- Meets the needs of a small number of students who have distinct needs related to sensory, physical, and/or communication skills
- Requires formal consent from parents/guardians (Appendix C) and required level of consent from therapists
- Goals and strategies are personalized in planning and delivery
- The therapist(s) will provide a written report which is to be filed in the student record; parents are to be provided a copy.
|Why might this support be selected?
- The most intensive level of support is required
- Can alter frequency, duration, intensity of sessions to target specific needs of an individual child/youth
|Who is part of this type of intervention?
Where could it take place?
- The teacher, family, and support services such as a therapist
- May include direct instruction, extended practice, 1:1 support or with another child/youth
- Takes place in the classroom, or in a learning space outside of the classroom
|What could this support look like?
- Individualized supports are selected based on the individual needs of the student. Examples include:
- Functional self-care skills like dressing and hand-washing routines
- Working on specific speech issues such as a severe speech-sound disorder
- Addressing mobility and safety issues such as navigating the playground
- Augmentative communication
|When and How could this support be initiated and delivered?
- Observation of the classroom and individual student leads to a discussion between the teacher and therapist(s) to set priorities and establish a plan
- Individualized support requires a conversation with the student’s parents/guardians
- Planning and delivery of support is collaborative among teacher, family and therapist
- The Learning Support Teacher/Coach sends a formal BRCSD consent form prior to student involvement.
- Required level of consent will be obtained by therapists
Supporting children and youth to be successful at school, at home and in their communities.