The DSBN is committed to offering a wide range of both special education services and programs to students board-wide. We provide supports and programs that are responsive to the strengths and needs of each student ensuring a successful learning environment for all. Working together and collaborating as a team to support every child is essential to achieving success.
Student
The student is at the centre of the support process. Their strengths, needs, voice, and experiences help guide planning, problem-solving, and decisions about supports at school. Honouring student voice helps create learning spaces where students feel seen, valued, and supported.
Families
Families are important partners in helping children learn, belong, and do well at school. What you know about your child helps the school understand their strengths, needs, and experiences. By working together, families and schools can plan supports that help students succeed.
Regular communication between home and school helps everyone understand your child’s progress and goals. Families are encouraged to speak with the classroom teacher, or Specialized Program teacher, first. If more support is needed, the principal or vice-principal can help plan next steps.
DSBN staff that may be part of the In-School or Multidisciplinary Team:
Classroom Staff
Classroom Teacher
The classroom teacher is responsible for planning and programming for student learning, while other staff support implementation, engagement, and day-to-day learning in collaboration with the teacher.
Educational Assistant (EA)
Educational Assistants are assigned to schools that have special education classes and to schools where there are students who require intensive support in regular classrooms. EAs support students with specified physical needs including visual, auditory, ambulatory, and personal care.
Special Education Teacher
Designated Early Childhood Educator (DECE)
School Staff
Each DSBN school has an In-School Team, led by the principal. This team meets to talk about students who may need extra support and to plan next steps. Families may be invited to share information and help plan supports. In secondary schools, this team is called the In-School Student Success Team.
Principal & Vice-Principal
Provide leadership at the school, support problem-solving, and help coordinate communication, planning, and next steps when concerns arise. They also help foster caring, inclusive, and responsive school spaces.
Elementary & Secondary Staff
These staff members provide additional support to help plan, coordinate, and monitor strategies for students who may need extra assistance. They work with classroom staff, school administrators, students, and families to help identify supports and next steps that promote learning, belonging, and thriving
Learning Resource Teacher (LRT) – Elementary
Secondary
Special Education Resource Teacher (SERT)
Student Success Teacher
Guidance Teacher
System Staff
If more support is needed, the In-School Team can ask for help from a system-level Multidisciplinary Team. This team may include consultants, Central Educational Assistants, Speech-Language Pathologists, Occupational Therapists, ABA Facilitators, Psychologists, Youth Counsellors, Social Workers, the SEA Equipment Team, and itinerant teachers, such as Blind/Low Vision and Deaf/Hard of Hearing teachers. Together, they help schools respond to student strengths and needs in thoughtful and collaborative ways.
Superintendent
The Superintendent provides system-level leadership and oversight to support schools and special education services, helping ensure that students, families, and staff are supported across learning environments.
Special Education Senior Manager
Responsible for managing and coordinating the service delivery of Special Education supports and resources.
Student Achievement Leader, Special Education
Responsible for the co-ordination and supervision of Special Education staff and grades K- 12 student supports.
Consultant, Special Education
Advises and assists Superintendents, Principals, Teachers, Designated Early Childhood Educators (DECE), Educational Assistants (EA), and Parents/Guardians in matters related to Special Education programs and services.
Resource Teacher, Special Education
Provides program strategies or suggestions, resources and services to meet the needs of students requiring accommodation/modification of program within classrooms for students with Blind and Low Vision needs, and Deaf and Hard of Hearing needs.
Central Educational Assistant
Provides resources and supports for programming in schools. They also may assist with Special Education processes and projects as required.
Occupational Therapist
A regulated health professional who assesses and provides recommendations and strategies regarding fine motor skills, sensory processing skills, visual perception, and organizational skills necessary for success in the classroom.
Speech Language Pathologist
A regulated health professional who assesses and provides ongoing support for the speech and language needs of students.
Psychologist or Psychological Associate
Responsible for monitoring and maintaining the system of psychological services delivery and provides resource support to Special Education, as assigned.
Youth Counsellor
Social Worker
Social Workers are responsible to the Manager of Social Work and are members of the Support Triad (Consultant, Educational Assistant and Social Worker) that assist schools in programming and planning for students with significant emotional, behavioural, or mental health issues and cultural concerns.
ABA Facilitator
Works with administrators, teachers and multi-disciplinary teams by providing and
coordinating Applied Behaviour Analysis instructional methods and resources at the board and school level.