INCLUSIVE EDUCATION EDMONTON CATHOLIC SCHOOLS 2021-2022 - NET
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EDMONTON CATHOLIC SCHOOLS
INCLUSIVE EDUCATION
FLEXIBLE PATHWAYS FOR LEARNING
2021-2022A DEFINING STATEMENT OF
INCLUSIVE EDUCATION IN OUR DIVISION
Katholos: Education for Life for All
In accordance with our Educational practices that are
Division Foundation Statement, flexible and responsive to the
all resident* students and strengths and needs of individual
their parents/caregivers are students can create inclusive
welcomed into our schools. The learning experiences that ensure all
Learning Team is committed students are successful.
to collaborating, identifying, (Administrative Procedure 213)
applying and mentoring practices
enabling all students to reach The first choice is always the
their potential spiritually, socially, community school as we journey
emotionally, physically and along the pre-K to Grade 12
academically within the Programs continuum.
of Study alongside their peers.
(*resident student as defined by the Education Act)CONTENTS
ECSD PRE-K TO GRADE 12 LEARNING CONTINUUM 4
ALBERTA EDUCATION – WHAT IS INCLUSION 6
ALBERTA EDUCATION – INCLUSIVE EDUCATION 7
MULTI-DISCIPLINARY TEAM 8
100 VOICES 9
KINDERGARTEN EXTENSIONS STUDIOS 11
CENTRE FOR DIVERSE LEARNING - ST. GABRIEL SCHOOL 12
GIST 13
PBS 14
PERSONAL PATHWAYS 15
WIN JUNIOR, WIN SENIOR 16
GENERATIONS 20
SCHOOL TEAM - LEARNING COACH 22
INCLUSIVE EDUCATION PROGRAMS LOCATION MAP 23INCLUSION IS A VALUES-BASED SYSTEM
FLEXIBLE AND RESPONSIVE PATHWAYS TO MEET THE NEEDS
OF OUR CHILDREN AND STUDENTS
A CONTINUUM OF SPECIALIZED SERVICES AND SUPPORTS • PreK - 12
KATHOLOS – WELCOMING ALL
LOW INCIDENCE
TEAM AUGMENTATIVE &
ALTERNATIVE
KINDERGARTEN COMMUNICATION
ASSISTIVE
EXTENSIONS TECHNOLOGY
100 VOICES
PROGRAM UNIT
FUNDING
MIDDLE YE
EARLY YEARS
PRINCIPLES OF
INCLUSIVE INDIVIDUAL
PROGRAM
EDUCATION PLANS
GI
MULTI- RE
DISCIPLINARY INCLUSIVE
TEAM SAFE & CARING COMMUNITIES
SCHOOLS
PRE-K - GR. 12 DIVERSITY
EQUITY
INCLUSIVITY
B E IN E . . . Respect • C
G INC L US IV
4 EDMONTON CATHOLIC SCHOOLS • INCLUSIVE EDUCATIONwww.ecsd.net/page/10487/inclusive-education-for-all
WIN JUNIOR GENERATIONS
GRADES 7 - 9 GRADES 1 - 12
WIN SENIOR
GRADES 10 - 12
LE YEARS
SENIOR YEARS
AL
M
CENTRE FOR DIVERSE
PBS LEARNING
GIST (AUTISM) ST. GABRIEL SCHOOL
MENTAL HEALTH
PERSONAL
RESTORATIVE PATHWAYS INTERVENTION / MENTAL HEALTH
PRACTICES TREATMENT STRATEGIC PLAN
TRAUMA SCHOOL TEAM
INFORMED LEARNING SOCIAL PROMOTION &
PRACTICE EDUCATIONAL EMOTIONAL
COACH PREVENTION
ASSISTANTS LEARNING
PRINCIPAL EARLY CHLDHOOD
TEACHER EDUCATORS
THERAPEUTIC ASSISTANTS
t • Compassion • S
ensitivity
• Understand i n g
FLEXIBLE PATHWAYS FOR LEARNING
5When teachers use
evidence-based
instructional practices
and strategies to support
student engagement,
ALBERTA EDUCATION it can lead to greater
achievement and success
WHAT IS INCLUSION for all children and
students.
