Administrative Procedure 148: Use of Guide Dogs, Service Dogs and Service Animals

Legal References

Related References

• • it is readily apparent that the accredited dog is a service animal for a person with a disability; or,
  • the person provides a letter from a qualified regulated health professional confirming that the person requires the dog for reasons relating to the disability.

• • 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;
  • 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. 1. 1. A 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 alternative accommodation to meet the student’s demonstrated disability-related learning needs (e.g. an Educational Assistant is assigned to help with orientation of a student with a visual impairment).
      2. School principals, before admitting a Guide Dog/Service Dog into the school or on school-related activities will require a parent/guardian/adult student to submit a completed application, included in Appendix B: Application for Guide Dog/Service Dog.
      3. Before admitting a Guide Dog/Service Dog/Service Animal, the principal will require the parent/guardian/adult student to submit a completed application, included in Appendix C: Application for Service Animal.
      4. The principal will consider the rights of others and the needs of the school community.

• • • Inquiries may need to be made regarding competing rights and transportation arrangements for this excursion.

• • • submission of Appendix B: Application for Guide Dog/Service Dog or Appendix C: Application for Service Animal including all specified documentation (e.g. certificate of training, diagnosis, description of service, municipal license, veterinary certificate, liability insurance etc.);
    • obtaining training, and maintaining the Guide Dog/Service Dog training to provide the accommodations in a safe manner that does not disrupt student learning;
    • transport of the animal to and from school if required;
    • providing the required equipment, animal care items and daily care at school;
    • the financial responsibility for all related costs for the animal;
    • providing the principal with the required annual documentation in a timely manner (See Appendix L: Guide Dog/Service Dog Annual Updates and Appendix M: Service Animals Annual Updates);
    • informing the principal of all relevant information that may affect their child, the other students, and/or staff; and
    • participating in an orientation session for the school council and interested parent(s)/guardian(s)/adult students.

• • • ensure the Guide Dog/Service Dog/Service Animal does not disrupt the learning of others with unnecessary movement, vocalization or other behaviour, including aggressive or threatening behaviour;
    • ensure that the Guide Dog/Service Dog/Service Animal’s biological needs are addressed;
    • transition and maintain at all times the Guide Dog/Service Dog/Service Animal on a leash, harness, mat and/or crate/cage; and
    • comply with the transition and management plan.

• • • demonstrate the ability to control the Guide Dog/Service Dog in accordance with the training received; and
    • ensure that the Guide Dog/Service Dog is always wearing necessary equipment such as a vest, leash or harness when not in its crate.

• • • participate in orientation and training opportunities with the student and Guide Dog/Service Dog/Service Animal;
    • follow the guidelines for interacting with the Guide Dog/Service Dog/Service Animal as obtained through training and orientation opportunities;
    • develop/ implement the accommodations of the Individual Education Plan (IEP) for the student supported by a Guide Dog/Service Dog/Service Animal;
    • revise and/or review the IEP, including the animal accommodation according to the boards’ IEP review schedule;
    • make allowances for the handler to look after the biological needs of the animal as articulated in the Management Plan (Appendix D: Management Plan for the Care of Guide Dog/Service Dog/Service Animal);
    • enable students to fully participate in school and related activities to their full potential with the Guide Dog/Service Dog/Service Animal;
    • consider the inclusion of the animal when planning classroom and school events;
    • consider the inclusion of the animal when planning excursions to ensure that the location is one where the public is customarily admitted. Inquiries may need to be made regarding competing rights and transportation arrangements;
    • communicate with the principal/designate if there are any concerns with the use of the animal;
    • be familiar with school emergency plans particular to the Guide Dog/Service Dog/Service Animal;
    • participate in the application review and/or the annual review of the accommodation if requested;
    • maintain confidentiality as set out by board procedures; and,
    • advise occasional staff that they will have direct or indirect contact with a Service Animal through the SmartFind system.

• • Appendix B: Application for Guide Dog/Service Dog; or,
  • Appendix C: Application for Service Animal

• • • • the student’s diagnosis;
      • the disability-related learning needs or acts of daily living to be accommodated; and,
      • how the guide dog/service dog will provide accommodation in a school setting.

• • • • the breed of dog, age of dog and that the dog is an adult;
      • that the dog does not have a disease or illness that might pose a risk to humans;
      • that the dog has received all required vaccinations; and,
      • that the dog is in good health to assist the student.

• • • • a training organization accredited by the International Guide Dog Federation;
      • Assistance Dogs International; or,
      • an attestation of compliance with the MSAR standard for training.

