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

Legal References

Accessibility for Ontarians with Disabilities Act, 2005, SO 2005, c.11; Blind Persons’ Rights Act, RSO 1990, c.B.7; Dog Owners’ Liability Act, RSO 1990, c.D.16; Education Act, RSO 1990, c.E.2, s. 170(1); Health Protection and Promotion Act, RSO 1990, c.H.7; Safe and Supportive Classrooms Act, 2019, S.O. 2019, c.3; Ontario Human Rights Code, RSO 1990, c.H.19; R.R.O. 1990, Reg. 298: Operation of Schools, s.11; Ministry of Education: Equity and Inclusive Education in Ontario Schools; Ministry of Education: The Individual Education Plan (IEP) – A Resource Guide; Ministry of Education: Special Education in Ontario Kindergarten to Grade 12 – Policy and resource guide; Ministry of Education Policy/Program Memorandum (PPM) 161 Supporting Children and Students with Prevalent Medical Conditions; PPM163 School Board Policies on Service Animals; The Ontario Human Rights Commission’s Policy on Accessible Education for Students with Disabilities (2018)

Related References

Avon Maitland District School Board Multi-Year Accessibility Plan; Administrative Procedure (AP) 141 Equity and Inclusive Education; AP 145 Use of Support Person by the General Public; AP 146 Use of Service Animals by the General Public; AP 290 Animal Visitors and Classroom Pets; AP 314 Supporting Students with Prevalent Medical Conditions

1.0 Purpose
This procedure meets the policy requirements set out in Ministry of Education Policy/Program Memorandum 163: School Board Policies on Service Animals and will be reviewed according to the cyclical administrative procedure review schedule set out by the Learning Services and Mental Health and Wellbeing Department.

This procedure provides direction and outlines the process for school principals regarding the admittance, implementation and review of guide dogs, service dogs or service animals into the school environment.

This procedure is posted on Avon Maitland DSB’s website and will be made available in accessible formats and/or in a different language upon request. The principal will provide this procedure to the parent(s)/guardian(s)/adult student upon application.

2.0 Context

2.1 The Avon Maitland DSB is committed to the learning of all students. It is the policy of the Avon Maitland DSB, in accordance with its obligations pursuant to the Ontario Human Rights Code, to provide individualized accommodation to students with disability to enable them to have meaningful access to education services. People with disabilities who use service animals to assist them with disability-related needs are protected under the grounds of ‘disability’ in the Ontario Human Rights Code. Under the Human Rights Code, school boards have a duty to accommodate the needs of students with disabilities up to the point of undue hardship.

2.2 The term “Service Animal” is also used in the Accessibility Standards for Customer Service made under the Accessibility for Ontarians with Disabilities Act (AODA), to describe an animal that assists an individual with a disability to be able to access goods and services available to the public. Pursuant to the Education Act and regulations, a school building is not a place to which the public is customarily admitted. The AODA does not apply to a student’s use of a Service Dog/Service Animal when accessing education services in school buildings.

2.3 The use of specially trained guide dogs, service dogs or service animals is one strategy used to provide individual accommodations to students. 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).

2.4 The Avon Maitland DSB does not provide Guide Dogs, Service Dogs, or Service Animals to students.

2.5 Any determination of whether a Guide Dog, Service Dog or Service Animal is an appropriate accommodation for a student while receiving education services is a decision of the Avon Maitland District School Board. A regulated health professional cannot unilaterally prescribe that a Guide Dog, Service Dog or Service Animal be a specific accommodation while the student is receiving education services at school.

2.6 Only in exceptional circumstances subject to the standards of undue hardship pursuant to the Human Rights Code, will the Avon Maitland DSB consider Service Animals, other than dogs, as an accommodation for a student and only if other reasonable methods of accommodation in the school setting have been unsuccessful in meeting the demonstrated disability-related learning needs of the student.

