Special Needs
Programs
The first source of support in the school is the School-Based Team. School - Based Teams may include an administrative officer, Learning Assistance Teacher, Psychologist, Counsellor and Classroom Teacher. The Team provides consultation, planning and facilitates access to additional school, district or community services.
Learning SupportService Description:
- School-based non-categorical service designed to support teachers and their students
- Observation and assessment by a Learning Support Teacher
- Adaptations, modifications and learning strategies developed by a Learning Support Teacher
- Implementation plan and/or IEP developed in collaboration with classroom teacher
- EA assistance in implementation and monitoring of programs
- Collaborative/consultative interventions at the classroom level
- Direct instruction
Target Population:
Students with diverse difficulties in learning and adjustment
How to Access Service:
- Student needs discussed at School Based Team meeting
- Classroom observation and assessment done by Learning Support Teacher
"Following the assessment process (which includes the gathering of all relevant information) an Individual Educational Plan (I.E.P.) should be designed, implemented, continuously evaluated and modified as indicated by the evaluation... Parents should play an important role in the development, implementation and monitoring of the individual plan along with teachers, district support staff and outside agency personnel as appropriate" -Ministry of Education, Special Programs Manual
The use of IEP's for special education students is required in B. C. by the Ministry of Education's Student Support Services Branch.
An IEP is:
- a dynamic, ongoing process
- designed for just one student and based on their strengths and needs
- a written report outlined in a 1 -- 2 page format in clear language
- an assessment by teachers, parents, related service personnel concerning the progress of a student's academic, social and behavioural needs
- a collaborative meeting including the teachers (special, regular, resource), the parents, the principal, the student (when appropriate), and related service personnel, to determine the content of the student's program.
The IEP must contain:
- What the student now knows and can do:
- essential information including relevant medical, social and educational background
- information about the student's current strengths and learning needs
- degree of participation in regular program
- areas requiring modification and/or adaptation
- what and how the student should learn next:
- goals appropriate to the student in one or more of: physical, intellectual, social/emotional, career/work experience
- required classroom accommodations
- who will provide instruction
- where it will take place
- for how long
- what the student will do to demonstrate learning
- plans for implementation
- plan and date for (at least annual) review
- plans for the next transition
Instruction Plans:
Service Description:
- Support to students and teachers
- Implementation of teacher-developed programs in individual or small group settings
- Supporting students in off-campus activities
Target Population: Students with special needs in the following areas: sensory, physical, behavioural and learning
- in resource rooms
- in learning assistance and E.S.L. services
- in regular classrooms
- in alternate programs
How to Access Service:
- Schools are allocated TA support, based on the school enrolment and the identified special needs of students
- Administrators, in consultation with school-based team, decide on the use of allotted time
Service Description:
- Elementary school-based counselling, consultation, co-ordination and education
- Direct counselling support to students with significant social/emotional needs
- Liaison with parents and community agencies
- Coordinate implementation of child abuse prevention and social skills development programs
- Consultation with school staff regarding students with social/emotional needs
- Support to school staff
Target Population:
- Students, their families and school staff
- Students identified as having moderate/severe behaviour disorders
How to Access Service:
- Needs are discussed at School Based Team meetings
- Referral made in writing
- Parental consent in writing Counsellor may make arrangements with administrator and/or
- classroom teachers to do class lessons
- Direct counseling support to students with significant social/emotional needs
- Course selection and career selection assistance
Service Description:
- Secondary school-based counseling, consultation, co-ordination and education
- Direct counseling support to students with significant social/emotional needs
- Liaison with parents and community agencies
- Consultation with school staff regarding students with social/emotional needs
- Support to school staff
- Course selection assistance
- Career selection assistance and information about post-secondary education
- Referral to alternate programs if needed
Target Population:
Students, their families and school staff
How to Access Service:
- Students are assisgned to a counsellor when they enter grade 8
- Students access service directly
- Parents may contact cocunsellor directly as needed
Service Description
- Support from a regionally-based Speech/Language Pathologist (SLP)
- Assessment of students communication needs
- Group and individual program development
- Consultation with School Based Team, teachers and TA's for implementation of student goals
- Collaboration in development of IEP's
- Direct therapy may be required for students with significant communication impairments
- Provide in-service and information in the area of communication needs
Target Population:
Students with delayed, disordered or atypical speech and/or language skills
How to Access Service:
- Student needs discussed at School Based Team meetings
- Referral for assessment made in writing
- Speech Language Pathologist delivers service based on results of assessment
Service Description:
- Providing collaborative consultation
- Assisting with pre-referral interventions
- Providing psycho-educational assessments for students referred by the school based team
- Providing ongoing collaborative planning
- May include contributing to the design and evaluation of the IEP and providing in-service training in the area of assessment
Target Population:
General school population
How to Access Service:
- Student needs discussed at School Based Team (SBT) meetings
- Referral for assessment made in writing
- Parental consent in writing
Provincial Outreach Programs
The Provincial Outreach Program for Autism and Related Disorders(POPARD) provide consultation, training and support services to all public and independent schools across the province of British Columbia with a primary focus on increasing the capacity of school district staff to support students with autism spectrum disorder (ASD).