• • • • a training organization accredited by the International Guide Dog Federation;
      • Assistance Dogs International; or,
      • an attestation of compliance with the MSAR standard for training.

• • • • the student’s diagnosis;
      • the disability-related learning needs or acts of daily living to be accommodated; and
      • how the service animal will provide accommodation in a school setting.

• • • • the species of animal, age and confirmation that the animal is an adult;
      • that animal does not have a disease or illness that might pose a risk to humans or dogs;
      • that the animal has received all required vaccinations; and
      • that the animal is in good health to assist the student.

• • • • tasks or services performed by the animal;
      • oral commands or visual signs to which the animal responds;
      • if the animal will be on a leash, harness or in a crate/cage;
      • the biological needs of the animal;
      • if the animal makes vocal noises; and
      • if the animal exhibits aggression.

• • • • where, when and how the student currently utilizes the animal’s services in public spaces for accommodation purposes; and
      • what responsibilities the student can and cannot perform independently to manage the animal.

• • • the required documentation as described in this procedure;
    • the individual disability and learning strengths and needs of the student, the student’s IEP goals and other accommodations;
    • the student safety plan, student support plan, and/or a student’s individual management medical plan of care (as applicable);
    • supporting documents such as psychological assessments, occupational or physical therapy assessments, functional behaviour assessments etc.;
    • evidence of how the Guide Dog/Service Dog/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;
    • assessment information provided by a regulated health professional, as specified in the application form, with expertise regarding the student’s disability-related needs supporting the request for a Guide Dog/Service Dog/Service Animal;
    • the training and certification of the Guide Dog/Service Dog/Service Animal;
    • the training and certification of the student as Handler of the Guide Dog/Service Dog/Service Animal; only in exceptional circumstances subject to the standards of undue hardship pursuant to the Human Rights Code, will the Avon Maitland DSB consider an application for a student who will not be acting as the primary trained Handler of the Guide Dog/Service Dog/Service Animal; • the capacity of the student to be handler of the Guide Dog/Service Dog/Service Animal;
    • the impact of the accommodation on the student’s dignity, integration and independence;
    • whether one or more alternative accommodations can meet the needs of the student;
    • whether the student’s attendance with a Guide Dog/Service Dog/Service Animal might require an increase in the level of staff support provided to the student;
    • whether the service animal (e.g., breed, etc.) is prohibited by law;
    • the impact of the accommodation on the learning environment for the student, other students and school permit holders, including, health, safety, disruption and distraction;
    • any special considerations that may arise if the animal is a species other than a dog, such as 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/cage and how such restrictions might impact accommodation; and,
    • whether consultation and/or assessment by the Health and Safety Officer is required;
    • religious beliefs or practices of other students;
    • allergies or other medical conditions of other students.

• • • Appendix D: Management Plan for the Care of the Guide Dog/Service Dog/Service Animal;
    • a transition plan identifying a timeline for strategies for the animal to become familiar with the building, school grounds, cafeteria, introduction to assemblies/concerts, and recess;
    • a plan for orientation and training of the staff about interacting with the animal;
    • student and animal timetable indicating the animal’s participation during instructional time and non-instructional periods;
    • the IEP in relation to the disability-related learning needs and accommodation;
    • school emergency plans e.g. fire, lock-down; and,
    • Request for Transportation with the accompanying support plan, if required.
    • the plan needs to include instructions for evacuation of the service animal in the event of an emergency.

• • • Inquiries may need to be made regarding competing rights and transportation arrangements for the purposes of this excursion.

• • • there are any concerns for the health and safety of students, staff or the Guide Dog/Service Dog/Service Animal;
    • there is behaviour that is distracting, disruptive or aggressive, including making noise, failing to follow commands, growling or nipping. In the event that this behaviour occurs, the Handler will be required to immediately remove the Guide Dog/Service Dog/Service Animal from the classroom and the student’s parent/guardian will be called to pick up the Guide Dog/Service Dog/Service Animal from the school. Alternative options for accommodation will be discussed;
    • there has been a change to the student’s circumstances or disability-related needs, which had supported the original approval;
    • there has been a change to the needs of students/staff such that there is a new competing right; and,
    • the board in its discretion determines that the accommodation is not effective for the student’s demonstrated disability-related learning needs or acts of daily living.

• • • whether requests are for elementary or secondary school students;
    • the student’s grade; and,
    • whether the student is the handler.

• • • if denied the rationale for the decision, including a description of other supports and/or services provided to the student to support their access to educational services;
    • species of Service Animals requested and approved; and,
    • types of needs being supported: emotional, social, psychological, physical.