Inclusion is a way of thinking and acting that
demonstrates universal acceptance and promotes a Every learner has unique needs.
sense of belonging for all learners. Some learners have profound and
ongoing needs and others have
short-term and/or situation-based
Inclusion is not just about learners with special
needs. This calls for flexible and
needs. It is an attitude and approach that embraces responsive learning environments
diversity and learner differences and promotes equal that can adapt to the changing needs
opportunities for all learners in Alberta. of learners. For some learners, the
most responsive and flexible learning
environment may include:
Alberta’s education system is built on a values-based
approach to accepting responsibility for all children • instruction and support in a
and students. grade-level classroom with
same-aged peers;
• individualized instruction in
smaller group settings;
• a specialized classroom or
setting;
• one-on-one instruction; or
• a combination of all the above.
6 EDMONTON CATHOLIC SCHOOLS • INCLUSIVE EDUCATIONCOLLABORATE FOR SUCCESS
ALBERTA EDUCATION All education stakeholders, including
school and system staff, families,
community partners, post-secondary
INCLUSIVE EDUCATION institutions, teacher preparation
programs and government are
committed to collaboration to support
UNDERSTAND LEARNERS’ the success of all learners.
PRINCIPLES OF
STRENGTHS AND NEEDS
INCLUSIVE EDUCATION Meaningful data is gathered
The following six principles are key
and shared at all levels of the INCLUSIVE
system—by teachers, families,
to achieving Alberta’s vision for an schools, school authorities and EDUCATION POLICY
inclusive education system. These the Ministry—to understand and
principles can guide and inform respond to the strengths and needs To support children and students
value-based and learner-centred of individual learners. in attaining the goals as stated in
decisions related to policies, the Ministerial Order on Student
practices and actions at every level REMOVE BARRIERS WITHIN Learning, school authorities must
of Alberta’s education system. LEARNING ENVIRONMENTS ensure that all children and students
All education partners work (Kindergarten to Grade 12),
ANTICIPATE, VALUE AND together to remove barriers within regardless of race, religious belief,
SUPPORT DIVERSITY AND the learning environment so that colour, gender, gender identity,
LEARNER DIFFERENCES all learners are successful and gender expression, physical
Welcoming, caring, respectful and can participate in the school disability, mental disability, family
safe learning environments create a community. status or sexual orientation, or
sense of belonging for all learners any other factor(s), have access
and their families. BUILD CAPACITY to meaningful and relevant
Government, school and system learning experiences that include
HIGH EXPECTATIONS FOR ALL leaders, teachers, education appropriate instructional supports.
LEARNERS professionals, families and
2020-2021 Guide to Education:
Creating a culture of high community partners have ongoing ECS to Grade 12, page 27
expectations begins with an opportunities, relationships and
accessible curriculum and resources that develop, strengthen
meaningful and relevant learning and renew their understanding,
experiences. Educators and families skills and abilities to create
act on the idea that, with the right flexible and responsive learning
instructional supports, every learner environments. Capacity building
can be successful. takes place at the personal, school
and system levels.