2.7 The Blind Persons’ Rights Act, amended (2008), Accessibility for Ontarians with Disabilities Act (2005), and the Ontario Human Rights Code provide authority for guide dogs to accompany their handlers in all public spaces (except where excluded by law), including schools and buses. In most circumstances, a Guide Dog will be a highly trained dog provided to support the orientation and mobility needs of a student Handler who has a diagnosis of blindness/low vision, and the Guide Dog will provide the student Handler with greater independence, dignity and opportunity for integration.

2.8 Due to risks to safety, and risks of disruption and distraction in the learning environment, the school board does not permit training of potential guide dogs and service dogs/service animals in the school setting or during school activities.

3.0 Definitions

3.1 A “Service Dog” is a dog which has been certified after successfully completing a training program provided by an Accredited Training Organization.

A “Service Dog” is defined as a dog for a person with a disability, if:

- - 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.

3.2 A “Guide Dog” is defined as a dog trained as a guide for a blind person and having the qualifications prescribed by the Blind Persons’ Rights Act.

3.3 A “Service Animal” for the purpose of this Administrative Procedure includes a therapy dog, companion animal, comfort animal and emotional support animal and includes a dog or other domesticated animal that may legally reside in an urban, residential home, that is not highly trained to perform particular tasks to assist with a student’s disability-related needs, but provides emotional support (and/or companionship, calming influence) for a student with a disability-related mental health and/or psychological need and/or comfort during a difficult period.

3.4 “Accommodations” refers to specialized supports that enable a student to learn and to demonstrate learning. These supports are defined as ‘special teaching and assessment strategies including human supports, and/or individualized equipment required’ (Special Education in Ontario, Kindergarten to Grade 12 Policy and Resource Guide, 2017, Part E17). For the purposes of this administrative procedure, a ‘guide dog/service dog/ service animal’ may be considered to be an accommodation that is required to allow a student to attend and/or access education.

3.5 Disability means:

- - 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 coordination, 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;
  - a condition of mental impairment or a developmental disability;
  - a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language;
  - a mental disorder; or,
  - an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997.

3.6 “Handler” refers to the individual trained by an Accredited Training Organization who is managing the Guide Dog/Service Dog and in most cases will be the student for whom the Guide Dog/Service Dog is provided. For the purposes of this procedure, handler may also refer to the primary person responsible for the daily care of the Guide Dog/Service Dog/Service Animal travelling to and from school and during the school day.

3.7 “Accredited Training Organization” is a guide dog or service dog trainer that is accredited by:

- - 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).

3.8 “Direct Contact” involves staff, volunteers and others who are direct supervisors of a student who is supported by a Guide Dog, Service Dog or Service Animal.

3.9 “MSAR” refers to the Meghan Search and Rescue Standard in Support of Accessibility: Persons with a Disability Teamed with Service Dogs.

3.10 “Regulated Health Professional”, for the purposes of this procedure, refers to a registered pediatrician, psychologist, psychiatrist, optometrist or audiologist with expertise regarding the student’s disability-related learning need and/or act of daily living necessary at school in the case of a Guide Dog or Service dog or a registered pediatrician, psychologist, psychiatrist in the case of a Service animal.

3.11 “Adult Student” shall be defined to mean a student who is 18 years of age or older or 16 or 17 years of age and has removed themselves from the care and control of their custodial parent.

4.0 Roles and Responsibilities

4.1 Principals

4.1.1 School principals are responsible for the management of the school premises, the staff providing educational programs and the safety of all students.

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.

4.1.2 On receipt of an application for a Guide Dog/Service Dog or Service Animal, the principal will review the application for completeness and may request any additional information or clarification necessary to assess the request for accommodation.

4.1.3 The principal is responsible for communication with the parent(s)/guardian(s)/adult student with respect to the accommodation process, the decision, and where approved, the implementation, training and management of the accommodation. Appendix A: Information for Parent(s)/Guardian(s)/Adult Students Requesting a Guide Dog/Service Dog/Service Animal in the School can be provided as a brief summary of the process if a request for the full Administrative Procedure is not yet needed.

