Special Education

 

 

The Special Education Team is:
Deb Crawford - Superintendent of Education Lisa Demers - Principal - Special Education Renée Zarebski- Consultant - Program Resource Lisa Thompson-Power - Consultant - Program Resource Janet Boyle - Consultant - Program Resource Cathy Calvert - Administrative Assistant, Superintendent of Education Tonia Barr - Secretary - Special Education	Nicole Leger - Teacher - Autism Transitional Classroom Andrea DiBrita - Teacher - Eaglerock
Lauri Doig - Resource Teacher - Deaf and Hard of Hearing Mary Ann McCrae - Resource Teacher - Behaviour Jodi Slater - Resource Teacher - Giftedness Jan Lemak- Resource Teacher - Assistive Technology Jennifer Morrow- Resource Teacher - Behaviour Heather Carron-Doyle - System Level CYW Lynn Tourangeau - System Level Educational Assistant Jill DeMaeyer - Specialist-Applied Behaviour Analysis	Carolyn Edwards - Social Worker Liz Edwardson - Social Worker Monica Mallon - Social Worker Shawn Christensen - Speech/Language Pathologist Deb McCabe - Speech/Language Pathologist Katherine Montgomery - Speech/Language Pathologist Sandra Wintjes - Speech/Language Pathologist Colleen Chapman- Speech/Language Pathologist Sarah Nelson - Child/Youth Worker Lynne Bennett - Child/Youth Worker Mary Roberts - Child/Youth Worker Jessica Serruys - Child/Youth Worker Tara Morrison - Child/Youth Worker Lenora Cavacas - Child/Youth Worker Shannon Brown - Child/Youth Worker Alisha White - Child/Youth Worker Joe Spowart - Child/Youth Worker Heather Whelpley - Child/Youth Worker John Larsh - Child/Youth Worker

Mission Statement

THE BOARD'S STATEMENT OF BELIEFS AND PRINCIPLES REGARDING SPECIAL EDUCATION

The commitment of the Board to the beliefs in the Mission Statement and Principles and Values Statement is expressed by the manner in which exceptional students and students with special needs are welcomed and provided for in our school communities. The Board, therefore, delegates to the Director, in consultation with the Special Education Advisory Committee, the responsibility for developing programs, regulations and procedures to promote:

• The rights of the learner to an inclusive educational program in the regular classroom program as the child's need for a differentiated program will permit. Integration will take precedence over segregation whenever possible taking into account the needs of the child and the parent's wishes.

• The education of each student is a shared responsibility between the classroom teacher and the program resource team and the child's parent/guardian. Through a collaborative partnership the classroom teacher will be supported in modifying and personalizing the curriculum for exceptional learners.

• Learners have the right to access a spectrum of special education programs and services to support their learning.

• When support staff are assigned to provide direct assistance to an exceptional learner, care must be taken to maintain focus on the ultimate goal of independence and autonomy.

• Since communities assist in raising children, the board maintains open and active partnerships with various local, regional and provincial agencies to access resources and promote a smooth transition to post-secondary education, work or living in the community.

SPECIAL EDUCATION GOALS