FLEXIBLE PATHWAYS FOR LEARNING
7MULTI-DISCIPLINARY TEAM
PRE-K - GRADE 12
Specialized services and supports may be available for students as
needed. Specialized services and supports may be provided by
Multi-Disciplinary Team members including:
• Addictions Counsellor
• Assistive Technology Specialist
• Board Certified Behaviour Analyst
• Clinical Social Worker
• Deaf and Hard of Hearing Specialist
• Educational Audiologist
• Emotional Behavioural Specialist
• Family School Liaison Worker
• Inclusive Programming Consultant
• Licensed Practical Nurse
• Mental Health Therapist
• Occupational Therapist
• Physical Therapist
• Psychologist
• Speech Language Pathologist
• Visual Impairment Specialist
8 EDMONTON CATHOLIC SCHOOLS • INCLUSIVE EDUCATIONCRITERIA FOR 100
VOICES ELIGIBILITY
To be eligible for a 100 Voices
program, children need to be 3 or
4 years old and meet at least one
of the following criteria:
100 VOICES (Pre-K) • English Language Learners (must
be 4 years of age by December
31st, 2021)
PROGRAM UNIT FUNDING • Mild to moderate delays (must
be 4 years of age by December
31st, 2021)
• Severe developmental delays
100 Voices is our OUR 100 VOICES (must be 3 or 4 years of age by
Pre-Kindergarten PROGRAMS INCLUDE: December 31st, 2021)
program that begins
• Typically developing - fees apply
your child’s journey • Certified teacher (must be 4 years of age by
in Edmonton Catholic • Therapeutic Assistant - Speech December 31st, 2021)
Schools for three and Language
and four year old’s • Learning through play
identified with severe • Integration of the fine arts, literacy WHAT IS
and numeracy
developmental delays. PRE-KINDERGARTEN
We access Program Unit • Rich oral language opportunities (100 VOICES)
Funding to provide • A multi-disciplinary team that
includes: Inclusive Programming SCREENING?
supports and services Consultant, Speech Language
for these children. In Pathologist, Occupational Using age-appropriate engaging
addition, the 100 Voices Therapist, Psychologist, Emotional activities, a Speech Language
Behavioural Specialist Pathologist will determine
program supports 4 programming eligibility through
year old children who • Access to assistive technology/
screening and standardized
communication tools
are English Language assessments. 100 Voices screening
• Language Interpreters as needed sessions are held in the spring of
Learners or have mild
each year.
to moderate delays.
FLEXIBLE PATHWAYS FOR LEARNING
9LOCATION HOW TO APPLY
South East Families interested in 100 Voices
programs, need to apply online
St. Clement at ECSD.net. After completing the
Catholic Elementary/Jr High online application, school staff will
School contact you to book a screening ST. MONICA EARLY
7620 Mill Woods Rd. S. session for the spring.
LEARNING AND CARE
South West The School Locator Tool at
ECSD.net or the map at the back Our Division also has a school
St. Monica - Early Learning of this booklet can be used to assist dedicated to children who are 19
Centre families in determining the nearest months to 5 years of age. It is a
14710-53 Avenue NW school offering 100 Voices. whole school community designed
specifically for young children.
West Contact St. Monica Early Learning
Centre at 780 436-7888 for further St. Monica School includes:
Our Lady of Victories
information.
Catholic Elementary School • A partnership with the YMCA
7925-158 Street NW Transportation may be provided. onsite, so that childcare can be
provided if needed
North East
• A rich environment both inside
St. Vladimir and outside to foster physical
Catholic Elementary School literacy, fine arts and learning
7510-132 Ave NW • Multiple classrooms offering 100
Voices (pre-K)
North West • An alternative site – Zoo School
Edmonton Valley Zoo – for those families looking for
13315 Buena Vista Road & unique programming at the
Edmonton Valley Zoo
87 Ave NW
(location fees apply)
Please contact St. Monica School
at 780 436-7888 for further
information or visit their school
website www.stmonica.ecsd.net
10 EDMONTON CATHOLIC SCHOOLS • INCLUSIVE EDUCATIONIf your community school is one of
the following schools, your child will
experience the Extensions studio in
their Kindergarten year:
Anne Fitzgerald
KINDERGARTEN Annunciation
EXTENSIONS STUDIOS Ben Calf Robe
Our Lady of Mount Carmel
Our Lady of Peacel
Full-day programming is offered
in select schools for children
EXTENSION
Our Lady of the Prairies
in their Kindergarten year. In PROGRAMMING St. Alphonsus
this innovative approach to full HIGHLIGHTS St. Anne
day programming, children will
spend half of their day in a • The Early Childhood Educator St. Basil
Kindergarten classroom and half nurtures the curiosity of the child St. Benedict
of their day in the Extensions by creating long term projects
Studio. St. Bernadette
from meaningful observations
that identify children’s interests. St. Bonaventure
The Kindergarten program is
taught by a certified teacher This gives opportunities for the St. Brendan
and is based on Alberta children to let their learning take St. Catherine
Education’s Program of Studies. flight.
