- Focus on strategies or interventions for children and youth who need more scaffolded and/or research-based learning opportunities because their needs are not met through universal supports
- Mental Health: school has an initial discussion with the parent prior to making a referral to AHS Addication & Mental Health. Mental Health will then contact the parent to inform them about the inclusion of their child in a group service.
- Occupational Therapy, Physiotherapy, Speech/Language Therapy
- Teacher directed small group involvement: children that transition in and out of targeted groups that do not have need for individual goals in a group do not require parental consent as it is teacher-directed group involvement
- Student specific goals: If the student is participating in a small group, but has specific identified needs related to one of the above disciplines, informed verbal consent is required. This informed verbal consent will be obtained by the service provider.
- Informal assessment and student observations should be documented with a short written report with identified goals, strategies, and/or recommendations that will be debriefed with the teacher.
- The teacher will share outcomes with the family and a copy of the document will be placed in the student record and a copy will be provided to the parents/guardian.
Targeted Support Examples:
|Articulation Strategies in the classroom||Physical movements of mouth and throat involved in making speech sounds
Speech sounds and combination of sounds
|Assistive Technology for learning||iPad/iPod applications
SmartBoard use and software
QR codes for providing supporting materials
|Phonological Awareness Centers||Rhyming words
|Printing and Fine Motor Skills||Small group activities for printing and fine motor|
|Sensory Strategies||Self-regulation – the right level of alertness for the activity
Adapting the environment
Calming or alerting activities
Sensory tools for specific students and their identified needs
Therapeutic yoga to prepare all students to be in optimal physical, emotional, and cognitive states for learning
|Social Thinking||Recognize that they and others have different perceptions and abilities to process social information
Navigate their social thinking, social interaction and social communication toward more rewarding outcomes
Adapt and respond to the people and situations around them
|Visual Perceptual and Organizational Strategies||Boardmaker
Visual schedules for small groups or individuals