Inclusive Education

Inclusive Education

School District 67 strives to create inclusive, equitable, and meaningful educational experiences for all students.  To this end, SD67’s Inclusive Education Team works collaboratively with school teams, parents/caregivers, and community partners to create supportive, inclusive, and caring learning communities where all children, specifically those children with diverse abilities and disabilities, can reach their full potential.  A wide range of student support services and programs provide both direct and indirect support to school teams and students, along with professional learning and learning resources for schools.

School Based Team

The School Based Team (SBT) is a problem-solving group in each school that meets regularly to determine the supports and interventions for individual students who require additional support. The team includes inclusion support teachers, counsellors, school administrators and other support services staff. Parents/caregivers are consulted and kept informed of educational decisions. If you have a concern about your child, begin with a conversation with your child’s teacher.

Learning Environments at School

A student’s key learning space is their classroom, alongside their peers.

Schools also have a variety of other learning spaces which are provided when an alternative environment is needed for small group work or individual support with specific, targeted skills. We are always working to provide students with the best learning environment to meet their individual needs.

The Inclusive Education Team

The Inclusive Education Team is the group of specialists who collaborate with classroom teachers and families to establish and monitor the interventions and supports being implemented to help a child be safe and successful at school. For some learners, this also involves the creation of an Individual Education Plan or other support plan that lays out individualized goals, strategies and supports. The services from members of the Inclusive Education Team are accessed through a referral to the School Based Team.

School-Based Support Services 

• An Inclusion Support Teacher works with a child’s classroom teacher to provide support to the child and help co-ordinate the child’s support plan.
• Education Assistants work under the direction of a teacher and are assigned to learning environments to provide additional support to a variety of students.
• School Counsellors support the educational, personal, social and emotional development of students in schools. Counsellors provide support to individual students, small groups and whole classes in response to the current needs of the school.
• English Language Learning Teacher provides English language assessment and instruction, as well as cultural support, for students who are new to learning English.

District Support Services may be recommended to access further specialized support on a direct service or consultation basis. This team includes: 

• School Psychologists provide services that are designed to support students who are experiencing challenges or barriers to their learning.
• Speech Language Pathologists provide services that are designed to support students whose education and/or social/emotional development is adversely affected by communication difficulties.  
• Occupational Therapists and Physiotherapists are regulated healthcare professionals who assist with challenges with motor skills, sensory skills and self-care.
• Autism Support Teacher works collaboratively with school teams and families to provide strength-based programs and supports for students with autism.
• Behaviour Inclusion Support program facilitates the inclusion of students requiring significant support with social emotional and behavioural skill development.
• Hearing Resource Teacher provides direct service to students whose educational and social emotional development is significantly impacted by hearing loss. Primary designation is category F.
• Vision Resource Teacher provides direct service to students whose educational and social emotional development is significantly impacted by vision loss. Primary designation is category E.
• Other services may also be recommended through the Indigenous Education department or through community service providers.

Referrals for these services are made through a student’s classroom teacher or case manager to the School-Based Team. Your child’s teacher is the best place to begin if you have a question or concern.

IEPs and Support Plans

Support plans are developed by school teams in consultation with parents and caregivers for students who require additional individualized strategies beyond the flexibility and universal supports that are commonly provided in the classroom setting. The creation of a written plan ensures that there is a coordinated and consistent approach that has been clearly communicated to those working with the student. It provides the family with an opportunity to be involved in shaping their child’s educational program and helps ensure they are informed along the way.

Individual Education Plan (IEP)

• • • An IEP is a written plan developed for a student which describes individualized goals based on the student’s unique needs, the essential supports and strategies that are to be provided, and measures for tracking student progress. It serves as a tool for collaborative planning among the school team, the parents/caregivers, the student, and, as necessary, school district personnel, other ministries and/or community agencies.
    • The IEP is updated each fall through a collaborative process that involves the school team and the family.
    • Every student with a Ministry designation is required to have an IEP in place.
    • SD67 uses the Ministry’s “Competency Based IEP” (CB IEP) format, which fosters greater inclusion by directly linking the student’s goals with BC curriculum and learning in the classroom.