Niagara Catholic District School Board STUDENT USE OF SERVICE ANIMALS IN SCHOOLS ADMINISTRATIVE OPERATIONAL PROCEDURES
300 – Schools/Students	No 303.2
Adopted Date: March 24, 2020	Latest Reviewed/Revised Date: December 17, 2024

The purpose of these Administrative Operational Procedures is to provide the expectations, and the process to a parent/adult student when making a request for a service animal to accompany a student while the student is attending school or a school-related event.

In addition, only in exceptional circumstances subject to the standards of undue hardship pursuant the Ontario   Human Rights Code, will the Board consider a request for a service animal, other than a dog, 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.

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·   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; and/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).

Parent: The custodial parent or legal guardian of a student pursuant to the Education Act;

 

Adult Student: A student who is 18 years of age or older, or 16 or 17 years of age that has removed themselves from the care and control of their custodial parent and/or legal guardian.

 

Handler: The handler is usually the student for whom the service animal is provided. Only in exceptional circumstances subject to the standards of undue hardship pursuant the Ontario Human Rights Code will the Board consider an application for an individual trained by an Accredited Training Organization who is managing the Guide Dog/Service Dog to act as the primary handler.

 

ROLES AND RESPONSIBILITIES

 

Parent/Adult Student

1.   adhere to all aspects of the Niagara Catholic Student Use of Service Animals in Schools Administrative Operational Procedures (303.2) and work collaboratively with the principal, school and Board staff;

2.   complete and submit the Student Use of Service Animals in Schools Request Form (Appendix A) along with the following documentation:

a)   an assessment report from a registered pediatrician, psychologist, or psychiatrist containing the diagnosis and description of the disability-related learning needs or acts of daily living to be accommodated, and the services that the service dog will provide to support the student achieving their learning and daily living goals in a school setting;

b)   a certificate (no older than 3 months) 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 may pose a risk to humans; has received all required vaccinations; and is in good health to assist the student (required annually);

c)   confirmation of certificates of training (no older than 6 months) from an Accredited Training Organization attesting that the service dog and student Handler have successfully completed training and may safely engage in a public setting without creating a risk of safety or a risk of disruption within a school setting.

d)   a copy of the Municipal Dog License (required annually)

e)   Insurance Certificate providing coverage in an amount specified by the Board ¹ in the event of an injury or death as a result of the presence of a service animal on school property or on a school-related activity (required annually)

3.   be financially responsible for any costs incurred for the care of the service animal including but not limited to: veterinary care, food, grooming, harness, crate and/or mat.

4.   ensure that the service animal is groomed, clean, and in good health prior to entering the school building or school-related activities.

5.   arrange for the personal care and physical needs of the service animal, including bio-breaks and the removal and disposal of waste in a safe and environmentally friendly manner.

The student Handler must:

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 does is not in its crate;

3.   ensure the Guide Dog/Service Dog does not disrupt the learning of other students with unnecessary movement, vocalization or other behaviour, including aggressive or threatening behaviour;

4.   ensure that the biological needs of the service animal are addressed;

5.   transition and maintain at all times the Guide Dog/Service Dog is on a leash, harness, mat and/or crate;

6.   comply with an accommodation plan that addresses the competing rights of others.

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

1.   Upon receipt of a Request for Student Use of Service Animals in Schools (Appendix A), the school principal will consult with the Family of Schools’ Superintendent, the Co-ordinator of Special Education and if applicable, the Coordinator of Health and Safety, and Niagara Student Transportation Services (NSTS) prior to any approval or planning of the implementation process.

2.   The principal shall convene a meeting with the Board team supporting the student, the parent/adult student and student (as appropriate), the health practitioner recommending the Guide Dog/Service Dog or Service Animal for the student, the trainer of the Guide Dog/Service Dog and of the Handler, and any other individuals who may contribute to the accommodation process may be scheduled to review:

 

·   the individual learning strengths and needs of the student, the student’s IEP goals, safety plan, behaviour plan and /or the student’s medical plan of care (if applicable);

·   supporting documents such psychological assessments, occupational or physical therapy assessments, functional behaviour assessments etc.

·   evidence of how the presence of a service animal may 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 with expertise regarding the student’s disability-related needs supporting the request for a Guide Dog/Service Dog or Service Animal;

·   the training and certification of the Guide Dog/Service Dog and student as the handler;

·   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 presence of a service animal my require an increase in the level of staff support provided to the student;

·   whether training will be required for staff and/or the student;

·   the impact of the accommodation on the learning environment for the student, other students, including health, safety, disruption and distraction; and

·   any competing human rights of students, staff and community members using the school pursuant to a permit and recommendation for accommodations plans to reconcile competing rights.

 

 

 

·   the school community;

·   daycare providers using school facilities;

·   the parents of the students in any of the classes where the service animal will be present.

·   signage is visible on entrance doors, library, classroom etc., and at any other places deemed necessary to advise staff and visitors that a service animal is on site;

·   communication is provided to occasional staff assigned to a position where a service animal is present

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Where approval is granted, the school principal will:

1.   complete the Administrative Checklist for the implementation of Student Use of Service Animals in Schools.

·   develop a timetable identifying a bio-break, water break, location/process to be followed during the instructional and non-instructional times;

·   develop emergency procedure, to include a fire exit plan, lockdown plan and evacuation plan;

·   organize an orientation session for school staff, students and the student Handler

·   organize training related to the service animal for staff who will have direct contact in the school, if required.

 

·   there are any concerns for the health and safety of students, staff or the service animal;

·   the behaviour of the service animal 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 remove the service animal from the classroom immediately and the student’ parent/guardian will be contacted to pick up the service animal from the school. Alternative options for accommodation will be discussed.

·   there has been a change in the circumstances or disability-related needs of the student, which supported the implementation;

·   new competing rights have been identified;

·   the Board in its discretion determines that the accommodation is not effective for the student’s demonstrated ddisability-related learning needs or acts of daily living.

·   the total number of requests for students to be accompanied by service animals;

·   whether requests are for elementary or secondary school students;

·   types of needs being supported: emotional, social, psychological, physical

·   the species of service animals requested and approved; and

·   the number of requests approved or denied;

o   if denied, the rational for the decision, including a description of other supports and/or services provided to the student to support their access to education.

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·   Ontario Human Rights Code, RSO 1990, c.H.19

·   Education Act, RSO 1990, c.E2, s. 170(1), s.265(1); O. Reg. 298, s.11

·   PPM 163 School Board Policies on Service Animals

·   J.F. v. Waterloo Catholic District School Board, 2017 HRTO 1121 (CanLII)

·   Accessibility for Ontarians with Disabilities Act, 2005, SO 2005, c.11

·   Blind Persons’ Rights Act, RSO 1990, c.B7,  

·   Dog Owners’ Liability Act, RSO 1990, c.D16

·   Health Protection and Promotion Act, RSO 1990, c.H7

·   Niagara Catholic District School Board Policies/Procedures

o   Privacy Policy (600.6)

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