4.1.4 The principal is responsible for record keeping and data collection as outlined in Section 6.2 of this procedure.

4.1.5 The principal is responsible for continuous assessment of the accommodation as outlined in Section 5.6 of this procedure.

4.1.6 Where a student supported by a Guide Dog/Service Dog/Service Animal, whose parent/guardian is the Handler, seeks only to attend a school excursion with the Guide Dog/Service Dog/Service Animal, which is at a location where the public is customarily admitted, the principal shall ensure that efforts are made to facilitate the student’s participation with the Guide Dog/Service Dog/Service Animal and parent/guardian as the Handler.

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

4.1.7 Principals may refer to Appendix K: Administrative Checklist for Implementation of Guide Dog/Service Dog/Service Animal in a School Environment.

4.2 Parent(s)/Guardian(s)/Adult Students

4.2.1 Parent(s)/guardian(s)/adult students are required to provide all specified documentation as stated in this procedure (e.g. municipal license, certificates of training, veterinary letter, insurance statement, etc.) and engage in the consultation process for the purpose of considering and implementing, if appropriate, the request that a Guide Dog/Service Dog/Service Animal accompany the student at school and/or on school-related activities. The parent(s)/guardian(s)/adult student will be responsible for:

- - - 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.

4.3 Student with the Accommodation

4.3.1 In most cases, students will be expected to act as the Guide Dog/Service Dog/Service Animal’s primary Handler. The student Handler must:

- - - - 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.

For Guide Dogs/Service Dogs, the student, in most cases, will also be expected to:

- - - 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.

4.4 School Staff

4.4.1 School staff are expected to:

- - - 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 and 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.

5.0 Procedure
The Avon Maitland DSB 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.

5.1 Initiating the Application
To initiate the process of having a Service Dog/Service Animal assist a student in school, the principal will inform parent(s)/guardian(s)/adult student that the Avon Maitland DSB has a procedure to follow before a decision to accept the animal is made. The principal will provide this Administrative Procedure and its related forms (appendices) to the parent(s)/guardian(s)/adult student, name themselves or a designate as the primary point of contact, and advise the parent(s)/guardian(s)/adult student to make the request in writing using the following forms:

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

The preceding forms set out the responsibilities (financial and otherwise) of the parent(s)/guardian(s)/adult student relating to the animal with respect to its care, transportation and use by the student while at school.

5.1.1 For Guide/Service Dogs the parent(s)/guardian(s)/adult student will provide the principal with the following documentation listed in Appendix B: Application for Guide Dog/Service Dog:

a) a copy of an assessment report from a registered pediatrician, psychologist, psychiatrist, optometrist or audiologist that documents:

- - - - 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.

b) a copy of the Municipal License, not more than 12 months old (confirmation will be required annually);
c) a certificate from a veterinarian qualified to practice veterinary medicine in the Province of Ontario (confirmation to be updated annually) that clearly states:

- - - - 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.

d) a copy of the Certificate of Training, not more than 6 months old, confirming the Guide Dog/Service Dog’s training by one of the following:

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

e) a copy of the certificate, not more than 6 months old, confirming the student Handler’s training by one of the following:

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

Only in exceptional circumstances subject to the standards of undue hardship pursuant to the Ontario 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.

f) a letter confirming that the trainer/designate will attend a School Council meeting to provide a presentation and respond to questions from the school community.

g) evidence of general liability insurance with coverage of at least $2,000,000 in the event of injury or death to any person or damages to any building, property or contents as a result of the Guide Dog/Service Dog's attendance on school property or on a school related event.

