Individualized Support
  • 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.