St. Angela
The Extensions program is • The Studio learning environment
guided by a qualified Early has both play-based and real- St. Elizabeth
Childhood Educator (ECE) life experiences that embed St. Elizabeth Seton
that nurtures meaningful play project topics in ways that are St. Francis of Assisi
experiences and uses Flight: meaningful to children.
St. Gabriel (Gist and PBS Program)
Alberta’s Early Learning and • A sense of community and self-
Care Curriculum Framework, to identity is fostered through social- St. Gerard
inform programming. emotional learning. St. Jerome
This new approach to • Children learn self-confidence St. Justin
by engaging in problem solving
programming enriches children’s St. Leo
learning through exposure experiences that support risk
taking and creative thinking St. Maria Goretti
to a variety of responsive
environments. More complex through enriched play centres. St. Matthew
learning connections are made • Creative expression is nurtured St. Pius X
with opportunities to engage in a multi-modal approach that
St. Teresa of Calcutta
children in playful exploration explores a variety of fine art
and intentional play experiences experiences that include art, St. Vladimir
that support deeper inquiry and drama, and musical exploration.
discovery. • Visible learning is showcased in
the school community and with
families through documentation.
FLEXIBLE PATHWAYS FOR LEARNING
11The diverse learning needs of
the students who attend CFDL
at St. Gabriel School require a
personalized approach to learning
that focuses on developing student
competencies.
Our goal is to engage students
in their learning and to develop
CENTRE FOR DIVERSE LEARNING the knowledge and capacity of
their community school to create
ST. GABRIEL SCHOOL learning environments and
opportunities that support the
transition of students back to their
community school. Students who
GIST GRADES K-12 attend CFDL at St. Gabriel School
may have a diagnosis of Autism
Spectrum Disorder (GIST program)
PBS GRADES K-12 or an Emotional Behavioural
Disorder (PBS or Personal
Pathways), although a diagnosis is
PERSONAL PATHWAYS not required.
THE LEARNING TEAM
Flexibility to adapt to the changing needs of The learning team of CFDL at
students is an important feature of inclusive St. Gabriel School includes:
education programming. Specific delivery models for Administration Team, Learning
Coach, Classroom Teachers,
individualized programs may vary from class to class Psychologists, Board Certified
and from school to school depending on the needs of Behaviour Analysts, Speech
the individual students. and Language Pathologists,
Occupational Therapists, Fine
CFDL–St. Gabriel School is designed to meet the Arts Specialist, Family School
unique needs of students with complex emotional Liaison Workers, Emotional
Behavioural Specialists,
and behavioural challenges and neurodevelopmental Youth Services Coordinators,
disorders. Families may choose a program at CFDL at Mental Health Therapists and
St. Gabriel School because their child is not currently Therapeutic Assistants. Assistive
Technology also plays a key
experiencing success in their community school setting role in programming. For more
or need additional specialized services. information contact:
The Centre for Diverse Learning at
All placements at CFDL are on a referral basis from the St. Gabriel School at
student’s community school. 780 466-0220, your community
school or Inclusive Education at
780 989-3000.