5.1.2 For Service Animals the parent(s)/guardian(s)/adult student will provide the principal with the following documentation listed in Appendix C: Application for Service Animal:

a) a copy of an assessment report from a registered pediatrician, psychologist, psychiatrist, that documents:

- - - - 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.

b) a certificate from a veterinarian qualified to practice veterinary medicine in the Province of Ontario (confirmation to be updated annually) that clearly states:

- - - - 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.

c) information regarding the animal such as:

- - - - 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.

d) information regarding the student such as:

- - - - 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.

e) a certificate of general liability insurance providing coverage in the event that the animal causes damage to the school or its contents, or causes injury or death to any person accessing the school building or the school grounds. A minimum of $2,000,000 of coverage will be required.

5.2 Assessment and Determination of the Accommodation Request
The Avon Maitland DSB will strive for the decision to be completed in a timely manner once all documents have been received.

5.2.1 The principal/designate will inform the Superintendent of Education (Learning Services and Mental Health and Wellbeing) and the General Manager of Huron Perth Student Transportation Services, if needed, that an application for a Guide Dog/Service Dog/Service Animal has been received.

5.2.2 A principal may convene a case conference to gather additional information that is not evident in the application package. The case conference will include the parent(s)/guardian(s)/adult student and may include the classroom teacher(s), the designated early childhood educator if applicable, the resource teacher (SERT), Learning Services and Mental Health and Wellbeing Coordinator, Learning Services and Mental Health and Wellbeing Administrator, and an educational assistant(s), if assigned. Other external personnel may be invited as applicable (e.g. health care practitioner, trainer of guide dog and handler, etc.).

5.2.3 Where the student is not the primary Handler, such requests will be individually considered, in accordance with the duty to accommodate to the point of undue hardship, including consideration of the resources required, alternative accommodations that might meet the student’s demonstrated disability-related learning needs.

5.2.4 The principal will consider seeking consultation and/or assessment with the Health & Safety Officer.

5.2.5 Following the collection of the documentation and the consult period, a review meeting will take place by the board team supporting the school and student. The board team may consist of the principal/designate, resource teacher (SERT), Learning Services and Mental Health and Wellbeing Coordinator, Learning Services and Mental Health and Wellbeing Administrator, and other team members that may contribute to the accommodation process as determined by the principal.

5.2.6 Each request for a Guide Dog, Service Dog or Service Animal will be addressed on an individual basis giving consideration to, but not limited to, the following factors:

- - - 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;
    - the training and certification of the student as Handler of the Guide Dog/Service Dog; 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;
    - the capacity of the student to be handler of the 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,
    - consultation and/or assessment by the Health and Safety Advisor may be required.

5.2.7 The board team will consult with the Superintendent of Education (Learning Services and Mental Health and Wellbeing and Mental Health and Wellbeing) in regards to their proposed decision, which may include the request for an interim trial period prior to final decision to determine success or lack of success for this form of accommodation. In this case, the success criteria will be established prior to the initiation to the trial.

5.3 Communication of Decision

5.3.1 The decision with respect to the application for a Guide Dog/Service Dog/Service Animal will be communicated to the parent(s)/guardian(s)/adult student in writing in accordance with Appendix E: Sample Decision Letter – Approval or Appendix F: Sample Decision Letter – Denial. In the event of a denial, the rationale for the decision, alternative accommodations and next steps will be communicated to the applicant within this letter.

5.3.2 The principal will notify the school community including all, childcare organizations and before and after school programs representatives that the Guide Dog/Service Dog/Service Animal will be entering the school community using Appendix H: Sample Notification Letter to School Community. In addition, families of students sharing bus transportation with the animal, if applicable, will be notified using Appendix I: Sample Notification Letter to Parent(s)/Guardian(s) of Students on School Bus and/or parent(s)/guardian(s) of students in classes where the service animal will be attending, using Appendix J: Sample Notification Letter to Parent(s)/Guardian(s) of Students in Classes.

5.3.3 The principal will ensure signs are placed on the entrance doors of the school, other appropriate places, e.g. gymnasium, library and the bus window if transportation is required, to inform visitors of the presence of the Guide Dog/Service Dog/Service Animal.

