Special Education

Ask the question: “Is the student achieving success in the classroom?”

If the plan is working, ask:

• Is the student comfortable working with the supports provided?
• How do the parents feel about the plan?
• Will the plan continue to be effective on its own?
• Can these supports be paired or alternated with others to lengthen the period of effectiveness?
• How often will the plan’s effectiveness be evaluated?

If the plan is not wholly successful:

• Can the plan be adjusted to be more successful?
• Do you have other ideas you would like to try?
• Should the learning assistance or resource teacher be involved in program planning for this student?
• Should the student be referred to the school-based team?
• Should the student be referred for additional assessment such as speech language, medical or psycho-educational testing?

Step 4: Make a Referral

Following in-class intervention, the classroom teacher should decide whether or not to make a formal request for additional support. If the student continues to struggle in the classroom after adjustments have been made, the teacher, in consultation with the parents, may decide to refer the student to other in-school personnel such as the Learning Assistance Teacher, Resource Teacher, School Counsellor and/or School-Based Team.

After this in-school consultation has taken place, further consultation with parents may result in referrals to:

• district-based services such as a speech/language pathologist, occupational/physical therapist, school psychologist or learning or behavioural consultant/coordinator.
• medical professionals, and/or
• community-based services such as a Child and Youth Committee, Social Services or Mental Health.

Because FAS/E is a lifelong disability, it is the responsibility of the family, the school and the community. The integrated efforts of a multi-disciplinary, and often cross-ministerial, community team will be most successful when the support is built on past experience and incorporates planning for the future.