Inclusion in NLPS is based on the principles of respect, acceptance, safety, and equity. It is the recognition and honoring of diversity, and valuing the contributions of all members of our school communities.
Inclusive programs utilize a student-centered, needs-based approach where ALL students:
Reach Their Potential
Safeguard Their Dignity
Experience Equitable Access to Education
District Skills
It is a fully individualized, intensive intervention for learners requiring 1:1 support in multiple domains. For learners requiring specialized care beyond that which is possible in a more typical classroom setting. Curriculum is framed around the AFLS framework.
Program Strands
The program is built around the functional skill domains as defined in the Assessment of Functional Living Skills (AFLS). This tool describes functional skills in the following way:
Functional Skills have immediate benefit and use for the learner. Functional skills are commonly age-appropriate skills that are used everyday for typical activities and routines and are essential for independence. Functional skills exist in all settings, throughout the day, and present opportunities for teaching by caregivers around the clock.
Adaptive skills, safety practices, managing daily life, and striving for independence are all terms and concepts used synonymously with functional skills. All of these descriptors cover a wide range of skill areas which include self-help skills such as those found in the Dressing, Grooming, Toileting, Bathing, and Health, Safety, and First Aid areas, and progressing to higher and more advanced skill areas covered in the Independent Living module.
Basic Living Skills
Your child may have received therapy from a Speech and Language Pathologist (SLP), Occupational Therapy (OT) and/or Physiotherapist (PT) at the Child Development Centre (CDC).
Occupational and physiotherapy is available on a limited basis in our school district. If your child is currently receiving support through the Early Intervention Program at the CDC, these services can continue until your child turns six. After that time, students may qualify for support through the School Aged Therapy program. This service is more limited than the Early Intervention support. For School Aged Therapy, students must meet criteria involving either acute health needs, deteriorating physical conditions or pervasive feeding issues. Referrals for services at school are facilitated by your child’s case manager at school.
Each school also has a part-time Speech and Language Pathologist. SLPs can provide direct assistance to students as well as providing training and support to parents and staff.
School Skills
Many learners with disabilities and diverse abilities find classroom environments complex and difficult to navigate. For learners requiring significant, individualized supports, a focus on readiness skills is required, prior to the introduction of functional academic instruction. These skills are essential in striving for independence and successful functioning in different types of classrooms, in all parts of the school campus, and with peers and various staff.
Classroom Mechanics
This refers to the ability to use and manage objects such as pens, papers, glue, tape, etc. Mastery of these skills allows for more independence in the classroom, and less dependence on peers and teachers.
Routines and Expectations
This area includes emphasis on describing and understanding many routines and expectations, both inside and outside the classroom. It focuses on basic skills such as: hanging up a backpack, lining up, waiting, participating in physical activities, maintaining calm with routine changes, etc.
Meals at School
Skills in this area include: eating and drinking with different utensils, opening wrappers and containers, basic feeding and food handling skills.
Social Skills
For very complex learners, this includes emphasis on: greeting others, taking turns, and playing simple games. It may be extended to inviting others to participate or initiating and maintaining a conversation, or requesting simple games.
References
Alberta Education, http://www.learningforallab.ca/instructional-planning/balancing-functional-academic-programming/
BC CASE, Supporting Meaningful Consultation with Parents (2008)
Partington & Mueller, The Assessment of Functional Living Skills Guide (May 2016)
School District 42, Planning for Positive Futures (2017)
Education Newfoundland & Labrador, Planning for Individual Needs: Alternate (Functional) Curriculum Guide , (2008)
Program Components
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About the Program
The Program provide learners with disabilities and diverse abilities an opportunity to develop the skills and confidence needed for functional living. The program provides a multitude of opportunities for learners to build as much independence as possible, and to be active members in the school and broader community.
Students in the Functional Life Skills Program are working with the most supportive and foundational aspects of the AFLS program.
This includes:
- School Skills – readiness skills such as: classroom mechanics, routines and expectations, meals at school, social skills
- Basic Living Skills – skills required to safely navigate home and community settings
Program Eligibility
The Life Skills Program provides support for learners who:
- Have complex behaviours or other needs which cannot be safely met in a neighbourhood school
- Are complex in multiple functional skills domains
- Require highly individualized support with functional skills
- Require 1:1 support from a support person at all times
- May require augmentative or alternative communication support
Program Referrals
The decision for a student to attend the Life Skills program is made collaboratively between the parent, the team at the neighborhood school and the Director of Instruction – Inclusive Education.
As schools work to be as inclusive and supportive as possible, children will not be directly enrolled in the Life Skills Program unless it has been determined that they require an exceptional level of support that their neighborhood school is unable to provide. Thus, it is rare for a student to enroll directly into the program. Families are asked to register with their neighborhood school first.
To initiate a referral, the school Principal from the neighbourhood school will schedule a meeting to discuss the potential placement of the learner in the Life Skills program. This meeting will include:
- The current school team
- The parent
- An Inclusion Support Coordinator
- The District Vice-Principal who oversees the Programs.