5.3.4 The principal will ensure communication to potential occasional staff accepting a position where the Guide Dog/Service Dog/Service Animal may be providing service to the student. This message can be included with the job posting on SmartFind.

5.4 Implementing the Accommodation

5.4.1 Once approval is granted, the principal will meet with the appropriate staff and/or parent(s)/guardian(s)/adult student and student (if appropriate) to develop and/or revise the following:

- - - 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,
    - specialized transportation request with the accompanying support plan, if required.

5.4.2 An orientation session may be organized to provide introduction of the animal to the student community.

5.4.3 A training and orientation session will be provided to school staff and bus operators/company having direct contact with the Guide Dog/Service Dog/ Service Animal within the school by a mutually agreed upon trainer. Any costs associated with trainer reimbursement are the responsibility of the family. For school staff, the principal will arrange training during the instructional day or during a staff meeting.

5.4.4 Guide Dogs/Service Dogs/Service Animals are allowed in areas where food is served, sold and offered for sale. Steps should be taken to ensure that Guide Dogs/Service Dogs/Service Animals, in areas where students are consuming food, are not disruptive and do not eat student food. No animals are allowed in areas where food is prepared, processed or handled. Assessment by the Health and Safety Advisor may be required.

5.5 Transportation

5.5.1 The principal/designate will submit a request for specialized transportation with accompanying support plan if the student currently uses transportation to travel daily to and from school. The bus company will include information regarding the presence of a service animal on the bus as part of their routine information so that new or substitute bus operators are aware of the animal’s presence.

5.5.2 Specialized transportation will not be provided solely for the purpose of enabling the Guide Dog/Service Dog/Service Animal to travel to and from school with the student.

5.5.3 The principal will notify the families of students using bus transportation, if applicable; using the sample notification letters found in Appendix I.

5.5.4 Where a student supported by a Guide Dog/Service Dog/Service Animal, whose parent/guardian is the Handler, seeks only to attend a school excursion with the Guide Dog/Service Dog/Service Animal, which is at a location where the public is customarily admitted, efforts will be made to facilitate the student’s participation with the Guide Dog/Service Dog/Service Animal and parent/guardian as the Handler via the transportation arranged.

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

5.6 Continuous Assessment

5.6.1 At a minimum, the accommodation of a Guide Dog/Service Dog/Service Animal will be reviewed according to the IEP review schedule set out by the board, in the event of a Violent Incident Report, or as otherwise deemed necessary by the principal/designate.

5.6.2 Annually, the principal will review the implementation and documentation as required by the application process to ensure that all applicable registrations, vaccinations, licenses, certificates as well as the Management Plan for the Care of the Guide Dog/Service Dog/Service Animal are current (see Appendix L and Appendix M).

5.6.3 Approval may be revoked at any time by the principal if:

- - - 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.

5.7 Transitions of Guide Dogs/Service Dogs/Service Animals within AMDSB

5.7.1 Principals of students transitioning to another AMDSB school will inform the receiving principal of the details of the approval decision, the implementation and management plan, and how the IEP accommodation is meeting the disability-related learning needs of the student.
5.7.2 The principal will share all relevant documentation with the consent of the parent(s)/guardian(s)/adult student.
5.7.3 Once the student and animal have transferred from the school building, signage will be removed and any school emergency plans will be revised to reflect the change.
5.7.4 Receiving principals within AMDSB schools will begin the procedure of approval for a Guide Dog/Service Dog/Service Animal by reviewing the records shared including: the application package, supporting documentation, the letter of decision and the most recent annual update information.
5.7.5 Receiving principals within AMDSB schools will follow this procedure as printed, with the exception of requiring parent(s)/guardian(s)/adult students to submit a new application. The introduction of a Guide Dog/Service Dog/Service Animal into the new school community requires the same consultation, communication and implementation measures as would have been completed in the original request. The Learning Services and Mental Health and Wellbeing Coordinator can assist the school team with this process if requested.

