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The Inclusive Learning Support team provides both direct and consultative services to students with diverse needs and the staff who support them. Teachers and EAs work in partnership with the School-Based Team (SBT) to support the diverse learning needs of students
The Cowichan Valley School District has developed frameworks for Literacy, Numeracy and Identity, Belonging and Health. These frameworks provide our educational community with resources and common understandings as well as opportunities to design practice
that supports learners to become literate numerate citizens with healthy life choices.
The Cowichan Valley School District is committed to learning environments free of barriers to participation, where every student and staff member can access all activities with safety and belonging. This work is supported and embedded in ‘Beyond Education’ – Strategic Plan 2020 – 2024 and is the subject of Policy, specifically Policy 25, Identity, Belonging, and Connection.
This work is not just the purview of the Inclusive Learning Department, but is the responsibility of every staff member, student, and community member who is connected to our district.
The goal of English Language Learning (ELL) is to increase student academic success by enriching English skill development in listening, speaking, reading, and writing.
The goal of a psycho-educational assessment is to gather specific and new information to better understand and improve the student’s current functioning or learning.
The role of the counsellor is influenced by the unique needs of each school. The counsellors provide counselling, consultation with SBTs, coordination of services, communication with parents, as well as education for students and staff, in order to promote healthy social and emotional development.
The purpose of Hospital Homebound Education Services is to enable students to continue their education program while absent from school for periods during the school year because of illness or related medical/psychiatric reasons.
Consultation and support for learners with visual impairments, including instruction on orientation and mobility, functional vision assessments, and more.
The role of the district resource teacher for the deaf and hard of hearing is to determine and deliver direct or consultative service to best meet the needs of students who are deaf and hard of hearing.
SLPs work with learners who are experiencing communication difficulties or disorders. Evaluation and consultation services are focused on Kindergarten through Grade 3. Consultation services continue through grades 4 to 12.
Physiotherapists provide services to children with orthopaedic, neurological, muscular, spinal, joint or sensory dysfunction.
Occupational therapists are concerned with students’ abilities to perform daily tasks such as self-care, productivity and leisure.