12 EDMONTON CATHOLIC SCHOOLS • INCLUSIVE EDUCATIONWHAT IS AUTISM WHAT IS GIST?
GIST SPECTRUM DISORDER
K - GRADE 12 GIST is a short term transitional
AND HOW DO program for children identified
The Guided Intervention CHILDREN WITH ASD with ASD. GIST provides skills
based assessment and short-term
Supported Transition (GIST) LEARN? intensive behavioural intervention
Classroom supports children to students who may not yet
with Autism Spectrum Disorder ASD is a neurodevelopmental have all of the skills required
(ASD). The model follows best disorder characterized by skill to succeed in their classroom.
practice intervention guidelines deficits in the areas of social Each child is accompanied to the
communication and interaction GIST classroom by their home
for supporting students with and restricted, repetitive patterns school Educational Assistant or
ASD by: of behaviour. It is a well-known, Therapeutic Assistant who learns
research-based fact that most how to identify, measure, and
• Providing evidence-based children with ASD do not learn implement various strategies to
intervention techniques in an through observation alone and teach new skills. Professional
require intensive intervention and learning is also offered to the
intensive, modified classroom
practice to learn the same skills community school staff on a regular
setting that “typical” learners acquire basis.
• Building capacity among naturally.
classroom staff including
When a student arrives at GIST,
Teachers, Therapeutic programming will begin in a
LOCATION
Assistants and Educational classroom where skills are assessed
Assistants for success in the by a Board Certified Behaviour Centre for Diverse Learning at
community school classroom. Analyst and a plan is created to St. Gabriel School
develop the student’s skill deficits. 5540-106 Avenue NW
• Transitions back to The GIST team works on developing
community schools are the student’s skills and readiness to Placement at GIST is based on:
successful using this model. learn.
• A referral made in consultation
Once these skills are mastered, with the community school,
the student moves to a transitional parents, Inclusive Programming
classroom within CFDL which Consultant, Specialists and GIST
emulates a community school staff.
classroom environment. • Priority may be given based on
severity of skill deficits, other
supports available and additional
factors.
• Transportation may be provided.
FLEXIBLE PATHWAYS FOR LEARNING
13POSITIVE PBS CLASSROOMS WHY CONSIDER A
PBS PLACEMENT
BEHAVIOUR • provide for deeper personalized
learning and personal profiling of
Students with challenging
SUPPORTS students
• focus on strength based
behavioural needs are always
(PBS)
supported first at their community
programming school. If additional, intensive
supports and intervention are
GRADES 1-12 • have intensive intervention and
required, a conversation begins with
analyze behaviours
the school, Inclusive Programming
PBS is designed for students • have a rich and welcoming
Consultant, Specialists and Parents.
environment that focuses on
who are struggling with inquiry and project-based The typical school environment,
behaviours in the regular learning with traditional scheduling and
classroom environment • look at students holistically – the
programming, may not be suitable for
all students. The environment itself may
and require intensive and learning team members work
be a factor in amplifying behaviours.
personalized programming together to build a learner profile
• liaison with other community In a PBS environment, we develop
to ensure that they succeed an in-depth understanding of the
supports as needed
with their learning. PBS is student to develop a personalized
• are rich with assistive technology
transitional programming plan to meet their learning needs
• offer family programming with additional specialized services.
that enables the learning
opportunities
team to understand the
• work in partnership with the
student better, analyze community school to ensure
LOCATION
behaviours, develop successful transitions for students
strategies that are reviewed back to their community school Centre for Diverse Learning at
classroom St. Gabriel School
consistently to ensure
• support professional learning 5540-106 Avenue NW
their effectiveness and opportunities for the community
personalize programming. school team Placement at PBS is based on:
The goal is to re-engage
• A referral made in consultation
the student in their with the community school,
learning through a strength Parents, Inclusive Programming
based program in a rich, Consultants, Specialists and PBS
staff.
welcoming environment.
• Priority may be given based on
severity, other supports available
and additional factors.
* Transportation may be provided.
14 EDMONTON CATHOLIC SCHOOLS • INCLUSIVE EDUCATIONPERSONAL skills and social responsibility
can also be developed. CFDL at
Personal Pathways offers students a
variety of ways to access learning.