The POPARD team will provide leadership in collaboration with educators who request support for children and youth with ASD. Collaboration will promote meaningful consultation with parents and community teams. POPARD will promote a wide range of evidence-based practice approaches that will facilitate inclusive educational programs in the least restrictive environment.
Provincial Outreach Program for Autism and Related Disorders website
Resources
Kids in My Class I
Kids in My Class II
Kids in My Class III
Aboriginal Kids in My Class
ESL Kids in My Class and FAQ's
IEP Central Demo
POPFASD
PISP
SET-BC
PRCVI
Special Education Frequently Asked Questions
Transition Planning and Resource Guide
Transition to Kindergarten: An Information Guide for Parents of Children with Special Needs
Special Education District Services
Mainstream Support - ElementaryService Description
- Itinerant support for students with special needs, their classroom teachers, their families and school team.
- Development and implementation of I.E.P.s
- Provision of materials and programs
- Disability awareness education
- In-service for teachers, special education assistants and parents
- Consultative support to elementary schools
Target Population
Students with a physical disability, autism, moderate intellectual disability, dependent handicap and students with a mild intellectual disability who are in regular elementary school classrooms.
How To Access Service
- Students who meet Ministry of Education criteria are placed on caseloads by Special Programs Coordinators. Written diagnosis, assessment and supporting documentation must be on file at Special Programs.
- Referral for consultative services to be made in writing by School Based Team members
Occupational and Physiotherapy
- Support from an itinerant occupational therapist
- Program planning
- Functional assessment/screening
- Training of staff to carry out routines
- Monitoring and ongoing evaluation of students in classroom settings
- Equipment selection and adaptation
Target Population
Students with physical disabilities and autism
Direct service provided for students with Occupational Therapy routines
How to Access Service
Referral form sent to Special Programs by the school based team
Physiotherapy Service Description
- Support from an itinerant physiotherapist
- Program planning
- Functional assessment/screening
- Consultation for school staff and families
- Training of staff to carry out routines
- Monitoring and ongoing evaluation of students in classroom settings
- Equipment selection and adaptation
Target Population
- Students with physical disabilities
- Direct regular service for students with significant physical challenges
- Consultation for staff involved in lifts and transfers
How to Access Service
Referral form sent to Special Programs by the School based team
Service Description
- To meet the learning needs of students who are unable to attend school due to serious physical or psychological issues
- To provide quality instruction and support
- To facilitate communication with the student's school personnel during extended absences
Target Population
Students who are not attending school for medical reasons (Kindergarten -19 years/K -Grade 12)
How to Access Service
- Referral through Special Programs
- School contact person faxes Special Programs with information
- Special Programs assigns case to Visiting Teachers
- Doctor's note to be provided
District Resource Rooms
Life SkillsLife Skills Modified Academics
Program Description: Elementary Life Skills
Target Population: Students with Mild, Moderate and Severe Intellectual disabilities, Multiple disabilities and /or Autism.
