Regional Definitions

TermDefinition
School-Based TeamStaff members on-site and in the school daily. The School-Based Team may include:
⇒ Principal
⇒ Learning Support Teacher
⇒ Literacy Coach
⇒ Classroom Teacher
⇒ Teacher Counsellor / Family School Liaison Counsellors
⇒ Educational Assistants
School-Linked TeamTeam members that provide support for the child/youth but are not in the school daily. Team members could include:
⇒ Educational Psychologist
⇒ Behaviour Specialist
⇒ Speech Language Therapists
⇒ Occupational Therapists
⇒ Physiotherapists
⇒ Mental Health Therapists
⇒ Teacher for the Blind and Visually Impaired
⇒ Teacher for the Deaf and Hard of Hearing
Regional Integrated Case Management Team (RICMT)The Regional Integrated Case Management Team (RICMT) is comprised of members from Education, Health, and Human Services. The Team meets monthly to review complex case requests. Schools would make requests for complex case reviews through their Central Office representative.
Complex needs Complex needs is defined according to Policy Framework for Children and Youth with Special and Complex Needs (page 5) as children and youth that require “significant extraordinary care due to the severity of their impairment(s) and require services from more than one ministry”. Those who require such services may include children and youth:
⇒ with multiple impairments, complex mental health and health issues and/or severe behavioral needs;
⇒ for whom all currently available resources have been utilized with limited success;
⇒ who require fiscal and human resources that strain the capacity of any one ministry; and
⇒ for whom there are questions about the safety of the child, youth, family, or public.
Regional Linked ServicesThe School-Based in collaboration with the School-Linked Team, will identify when there is a need to access regional services. Services are accessed on an as needed basis, using a referral process and include:
⇒ Mental Health
⇒ Occupational Therapy
⇒ Physical Therapy
⇒ Speech/Language TherapyA formal referral process, including written informed consent from the family is required.
Low incidence ServicesLow incidence services are designed to support children/youth with the following challenges:
⇒ blind/low vision;
⇒ deaf/hard-of-hearing;
⇒ deaf-blind; or
⇒ significant communications disabilities requiring the use augmented or alternative communication systems.
IndividualizedIndividualized supports encompass a wide range and varying levels of expertise, as they directly relate to meeting an individual’s need. There may also be a need for highly individualized direct supports for specific individuals or groups of children and youth.
TargetedTargeted supports focus on strategies or interventions for children and youth who need more scaffolded and/or research-based learning opportunities because their needs cannot be addressed through universal supports. Collaborative teaming and problem-solving, as well as specialized expertise, might be required. For example, to fully embrace the diversity, expertise (e.g., Elders, cultural brokers, professionals with expertise in learning disabilities) may be required to work with children and youth who come from different cultures, face poverty issues, or have disability-related needs.
UniversalUniversal supports focuses on differentiation and broad-based strategies to benefit all children and youth. Strategies have a system-wide focus. Given the diversity of children and youth, the need for assistance will depend on individual abilities, skills, talents, and personal circumstances. For many children and youth, high-quality programs will be the only assistance that they require (in some areas or domains) to be successful. Universal supports are incorporated into the environment and must be readily available at the outset, versus relying on a ‘trigger’ (e.g., event, crisis) to access the supports. Universal screening strategies can be the key in the early identification of those who may need specific interventions.