
5.  an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997;

1. A school principal has authority to exclude any animal, including Guide Dogs / Service Dogs and Service Animals, from entry onto school premises and school building(s), as an accommodation for a student, provided that the student is offered appropriate alternative accommodation to meet the student’s demonstrated disability-related learning needs.
2.  School principals, before admitting a Guide Dog / Service Dog into the school or on school related activities with the student Handler, shall require a parent/adult student to submit a completed application, included in Appendix A of the Procedure.
3. Before admitting a Service Animal, the school principal shall require the parent/adult student to submit a completed application, included in Appendix B of the Procedure.

1. Inquiries may need to be made regarding competing rights and transportation arrangements for Parents/Adult Students 

1.  submission of Appendix A;
2.  all costs related to the dog, food, grooming, harness, crate and/or mat and veterinary care;
3.  obtaining, training and maintaining the Guide Dog / Service Dog training to provide the accommodation in a safe manner that does not disrupt student learning;
4.  providing confirmation of municipal license for the dog (to be updated annually),
5.  providing confirmation of certificates of training not older than 6 months from an Accredited Training 

1. diagnosis from a registered pediatrician, psychologist, psychiatrist (or other regulated health professional as determined by the School Board) with a recommendation for the use of a Guide Dog / Service Dog;
2.  a description of the services provided by the Guide Dog / Service Dog to the student, and how those services will accommodate the student’s disability-related needs and assist the student in achieving their learning goals and/or goals of daily living while at school;
3.  a certificate not greater than three (3) months old from a veterinarian qualified to practice veterinary medicine in the Province of Ontario attesting that, the dog is an adult; identifying the age and breed; does not have a disease or illness that might pose a risk to humans; has received all required vaccinations; and is in good health to assist the student (to be updated annually);
4.  general liability insurance providing coverage in an amount specified by the Board in the event of an injury or death as a result of the Guide Dog / Service Dog’s attendance on school property or on a school-related activity (to be updated annually).

1. demonstrate the ability to control the Guide Dog / Service Dog in accordance with the training received;
2. ensure that the Guide Dog / Service Dog is always wearing a vest and leash or harness when the dog is not in its crate.
3. ensure the Guide Dog / Service Dog does not disrupt the learning of others with unnecessary movement, vocalization or other behaviour, including aggressive or threatening behaviour;
4. ensure that the Guide Dog / Service Dog’s biological needs are addressed;
5. transition and maintain at all times the Guide Dog / Service Dog on a leash, harness, mat and/or crate;
6. comply with an accommodation plan that addresses the competing rights of others;

1. shall be a highly trained and certified by Accredited Training Organization;
   1.  will have evidence of training or re-certification confirming compliance with training requirements within the last 6 months be required; 
2.  must be groomed and clean;
3.  must at all times while on school property be responsive to commands and demonstrate that it can perform the necessary tasks or accommodation;
4.  must not engage in behaviour that puts at risk the safety of others, including other animals, or that creates disruption or distraction in the learning environment;
   1. such behaviour includes, but is not limited to, growling, nipping, barking, attention seeking, eating.
   2. any such behaviour is grounds to prohibit the Guide Dog / Service Dog’s attendance on school property and in the school building,
5.  must have control of its biological functions so as not to soil the inside of buildings, or require feeding during the school day;
6.  must demonstrate continuous appropriate behaviour with its Handler and others in the school environment to remain eligible for entry in school buildings or school-related events.

1.  the individual learning strengths and needs of the student, the student’s IEP goals, safety plan, behaviour plan and/or student’s medical plan of care (if any);
   1.  supporting documents such as psychological assessments, occupational or physical therapy assessments, functional behaviour assessments etc.
2.  evidence of how the Guide Dog / Service Dog or Service Animal’s attendance at school might provide accommodation for a demonstrated disability-related learning need and/or act of daily living necessary while at school; 
3.  assessment information provided by a regulated health professional with expertise regarding the student’s disability-related needs supporting the request for a Guide Dog / Service Dog or Service Animal;
4.  the training and certification of the Guide Dog / Service Dog and student as Handler;
5.  the impact of the accommodation on the student’s dignity, integration and independence;
6.  whether one or more alternative accommodations can meet the needs of the student;
7.  whether the student’s attendance with a Guide Dog / Service Dog or Service Animal might require an increase in the level of staff support provided to the student;
8.  whether training will be required for staff and/or the student;
9.  the impact of the accommodation on the learning environment for the student or for other students, including, health, safety, disruption and distraction;
10.  any competing human rights of students, staff, and community members using the school pursuant to a permit; 
    1.  recommendations for accommodation plans to reconcile competing rights. 

1. The accommodation process following a request by a parent/adult student for a Service Animal shall be consistent with the process noted above, but shall also include any special considerations that may arise if an animal is a species other than a dog, including the ability to be trained, necessary biological functions, the capacity for the animal to respond to commands, whether the animal may be kept on a leash/harness/crate/mat and how such restrictions might impact accommodation.