Education and Training
Special Needs Categorical Funding Criteria
Level 2 and 3
Student specific funding applications will continue to be required for Special Needs Level 2 and Level 3 categorical funding in the following cases:
- Level 3 Emotionally/Behaviourally Disordered (EBD3) funding;
- Unified Referral and Intake System (URIS) Group A (UGA) funding;
- School divisions who are seeking Level 2 or Level 3 funding payment from Indigenous Northern Affairs Canada (INAC) for students who are coded as non‑supportable (340); or
- Level 2 or Level 3 funding for students attending the Whiteshell School District or a funded independent school.
Descriptors of profile of need and level of support required when considering an application for Level 2 or Level 3 support are provided on the following pages.
Applications are completed and submitted to the Manitoba Education and Training's funding review team to determine eligibility.
Funding Review Team
204-1181 Portage Avenue
Winnipeg MB R3G 0T3
Telephone: (204) 945-6064
Fax: (204) 945-1254
Funding eligibility criteria for Level 2 support are based on the student's profile of need and level of support required for a major portion of the school day, and full time attendance.
Severe multiple-disabilities (MH2): 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 s/he requires student specific programming (e.g. adaptation and/or modification or individualized programming), beyond the usual educational programming provided for students with moderate special needs. If the student does not have a cognitive disability, s/he may display two or more severe physical disabilities and consequently requires intensive assistance and/or supervision throughout a significant proportion of the school day. Annotated descriptor.
Moderate Autism Spectrum Disorder (ASD2): The student has a diagnosis of an ASD that is expressed in significant difficulties with social interaction, verbal and non-verbal communication, and a narrow pre-occupation with a fixed range of interests and activities. Secondarily, the student may have a significant cognitive disability or delays in adaptive skill development resulting in the need for assistance with activities of daily living during the school day. The student also demonstrates persistent patterns of behaviour that interfere with his/her ability to learn. The student requires student specific programming, such as adaptation and/or modification beyond the usual education programming provided for students with moderate special needs for a major portion of the school day. Annotated descriptor.
Deaf or hard of hearing (HOH2): The student is confirmed to have a permanent bilateral moderate to severe hearing loss, based on a comprehensive assessment administered by a qualified specialist. Due to a hearing loss that has significantly affected the development of speech and/or language, the student requires student-specific planning and significant adaptations to participate effectively and benefit from instruction for a major portion of the school day. Annotated descriptor.
Severely visually impaired (VI2): The student’s vision is impaired to the degree that he or she requires extensive adaptations to the learning environment and specifically to print medium, including magnification for all print use. Student specific planning and support are required to participate effectively and benefit from instruction for a major portion of the school day. This may include direct instruction in Braille and Orientation and Mobility. Annotated descriptor.
Very severely emotionally/behaviourally disordered (EBD2): The student exhibits severe emotional/behavioural disorder(s) characterized by significant behavioural excesses or deficits which disrupt the student’s thinking, feeling, mood, ability to relate to others, and daily functioning. Beyond the emotional impact, the student’s physical, social and cognitive skills may be affected. These behaviours continue over a period of time. The student requires student specific programming and supports with ongoing formal interagency involvement. Annotated descriptor.
Other 2 (OTH2): Special conditions can be considered when the profile of need is severe to profound and the intensity of supports provided are commensurate with the level of need, but these needs and supports do not appear to fit under other level 2 categories.
Funding eligibility criteria for Level 3 support are based on the student's profile of need and level of support required for the entire school day, additional specialized supports provided by the school division/district, and programming requirements significantly beyond those established for Level 2 support.
Profound multiple-disability (MH3): The student has a combination of extremely severe disabilities that produce profound multiple developmental, behavioural, and/or learning difficulties. The student may have a severe cognitive disability compounded by a physical disability so severe that s/he requires student specific programming (e.g. adaptation and/or modification or individualized programming), throughout the school day. If the student does not have a cognitive disability, s/he may display two or more extremely severe physical disabilities and consequently requires intensive assistance and/or supervision throughout the school day. Annotated descriptor.
Severe to Profound Autism Spectrum Disorder (ASD3): The student has a diagnosis of an ASD that is expressed in severe and pervasive difficulties in social interaction, verbal and non-verbal communication, and a narrow range of interests, activities, and behaviours. In addition, the student has a significant cognitive disability with corresponding delays in adaptive skill development. Secondarily, the student may also experience severe difficulty with managing change in daily routines and activities, severe reactions to sensory stimuli, and a persistent pattern of behaviours that are dangerous to him/her self or others. The student requires student-specific programming (e.g. adaptation and/or modification or individualized programming) and intensive support throughout the school day. Annotated descriptor.
