Questions about Intensive Supports
How does Regina Public Schools support my child’s learning profile?
Regina Public Schools embraces the philosophy of Intervention First. It is a multi-tier approach to the early identification and support of students with learning and behaviour needs. The foundation of this model is based on:
- Family involvement/engagement
- Collaborative problem solving
- Community involvement/engagement
- Positive behavioral supports
Who should I contact if I have questions about how my child’s needs can be supported?
Caregivers are asked to reach out to their neighbourhood school (School Locator link) to share their child’s learning profile. The school team will work with caregivers, division-based staff, and outside agencies to plan accommodations and program delivery. If information gathered indicates the student requires more intensive assistance and specialized support, an application to an Intensive Support Program may be made by the school team.
How are students identified for Intensive Support?
Our school teams work with caregivers, division-based staff, and outside agencies to assess areas of need, determine priority areas of impact and support programming to address needs. Students will be supported through divisional reporting processes and some students may be supported through an Inclusion and Intervention Plan, Student Learning Plan, Record of Adaptations or through Adjusted Grading. School teams are responsible for the student’s assessment, program planning and program delivery. Division-based staff, outside agency partners and/or educational assistants may also be integral in supporting the student.
What are some of the supports and services that may be available?
We provide an array of services that may be accessed by school teams, including:
- School-Based Supports
- Specialized teachers supporting tiered interventions
- Intensive Support Consultation Services
- Interagency Collaboration
- Speech-Language Services
- Occupational Therapy Services
- Registered Psychology Services
- School Counsellors/Social Workers/Guidance Counsellors
- Mental Health & Well-Being Interventions
- Individual Safety Support Plans
- Intensive Support Programs
What is assistive technology and how is it accessed?
Assistive technology allows students to access the curriculum, complete tasks, and work in their environment independently. To receive assistive technology, Regina Public Schools utilizes an Intervention First collaborative, problem solving model with the SETT process.
S for Student, E for Environment, T for Task, T for Tools
School teams work with caregivers, division-based staff, and/or outside agencies to apply for technology through a SETT Request. Approval must be obtained from the Supervisor of Intensive Supports with Regina Public Schools. Once approved, the assistive technology is ordered, and once received, is sent to the school. Assistive technology stays with the student during the time they are in attendance with Regina Public Schools. If the student moves out-of-division, the assistive technology is returned to the division and re-assigned to another student.
What are some of the divisional intensive support programs?
Many supports for learning are offered through neighbourhood schools; however, there are times when an intensive support program is deemed the best educational opportunity for some students. Regina Public School teams are very knowledgeable about divisional intensive support programs and work closely with caregivers and division-based staff when considering making a student application to an intensive support program. A couple of our programs are described below:
- The Developmental Classroom (DC) Programs are intended for students with multiple disabilities, or severe to profound intellectual disability. The program focus is on the development of communication skills, social development, recreation and leisure, functional living, and work skills. Medical support is available for students requiring the administration of medication or health-related services.
- The High School Functional Integrated Academic Programs (FIAP) emphasize functional academics, communication, social skills, independent living skills, and vocational programming. These programs support students who are diagnosed with an intellectual disability of moderate severity, who require highly individualized programming to meet their needs. The extent of inclusion into a regular education classroom is determined by student needs, interests, and abilities.
Are services offered at the preschool level for students with intensive needs?
Yes. The Early Learning Intensive Supports (ELIS) Ministry pilot provides additional spaces in a limited number of prekindergarten programs for young children who require intensive supports to meet their potential. The ELIS pilot is for children who have significant developmental delays and may include but is not restricted to children with visual impairments, who are deaf or hard of hearing, have autism spectrum disorder or complex medical needs. Spaces a limited and factors such as the age of the child and other available services may impact which child is given priority. Please visit the Early Learning (Pre-Kindergarten) page for additional information.