PATHWAYS St. Gabriel School provides the
programming to re-engage students
Programming will centre on the
interests, values and the holistic
GRADES 4-12 in their learning. needs of students and their families
as they journey along their learning
Personalized Pathways includes
paths. Curriculum, based on the
The school of today exists individualized learning, with
program of studies, is organized
smaller class sizes. Included
in a global environment in in the programming supports into big ideas and competencies
which multiple pathways are; a Teacher, Emotional are woven throughout the program.
are needed to meet the Behaviour Specialist, Specialized Programming also naturally
diverse needs of learners. Therapeutic Assistant, Youth integrates physical literacy and
Services Coordinator, as well mental health literacy.
This educational experience as a Multi-Disciplinary Team as
is a holistic model in needed. Additional resident staff The development of a personal
which health and wellness are determined based on the profile leads the learning
needs and interests of the students. pathway. This program considers
are considered alongside Both academic support, reading educational, personal, life and
academic goals. The intervention (if required) physical and career goals. The program
therapeutic benefits of fine mental health literacy are embedded identifies which barriers to success
in the program. Programming students might face and how to
arts are also explored with is based on the strengths of the manage and support students in
individual students. students, and includes their interests, addressing the barriers. In addition,
learning preferences and values. personal profiles incorporate
For students in grades 4-12, work experience as available and
particularly where the traditional to meet the individual students’
school environment has not PERSONAL PATHWAYS interests and career aspirations.
effectively met their needs, The
Centre for Diverse Learning at
SUPPORT STUDENTS
St. Gabriel School provides WHO: LOCATION
multiple opportunities for physical
• might need a detour from the
Centre for Diverse Learning at
literacy, mental health literacy
and diverse learning experiences regular program for a short St. Gabriel School
with embedded supports as well or longer period of time. This 5540-106 Avenue NW
as potential work experience includes working through some
behavioural or other needs while Placement at Personal Pathways is
opportunities. Within these based on:
not putting their academic or
meaningful opportunities, social
learning goals on hold. • A referral made in consultation
• might need a different approach with the community school,
to access learning due to such parents, Inclusive Programming
things as medical, behavioural, Consultants, Specialists and
or social needs. Personal Pathways staff.
• have become disengaged in their • Priority may be given based on
learning in a traditional school
severity, other supports available
setting.
and additional factors.
* Transportation may be provided.
FLEXIBLE PATHWAYS FOR LEARNING
15WIN JUNIOR
GRADES 7- 9
WIN SENIOR
GRADES 10-12
WIN is an acronym for “Whatever is Necessary, Whenever it’s Needed”
– supporting the understanding that some students benefit from
alternative ways to access learning based on their unique diverse needs.
WIN programming focuses on building skills and opportunities to
prepare students for the real world. Transitioning into the community
is an integral component of the program. Work study supports career
programming and community participation with transitional supports.
16 EDMONTON CATHOLIC SCHOOLS • INCLUSIVE EDUCATIONWIN JUNIOR This is a strength based program,
which also targets volunteer/career
LOCATIONS
planning, and exposes students to
GRADES 7- 9 authentic experiences to increase
Cardinal Leger
social and community awareness. Catholic Junior High School
This Program of Choice is a
Programming includes active living 8808-144 Avenue NW
blend of a WIN Jr classroom
experiences and other classroom
and recreational centre activities 780 475-6262
in many alternative learning
opportunities such as options. WIN
environments.
Jr students have the opportunity St. Hilda
for individualized programming
Students who access WIN Junior Catholic Junior High School
support within a community of 7630-38 Avenue NW
may choose to transition into the
learners, focusing on:
WIN Senior programming in high 780 462-3195
school where they can work toward
• Developing student strengths
a Certificate of Completion. In high St. Nicholas
• Spiritual growth (Social justice school, students may access WIN
and service projects) programming at their community
Catholic Junior High School
• Daily instruction in literacy and high school. 3643-115 Avenue NW
numeracy 780 474-3713
WIN Junior utilizes a team
• Social interaction
approach to ensure all learners St. Thomas More
• Living, vocational, leisure and are successful. The program is
recreational skills working Catholic Junior High School
designed to include input from
towards greater independence. the student, parent/guardian and 9610-165 Street NW
• Communication skills outside stakeholders. The classroom 780 484-2434
team consists of a Teacher and
Therapeutic Assistants in Speech Placement is based on:
As part of the individualized
and Language, Occupational
program, the student will have
Therapy and Behaviour Therapy. • A referral from the school or
opportunities to participate in
A Multi-disciplinary Team of • Parent initiated
curricular programs within the
Specialists is also available
school and/or options that fit their
to support individual student Transportation may be provided.
