The SD62 Inclusive Education team provides a wide range of support to assist schools, teachers and families in providing programs for students with diverse learning needs. If you feel that your child may have a diverse learning need and could use support, please contact your child’s classroom teacher.
Identification, assessment and planning start in the classroom. The first step begins with the classroom teacher making daily observations regarding the learning, behaviour and social interactions of the student. Existing information about the student is obtained from parents or guardians and school records. In the classroom, the teacher uses a variety of observational techniques; collects work samples, and keeps records of the student’s progress.
Inclusion Coaches support school staff working with students on an Inclusive Education Plan (IEP). They work with multi-disciplinary school team members through a variety of ways including observations, meetings, team planning, coaching and providing resources. They make recommendations concerning inclusive practices, classroom strategies, and problem-solving around behavior and self-regulation. Inclusion coaches are accessed through School-Based Team.
EA Coaches are experienced Educational Assistants that assist with mentorship of school-based EAs. Their services are accessed through the district-based Inclusion Coaches. Typically, they work with school teams for an identified period of time implementing plans co-developed by a student’s team. They support EAs and help develop their skills working with students with complex needs.
Support for Learners with Diverse Vision Needs
Student’s whose level of visual impairment substantially impacts access and participation in the curriculum can access services from a qualified teacher of the visually impaired. These students are commonly referred to as blind, legally blind, low vision, or cortically visually impaired. All students who have visual impairments require a school-based case manager and the development of an Inclusive Education Plan (IEP). Consultation is available for the IEP process.
Support for Learners with Diverse Hearing Needs
Students identified with a significant hearing loss may require services from qualified teacher of the Deaf and Hard of Hearing. These teachers liaise directly with Capital Regional District (CRD) Senior Audiologists and government department heads, in addition to district staff. The teacher may work jointly with VIHA audiologists to prioritize and assign district sound fields to those students with hearing losses that do not meet ministry criteria as students who are Deaf and Hard of Hearing. All students who are Deaf and Hard of Hearing require a school-based case manager and the development of an IEP. Consultation is available for the IEP process.
Occupational Therapy (OT)
Occupational therapy helps school age children and youth achieve functional goals in the areas of daily living skills (dressing, toileting, eating), school productivity (sensory motor development, seating and positioning, accessibility) and leisure options. Occupational therapy services are consultative with the school team and families. Referrals are made by the School-Based Team.
Physiotherapists provide services to promote the quality of gross-motor function and posture and to develop age-appropriate motor skills. Concerned with preventing and/or controlling joint deformities and postural deviations, they promote safe, independent mobility and provide and assist in the use of splints, orthotics, and prosthetic devices.
Speech-Language Pathology Services
Students whose education is impacted by communication difficulties may receive support from a Speech-Language Pathologist. Speech or language delays or disorders may occur in any segment of the school population. They may occur in relative isolation from other special education considerations but are often associated with other disabilities such as autism, FASD, genetic disorders, developmental delays etc. Speech-Language Pathologists provide assessment, planning and treatment for students requiring support with speech, voice, fluency, language, social communication and the use of augmentative alternative communication (AAC) systems.
- Students in Grades K-3: assessment, review, direct therapy, consultation, homework programs.
- Students in Grades 4-5: assessment, review, consultation, homework programs.
- Grades 6-12: students who rely on AAC receive continued support from the AAC Speech-Language Pathologist
Speech-Language Pathologists provide support not only for students but also for teachers, special education teachers, educational assistants, para-professionals, parents, families and caregivers (e.g., provision of workshops, in-services, coordination with outside SLP services, consultation services etc.)
Support for Gifted Students
The BC Ministry of Education’s Special Education Policy Manual (2016) states, “A student is considered gifted when she/he possesses demonstrated or potential abilities that give evidence of exceptionally high capability with respect to intellect, creativity, or the skills associated with specific disciplines. Students who are gifted often demonstrate outstanding abilities in more than one area. They may demonstrate extraordinary intensity of focus in their particular areas of talent or interest. However, they may also have accompanying disabilities and should not be expected to have strengths in all areas of intellectual functioning” (p. 53).
Students identified as Gifted are assigned to a school-based case manager who supports them in the development of their Inclusive Education Plan (IEP) and educational program planning.
|Christine McGregor||District Principal, Student Support Services||(250) 474-9813|