6.0 Records and Data Collection

6.1 The Avon Maitland DSB, pursuant to Ministry of Education Policy/Program Memorandum 163: School Board Policies on Service Animals is required to collect information regarding the implementation of this procedure including:

a) The total number of requests for students to be accompanied by a Guide Dog/ Service Dog/Service Animals.

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

b) The number of requests approved or denied.

- - 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.

6.2 The principal or designate will ensure Appendix B: Application for Guide Dog/Service Dog or Appendix C: Application for Service Animal, including all required supporting documentation, letters and administrative checklist, are retained in the documentation file of the Ontario Student Record (OSR). In addition, a copy of the request (Appendix B or C) and the letter of decision (Appendix E or F) are sent to the Superintendent of Education (Learning Services and Mental Health and Wellbeing) for the purposes of the tracking required by PPM 163.

7.0 Privacy and Confidentiality
The Avon Maitland District School Board will be required to collect, use and disclose the personal information of the student in order to fulfill the accommodation process according to board procedures as detailed:

7.1 The AMDSB staff are required to follow Administrative Procedure 195 Freedom of Information and Protection of Privacy and Administrative Procedure 103 Management of Personal Information – Student, as it pertains to maintaining privacy and confidentiality.
7.2 Parent(s)/guardian(s) consent is required before sharing student information with school staff, students, or others, as deemed appropriate (e.g., food service providers, transportation staff, volunteers, occasional staff who will be in direct or indirect contact with the student).
7.3 Parent(s)/guardian(s) and school staff should be informed of the measures to protect the confidentiality of students’ medical records and information (e.g., OSR guidelines, Individual Medical Management Plan of Care and Transportation Individual Medical Management Plan permissions, access to clevr and Maplewood, etc.).
7.4 It is expected that student's personal health information is secure and protected at all times therefore records of personal health information must be retained, transferred and disposed of in a secure manner. Staff must ensure that any personal health information stored on any mobile devices or laptops or attached to an email be encrypted. The Administrative Guideline 12 Encrypting Data Files (found on the Core) outlines the steps for encrypting files.
7.5 If staff suspect a privacy breach has occurred, personal information is stolen, lost or accessed by unauthorized persons, whether through an inappropriate disclosure or technical error, they must notify their Supervisor immediately to ensure Administrative Procedure 194 Privacy Breach Protocol is followed.
7.6 Board owned laptops with Personal Health Information and highly sensitive data must be secured with a BIOS password controlled and encryption software. Employees should contact their Information Technology Team Member for assistance with encryption installations and updates.
7.7 Email messages, whenever possible, should not contain sensitive personal information about an identifiable individual unless absolutely necessary. Where it is necessary to include such information in an email, consider using the individual's initials, symbols or a code rather than a full name to help maintain anonymity of the individual.

8.0 Appendices
Appendix A: Information for Parent(s)/Guardian(s) Requesting a Guide Dog/Service Dog/Service Animal in Schools
Appendix B: Application for Guide Dog/Service Dog
Appendix C: Application for Service Animal
Appendix D: Management Plan for the care of Guide Dog/Service Dog/Service Animal
Appendix E: Sample Decision Letter - Approval
Appendix F: Sample Decision Letter - Denial
Appendix G: Sample Notification Letter to School Staff and School Permit Holders
Appendix H: Sample Notification Letter to School Community
Appendix I: Sample Notification Letter to Parent(s)/Guardian(s) of Students on School Bus
Appendix J: Sample Notification Letter to Parent(s)/Guardian(s) of Students in Classes
Appendix K: Administrative Checklist for Implementation of Guide Dog/Service Dog/Service Animal in a School Environment
Appendix L: Guide Dog/Service Dog Annual Updates
Appendix M: Service Animals Annual Updates

Revised December 2023

148 Use of Guide Dogs, Service Dogs and Service Animals