interests and strengths.
programming as needed.
To register contact your community
school directly or call Inclusive
Education at 780 989-3000 for
additional information.
FLEXIBLE PATHWAYS FOR LEARNING
17WIN INSTRUCTIONAL
EMPHASIS
WIN Senior programming in
schools will provide in school or
SENIOR community work study placements.
These placements are designed to
WIN Senior focuses on: allow the student to gain practical
GRADES 10-12 experience as they apply and
• Developing student strengths expand their knowledge, skills and
WIN Senior is a program of choice • Spiritual growth (Social justice attitudes in contexts that will assist
designed to support high school and service projects) them in making good decisions
students identified with mild to • Daily instruction in literacy and regarding their future education,
severe cognitive needs to attain numeracy training, and employment.
a Certificate of Completion in • Social interaction
their community school. Students To support students in their work
• Living, vocational, leisure and
participate in curricular programs to study or work experiences, staff in
recreational skills
audit the class for some of the day WIN Senior support students with:
where they focus on developing • Work Study
their communication, social, and • Resume writing
learning skills. For other parts of • Job placement
the day students work with the
WIN teacher for one-on-one or LIFE SKILLS • Interviews
• Travel training
small group instruction. They also DEVELOPMENT
have opportunities for community • On the job training
interactions and work study. Students working toward a
Certificate of High School WIN Senior utilizes a team
Completion receive individualized approach to ensure all learners
learning opportunities and are successful. The program is
experiences. Programming designed to include input from
centers on functional life skills and the student, parent/guardian,
preparation for individual goals, and stakeholders in the student’s
including work study or work life. The WIN teacher and other
experience, when possible. staff in the program provide daily
programming and support to
students. Specialized services and
supports may also be available for
students as needed.
18 EDMONTON CATHOLIC SCHOOLS • INCLUSIVE EDUCATIONWIN SENIOR St. Francis Xavier Contact the principal and/or WIN
Catholic High School teacher at the student’s community
LOCATIONS school.
9250-163 Street
Archbishop O’Leary 780 489-2571
Placement is based on:
Catholic High School
8760-132 Avenue St. Joseph • A referral from the school or
• Parent initiated
780 476-6251 Catholic High School
10830-109 Street To register contact the school
Austin O’Brien 780 426-2010 directly or call Inclusive Education
at 780 989-3000 for additional
Catholic High School information.
6110-95 Avenue St. Oscar Romero
780 466-3161 Catholic High School
17760-69 Avenue
Holy Trinity 780 428-2705
Catholic High School
7007-28 Avenue
780 462-5777
Louis St. Laurent
Catholic Jr/High School
11230-43 Avenue
780 435-3964
Mother Margret Mary
Catholic High School
2010 Leger Rd
780 988-2279
FLEXIBLE PATHWAYS FOR LEARNING
19The Generations program
focuses on developing student
competencies. Alberta Education
has identified eight student
competencies that are developed
by students through their learning
experiences:
• Creativity and innovation
• Critical Thinking
• Problem Solving
GENERATIONS •
•
Communication
Managing Information
• Collaboration
GRADES 1-12 • Cultural and Global Citizenship
• Personal Growth and Well-Being
With these competencies in
mind, learning experiences in
Generations is a highly individualized the Generations program include
activities that will:
program supporting students who have
multiple profound exceptionalities. They • Improve and Enhance
frequently have exceptionalities that communication skills
• Daily literacy instruction
include cognitive, physical, sensory,
• Develop student strengths
medical and/or behavioral needs. These • Provide Spiritual Growth
students require constant assistance and/or • Improve Motor skills
supervision in all areas of functioning. • Teach Self-care
• Develop physical literacy
• Create stronger community
awareness
• Strengthen functional academic
skills
20 EDMONTON CATHOLIC SCHOOLS • INCLUSIVE EDUCATIONInstruction within the Generations LOCATIONS Placement is based on:
classroom may take different forms
including one to one instruction, • A referral from the school or
small group instruction, whole
St. Brendan • Parent initiated
group activities, or teacher Catholic Elementary Junior
directed activities. High School Transportation may be provided.