Program Focus:
- Basic life skills
- Daily living skills
- Community acces
- Pesonal care
- Functional academics
- Social/emotional development including sexuality
- Behaviour management
- Addressing medical needs
- Partial integration
Typical Class Size: 5 - 10 students typically staffed with one teacher and two or more Educational Assistants
Placement Procedure:Through Special Programs office
Program Description: Secondary Life Skills
Target Population: Students with mild and moderate to intellectual diabilities, multiple disabilities and/or Autism.
Program Focus:
- Modified/functional academics
- Life skills training
- Community based training (recreation, transit, services)
- Vocational training (school/community based)
- Social emotional development
- Possible integration into elective subjects
Age/Grade Range: 13 - 19 years/Grades 8 - 12
Typical Class Size: 12 to 25 students, typically staffed with one teacher and two or more Educational Assistants
Placement Procedure: Through Special Programs office
Program Description: Work Experience
Target Population: Students with mild intellectual disabilities
Program Focus:
- Development of work related skills
- Variety of work experience placements in the community
- Integration into Grade 11 and 12 work related courses, e.g. construction and drafting
Age/Grade Range: 17 - 19 years/Grades 11 - 12
Typical Class Size: 15 students, typically staffed with one teacher and two or more Educational Assistants
Placement Procedure: Through Special Programs office
Program Description: Modified Academics/Secondary
Target Population: Students with mild-moderate intellectual disabilities, physical disabilities, Autism
Program Focus:
- Modified Math and English curriculum
- Integration into regular elective courses
- Grades 11 -12 community work experience
- Social/emotional development
- Sexual eduation and abuse prevention programs
Age/Grade: 13 -19 years of age
Typical Class Size: up to 15 students /Grades 8 - 10/ 8 - 12
Placement Procedure: Through Special Programs Office
Program Description: Students who are Deaf or Hard of Hearing
Target Population: Students with Moderate to Profound Hearing Loss
Program Focus:
- Academic instruction at grade level
- Instruction and utilization of alternate methods of communication (sign and oral interpretation)
- Training and management of assistive technology (FM system, hearing aids)
- Social and emotional development
- Partial integration into regular classes
Age/Grade Range: 5 - 12 years / Grades K - 7
Typical Class Size: up to 10 students
Placement Proceduer: Through Special Programs office
Program Description: Elementary Social Learning
Target Population: Students with moderate and severe behavioural challenges
Program Focus:
- Functional Behavioural Assessment
- Behaviour support and instruction
- Maintenance of regular curriculum goals
- Partial integration
- Transition to home school
- Social skills instruction
Age/Grade Range: 6 - 12 years/Grades 1 - 3/Grades 4 - 7
Typical Class Size: 10 students, typically staffed with one teacher and one or more Education Assistants
Placement Procedure: District Intake Committee (Spring) Placement during the school year through Special Programs Office
Program Description:Secondary Social Learning
Target Population: Students with moderate and severe behavioural challenges
Program Focus
- Functional Behavioural Assessment
- Behaviour support and instruction
- Social/emotional development
- Maintenance of regular or modified course work
- Integration into regular classes when applicable
Age/Grade Range: 13 - 15 years/Grades 8 - 10
Typical Class size: 15 students
Placement Procedure: District Intake Committee (Spring and Fall) Placement during the school year through Special Programs office
Community Information
- Family Support Institute - The Family Support Institute mission is: "To strengthen and support families faced with the extraordinary circumstances that come with having a family with a child with a disability.
- BCACL - Home - A provincial association dedicated to promoting the participation of people with developmental disabilities in all aspects of community life.
- Autism Community Training ACT - Autism Community Training is a community response to the great need throughout British Columbia for a range of training opportunities on Autism.
- Home - Reach Child and Youth Development Society - Reach Child and Youth Development Society, Reach Youth and Child Development Society provides services to children with special needs.