Inclusive Education Section » Programs & Services

Programs & Services

​Inclusive Education staff, at the district level, work collaboratively with all schools to provide additional support to address student needs. This support may include direct and/or indirect services, resources and professional development.
School Psychologists

​The School Psychologist functions as part of a multidisciplinary team whose major role is to assist students to succeed academically, socially, behaviourally, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students.​​ The school psychologist may conduct psychoeducational assessments of students who exhibit educational exceptionalities for the purpose of developing intervention strategies and/or consideration for specialized programming.​

Referrals from School Based Teams (SBT) for School Psychologist services are discussed and received at Extended School Based Team (ESBT) meetings at the discretion of the School Psychologist in consultation with the school and the extended team.
Speech & Language Pathologists

​The Speech and Language Pathologist functions as part of a multidisciplinary team whose major role is to enhance the educational and social functioning of all students in the school district.  A multi-tiered problem solving approach to prevention, identification and intervention is utilized.

Referrals from School Based Teams (SBT) for SLP services are discussed and received at Extended School Based Team (ESBT) meetings at the discretion of the SLP in consultation with the school and the extended team.  

Occupational Therapists

​​​Occupational Therapists conduct occupational therapy assessments of students exhibiting physical and functional difficulties in accessing and acquiring information and conducting activities of daily living within the educational system.  ​

Referrals from School Based Teams for Occupational Therapy services are discussed and received at Extended School Based Team (ESBT) meetings at the discretion of the OT in consultation with the school and extended team.  Schools will be contacted by the OT to further determine the availability of services that can be offered.
Itinerant Teacher for the Visually Impaired

​Vision loss encompasses a range of severity including totally blind, legally blind, low vision, and cortical visual impairment.  The Teacher for the Visually Impaired (TVI) provides services to students who are certified by either an optometrist or ophthalmologist as meeting the criteria for visual impairment.  For educational purposes, a student with a visual impairment is one whose vision limits their ability to readily participate in everyday activities and interferes with optimal learning and achievement. 

The TVI provides an integrated set of support services that include specialized instruction and consultative support/collaborative planning with both school staff and families.  A major component of this focusses on adaptations, specifically methods of presentation, the nature of materials used and/or the type of learning environment. 
The primary role of the TVI is to facilitate independence and integrate the visually impaired student into the mainstream curriculum.  Specialized instruction is determined by individual need and may include the acquisition of skills in the following areas:  concept development, braille reading and writing, independent indoor and outdoor travel skills (O&M), use of assistive technology and low vision devices, self-advocacy, and acceptance and use of vision adaptations.​​​
District Resource Teacher

​The District Resource Teacher provides district leadership in the provision of services for learners with disabilities at the elementary and secondary levels.  In consultation with the District Principal of Student Support Services, the District Resource Teacher works with School Based Resource/Support Teachers, classroom teachers, para-professionals, administrators, and other district personnel and parents to provide support for learners with special needs.​

District Assessment Teachers

​​As part of a multidisciplinary team, and through referrals from school psychologists, District Assessment Teachers conduct a variety of formal and informal assessments to inform academic programming for individual students.​​​

Itinerant Teacher for the Deaf and Hard of Hearing

​This service is available to students who have medically diagnosed hearing loss.  Students who are deaf or hard of hearing with an audiological assessment by an audiologist that affirms a bilateral hearing loss, a unilateral loss with significant speech/language delay, or a cochlear implant may be eligible for services.  Students with a diagnosis of central auditory processing dysfunction are not considered for this category unless there is an additional diagnosis of peripheral hearing loss. 

The Teacher of the Deaf or Hard of Hearing consults with classroom teachers on the adaptations, modifications, and teaching strategies that are required for students with a hearing impairment.  This service is intended to facilitate the student's academic success within the context of regular education in their local schools.

District Mental Health Behaviour Specialists

​​​District Mental Health/Behaviour Specialists report directly to the District Principal of Student Support Services.   

District Mental Health/Behaviour Specialists are assigned to consult and support designated schools within the SD No. 57 and coordinate District Mental Health/Behaviour services.  Referrals for District Mental Health/Behaviour Specialist and District Mental Health/Behaviour Team support can be made through the Extended School Based Team (ESBT) meetings. 

  • District Youth Care Worker
  • Homebound Teacher
  • District English Language Learning (ELL) Teacher ​