Inclusive Education

Philosophy

We believe that all students can learn. They learn in different ways and at various rates. Students are best served when being part of a regular classroom where learning expectations reflect individual needs. Some students may require small group instruction for part of the day.  We also believe that parents, as the first teachers, play an important role in children’s learning.

Program Overview

The role of the Learning Support teacher is to provide services to students coded with mild/moderate learning disabilities or delays as well as students learning English as a second language (ESL). This position is designated to small group pullout for instruction and in class support primarily in Language Arts. Students identified as Gifted are also overseen by the Learning Support teacher.

Students with ESL status may receive pullout support from our Speech Language Assistant under the guidance of the Learning Support teacher. The full time Learning Support teacher offers support to classroom teachers to assist students learning the English language.

The Real Life Literacy program, under the direction of the Learning Support teacher, is offered to a small group of  Division I and Division II students to guide them in learning essential skills for daily living. This program supports them in their math and language arts skill development.

Students identified with severe learning disabilities, cognitive delays, and/or behavioural needs are provided with an Individual Program Plan (IPP). This IPP is developed and implemented cooperatively by a team consisting of classroom teachers, parents, Learning Support teacher, assistant(s), and outside agencies as required.  Students with less severe learning disabilites are provided with an Individual Support Plan (ISP) which outlines the supports used in the classroom to ensure student success.

Students receive instruction primarily in the classroom where flexible groupings are developed to meet all learner needs with a focus of school wide guided reading program to enhance literacy skills. In addition, under the direction of the principal, an assistant provides support to children in grades 1 and 2 in the Early Literacy Program. Other assistants work directly with students on a one-to-one basis or in small groups in a team approach.

At Galbraith School, our Learning Support Teacher also serves as a Learning Coach.  The primary role of the Learning Coach is to support teachers through collaboration and sharing of best practices.  Support may include research, gathering of resources, or working directly with staff on specific projects to enhance student engagement.