Program Descriptions

Director of Instruction

The Director of Instruction for Student Support Services is responsible for all Special Education Services to School District #27. The Director works in collaboration with schools, district staff, the senior management team and community agencies. The Director works closely with school Principals, Learning Support teachers, education assistants and community agencies to promote best practices in support of Inclusive Education for all students with special needs.

District Behaviour Coach

The roles and responsibilities of the District Behaviour Coach is to support, district counsellors, schools and the classroom teacher with students who have an “H category” diagnosis and are requiring extra interventions to engage in learning at school.

District Elementary Counsellor

District Elementary counsellors provide a continuum of services to support social, emotional, behavioural and mental health needs of students. Counsellors are available to meet with students and/or parents(s) in a consultative capacity or to provide direct counselling related services that are primarily intended to support academic success. School counselling may involve coordinating support with other adults involved including parent(s), teachers and outside agencies.

Inclusive Support Resource Coordinators (ISRC)

The position of Inclusive Resource Coordinators is to enhance the implementation of the District Vision and Special Education Service Delivery Model. The coordinators are each assigned to schools where they work within their specialty areas and provide support for the implementation of District initiatives (a district based position).
The responsibility of the ISRC is collaboration with their Student Support Service team is to work with the Learning Support teachers/Classroom teachers and EA’s by providing consultation around assessment an resources. In-class modeling and direct instruction with a focus on curriculum development.

Occupational/Physical Therapist – (OT) (PT)

The OT or PT will be contacted by the School Based Team and will make arrangements for visitation through the Learning Support teacher in each building.
Physiotherapy: directed toward the prevention and alleviation of movement dysfunction. Intervention is directed toward improving gross motor skills for independent mobility, adapting to environment, PE, instruction in the use of specialized equipment and proper handling techniques to maximize physical abilities and safety.
Occupational Therapy: directed to maximize an individual’s functional independence in the areas of self-care, productivity (school work), and leisure. Intervention is directed toward improving fine motor skills, equipment identification, environmental access and adaptations for home/school, physical positioning and safety.

School Psychologist

School psychologists are assigned to each school to provide support to students with additional learning, social-emotional, sensory, health and /or behavioural needs.

Speech & Language Pathologists (SLPs)

Speech-Language pathologists have expertise in communication. SLPs in the school setting assess and work with students who have a wide range of communication challenges.

Teacher of the Blind/Visually Impaired

Students who are blind or who have low vision require unique adaptations to their learning environment. The Vision Resource teacher provides alternate material, assistive technology and teaching strategies to assist the regular classroom teacher in the management of the program for these students. This also includes orientation and mobility training for students who need this.

Teacher of the Deaf/Hard of Hearing

Itinerant services for the hearing impaired are district based services carried out by a trained and qualified teacher of the deaf and hard of hearing. The service is designed to focus on the social, emotional and academic needs of deaf and hard of hearing students from K-12. The program is based on a multi-disciplinary team approach which may include an audiologist, physician, parents and other support personnel.
Students who have been diagnosed with a hearing loss which places them at risk educationally, socially or emotionally are eligible for services. Service delivery may be direct and regular and involve individual instruction for the deaf or hard of hearing student which takes place outside of the regular classroom or service may be more consultative, focusing on the effects of recurrent middle ear infections as they relate to communication, listening and/or learning in the classroom. The amount and type of support depends on the individual student’s needs.

Youth Engagement Worker (YEW)

Child/Youth engagement workers provide short and long-term interventions to students who are experiencing difficulty adjusting to school. In addition, support is provided for behavioural challenges with the goal of assisting them to successfully participate and learn within the regular school setting.

The youth care worker program provides service to students either individually or in small groups. This may take place within the classroom, out of the class, or in the community involving recreational activities, organized sports, and clubs. In cooperation with the classroom teacher, the elementary teacher-counsellor, school psychologist, the parents and possibly other members of the school-based team, the youth care worker develops and provides opportunities for change with each individual student. The youth engagement worker assists the student with the development of life skills and fitting into the routines of the regular elementary environment. This requires working with the student, the school, and in some cases the family.

Learning Support Teachers

The roles and responsibilities of Learning Support Teachers (LST) are diverse and may change throughout the year. Their support may be either direct of indirect.

Resource Teachers

The roles and responsibilities of Learning Support Teachers (LST) are diverse and may change throughout the year. Their support may be either direct of indirect.

Education Assistants (EAs)

Education Assistants work under the direction of a teacher to support the teacher, curriculum differentiation and individual students or small groups of students. All schools have EAs assigned for this purpose. The amount of EA time allocated to each school is based on the Special Education student population of the school.