Deaf (HOH3): The student is confirmed to have a permanent bilateral severe to profound hearing loss (based on a comprehensive assessment administered by a qualified specialist) that affects communication so profoundly that s/he requires student specific planning, extensive adaptations and support throughout the school day to participate effectively and benefit from instruction in the educational setting. Annotated descriptor.
Blind (VI3): The student’s vision is impaired to the degree that he or she requires extensive adaptations to the learning environment, and specifically to print medium. Student specific planning and support are required throughout the school day to participate effectively and benefit from instruction in the educational setting. This may include direct instruction in Braille and Orientation and Mobility. Annotated descriptor.
Profoundly emotionally/behaviourally disordered (EBD3): The student exhibits profound emotional/behavioural disorders and associated learning difficulties requiring highly specific 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 and Consumer Affairs (FSCA), Health, and/or Justice as defined within the Child and Family Services Act, the Mental Health Act, and the Young Offenders Act
Coordinated Multisystem Plans, also known as Circle of Care Treatment Plans, must accompany applications for Level 3 EBD funding support. Students with Profound Emotional/Behavioural Disorders require these coordinated multisystem plans to address their profound emotional and behavioural needs. Schools develop these plans in partnership with the parent(s) or legal guardian(s), and an outside agency that is providing extensive mandated services to the student and family. These plans address the need for 24 hour coordinated services.
Eligibility for funding is based on the severity of the emotional/behavioural disorder, the extent of involvement by the school and outside agency (agencies), and the development of a Coordinated Multisystem Plan based on common shared service goals. A multisystem committee with representatives from Education, Family Services and Labour, Healthy Living, Seniors and Consumer Affairs, and Justice evaluate the Coordinated Multisystem Plans and make final recommendations for funding to the Program and Student Services Branch.
The following must be included in a Coordinated Multisystem Plan (Circle of Care Treatment Plan):
- Identifying Data
- student's name and student number
- birth date
- parents/guardians (please identify if these are extended family members, foster parents, or group home supervisors)
- school division/district, school and grade
- agencies and personnel involved (Family Services and Housing, Health, and/or Justice)
- legal status (permanent ward, temporary ward, voluntary placement, court pending, living with parents)
Specify the student's behavioural/emotional problems, how they endanger self/others, their persistence over time, and their pervasiveness in the student's environments at home, at school, and in the community.
In this section the multisystem team details the developmental context in which the child learned the current emotional/behavioural coping style. The team summarizes those relevant events, including experiences with caregivers, family dynamics, trauma, and any significant occurrences that may account for the student's present coping style and the factors that maintain and drive present behaviours.
Summarize formal diagnostic information completed to date by school clinicians, social services and health personnel, identifying critical factors to be considered in developing the multisystem (Circle of Care) plan. Information related only to school planning is provided in the Individual Education Plan (IEP).
This information should be provided in the student's IEP.
The purpose for sections 6, 7 and 8 is to outline the multisystem service plan for addressing the student's personal, learning, and adjustment problems. The plan should detail shared service goals and describe specific interventions delivered in a coordinated manner by each of the collaborating partners.
The purpose of this section is to identify Shared Service Goals that will coordinate the implementation of the Multisystem Service Plan to address the student's critical social learning and personal needs and the system's safety needs.
Specify the service plan developed by the multisystem team to address the shared service goals. Include specific strategies that will be implemented in each of the child's living/learning environments and identify the services provided to support the child and caregivers by each member of the team.
- Identify the team members for the school and each of the other service systems involved.
- Identify services provided by each of the service systems to implement the multi-system education/treatment plan.
- Identify the case manager for both the school and other service systems.
- Outline how the services provided by the multisystem team will be coordinated and evaluated.
Detail the school division/district costs of implementing the school component of the multisystem education/treatment plan.
URIS funding is available for students who require 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 of medication (e.g., via infusion pump, nasogastric tube, injection other than Epipen or equivalent)
- central or peripheral venous line interventions
- other clinical interventions
School divisions/districts are required to submit an application for children requiring Group A healthcare procedures to:
Unified Referral and Intake System Committee
Student Services Unit
Program and Student Services Branch
204-1181 Portage Avenue
Winnipeg MB R3G 0T3
Toll Free in Manitoba: 1-800-282-8069, ext. 7907
The required documentation to be submitted in the application process is:
- Special Needs Categorical Grant Level 3 Funding Application ( 77 KB)
- URIS Application Form ( 58 KB)
- Individual Health Care Plan
Please refer to section 4 of the URIS Policy and Procedure Manual for further assistance when submitting an application.