The Evolution of Therapeutic Support & Service Delivery

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Referral based No referral required, the work begins with school-based discussions regarding student needs and priorities
Support based on eligibility criteria Supports available for all students, based on need
Multiple models of service delivery Continuum of service delivery (universal, targeted, individualized) based on student need and response to intervention
Varying schedules of support Predictable and responsive schedules of support for the school year, co-created between the school and therapist
Therapy services often provided separately from classroom practice Therapy services expanding to provide job-embedded learning; teacher & therapist working and learning together in the classroom
Formal assessment preceding therapeutic intervention work Intervention work (i.e., strategies) preceding formal assessment
Focused on a set of services Focused on addressing needs collaboratively, therapist accessible and get to know families/schools
Centered on service delivery Strength-based model centered on children/youth and families, schools and community needs, with the potential for multiple employers
Provincially prescribed Regional autonomy, greater flexibility

 

Supporting children and youth to be successful at school, at home and in their communities.