(Grades 1-9)
Strong connections with the 9260-58 Street To register contact your child’s
family and community, including community school or Inclusive
780 466-1281
Family Support for Children with Education at 780 989-3000.
Disabilities and Persons with
Developmental Disabilities will be St. Justin
developed as needed. Catholic Elementary School
(Grades 1-6)
Programming may also include 8405-175 Street
activities with grade level
classrooms or option classes to
780 487-2264
further enhance skill development
and social experiences. St. Mark
Catholic Junior High School
Generations utilizes a team (Grades 7-9)
approach to ensure all learners are
11625-135 Street
successful. The program is designed
to include input from the student, 780 455-1684
parent/guardian and outside
stakeholders. The Generations Austin O’Brien
classroom team consists of a Catholic High School
Teacher, Therapeutic Assistant in (Grades 10-12)
Speech and Language, Therapeutic
Assistant in Occupational Therapy,
6110-95 Avenue
a Licensed Practical Nurse and 780 466-3161
Educational Assistants. Additional
specialized supports may be
available for students as needed.
FLEXIBLE PATHWAYS FOR LEARNING
21• Supports teachers in developing
understanding of assistive
technology and augmentative and
alternate communication tools.
• Collaborates with the MDT and
Inclusive Consultant to coordinate
SCHOOL TEAM specialized services within a
school
• Supports the documentation
LEARNING COACH process for meeting Alberta
Education special educational
coding criteria
• Meets with parents to support the
Learning coaches work LEARNING COACH home school partnership in learning
together with classroom • Builds capacity with the teacher
teachers, multi-disciplinary • Supports programming for • models best practices together
team members, students, diversity in a school – is a master with the teacher, based on
teacher in differentiation and new research and instructional
and parents to remove personalization of learning materials and strategies
barriers and create and practices the Principles of • Enables Professional learning that
opportunities to enhance Inclusive Education is built into the school day
student learning and create • Works within a continuum of • provides site based
learning experiences that supports model. This means that Professional Learning for
they work with a whole class, and/ teachers and EAs
are accessible, effective • familiar with Inclusive
or with targeted intervention in
and engaging for all either small groups or individually Education SharePoint resources
students. All schools in with students as needed to support all learners
ECSD have a teacher with • Can teach a class, so that • Participates in regular callbacks for
some dedicated learning their ongoing professional learning
additional time can be provided
coach time as part of their for a classroom teacher and EA • Supports transitions between
and/or MDT to collaborate and/ grades and schools – i.e. Pre-K to
role within the school. As
or communicate with parents Kindergarten, Elementary to JH,
leaders on a school learning JH to HS, Community school to
team, learning coaches • Supports and collaborates with Inclusive Education Programs
teachers as they develop strength-
develop capacity and based individual program plans for • Is a leader in developing and
strengthen collaborative students using a collaborative response
model to meet the diverse
practices in supporting the
learning needs of students
diverse learning needs of
• Is a leader in the development of
students. a trauma-informed approach in
supporting mental health within
the school community
22 EDMONTON CATHOLIC SCHOOLS • INCLUSIVE EDUCATIONFLEXIBLE PATHWAYS FOR LEARNING
23www.ecsd.net/page/10487/inclusive-education-for-all
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