Safe, Equitable and Inclusive Schools Steering Committee (SEISSC)
Our Safe, Equitable and Inclusive Schools Steering Committee was established in the fall of 2012. The first meeting of the committee was held on December 4th 2012. The committee has three main maindates as cited below:
- To receive updates from and provide feedback to staff working committees related to Safe and Inclusive Schools and Equity.
- To receive updates on Ministry Initiatives and Board Policies related to Safe and Inclusive Schools and Equity.
- To meet with our community to receive feedback on our Board’s policies related to Safe and Inclusive Schools, Equity and Religious Accommodation Guidelines.
The committee aims to meet 3-4 times annually and is made up of the following participants:
- Two trustees,
- Safe Schools / Equity Superintendent,
- 2 Parent Representatives (Parent Involvement Committee/ Special Education Advisory Committee) ,
- 2 Student representatives,
- Staff representation ( Equity Officer, Aboriginal Lead, Special Education Lead, Communications Department, Community Use of Schools, Safe Schools representatives, Program Department)
The SEISSC committee acts as an umbrella committee which receives reports and provides feedback to the following staff working committees:
- Character Education
- Safe, Equitable and Inclusive Education
- Whole School Approach
- Human Rights
- Rights that recognize the dignity and worth of every person, and provide for equal rights and opportunities without discrimination, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status, or disability, as set out in the Ontario Human Rights Code, or other similar factors.
- The presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status.
- A condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences.
- Inclusive Education
- Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected.
- Religious Accommodation
- An obligation under the Ontario Human Rights Code to provide reasonable accommodation for students and employees who wish to observe the tenets or practices of their faith, as well as for those who wish not to participate in any form of religious observance.
- Ontario Human Rights Code (“the Code”)
- A provincial law that gives everyone equal rights and opportunities, without discrimination, in specific areas such as education, jobs, housing, and services. The goal of the Code is to address and ultimately prevent discrimination and harassment. (Available at www.ohrc.on.ca).
- Duty to Accommodate
- The legal obligation that school boards, employers, unions, and service providers have under the Ontario Human Rights Code to take measures that enable people to benefit from and take part in the provision of services equally and to participate equally and perform to the best of their ability in the workplace or an educational setting. (Refer to www.ohrc.on.ca).