The École Rocher-du-Nord team includes pedagogical resource teachers and student assistants who provide support to students with special needs and learning challenges. Other specialists from the Conseil scolaire francophone provincial de Terre-Neuve-et-Labrador (CSFP), including the speech-language pathologist and the school guidance and counselling counsellor, can also be called upon to support students.
Speech therapy is a fairly broad service. As a result, the speech therapist helps students who have communication and articulation disorders, reading and/or writing. The CSFP speech therapist evaluates, diagnoses and treats students with communication difficulties.
At the CSFP, the services offered at the therapy level are done both in schools and online, via the Internet. The speech-language pathologist participates, as needed, in the implementation and revision of Individual Education Plans (IEPs), and collaborates with the service delivery team. In addition, the speech-language pathologist equips parents to help their child acquire language skills. From a prevention perspective, the speech-language pathologist suggests activities to families and teachers to stimulate the various language delays.
CSFP students benefit from the services of an academic guidance and counselling counsellor. Counselling addresses well-being, interpersonal relationships, personal growth, career development, mental health, as well as illness and psychological distress. The guidance counsellor is a resource person who offers educational and mental health services. He or she collaborates with the student to equip him or her to manage his or her stress or simply to help him or her solve problems that torment him/her. The guidance counsellor has a complete bank of community resources in the event that a crisis situation becomes more serious and that increased support is necessary or urgent. The content of the sessions is strictly confidential and is coordinated only between the high school student and the guidance counsellor.
When needed, the counsellor offers cognitive and academic assessment services to students in order to screen and identify certain learning and/or behavioural difficulties. The guidance counsellor collaborates with the school teams as well as with the service delivery team for students with special needs – a collaboration that aims to promote the student’s academic success. In addition, the counsellor has the expertise to interpret reports written by health system psychologists to identify the best accommodations/adaptations for the student.
A welcoming and safe school is fundamental to student development and success. A welcoming and safe school provides an environment free from bullying, harassment and discrimination, with procedures and programs that support student safety, and with a code of conduct focused on positive behaviour supports.
Focused on the success of each student, the Welcoming and Safe Schools policy promotes positive relationships, inclusive education, the physical, social and emotional well-being of all students, the celebration of diversity, and equity and equality.
We strive to create a violence-free environment where students evolve in a harmonious environment. To equip students to counter bullying, the majority of our schools implement the values of the WITS program (Askfor Help, Ignorer, Reculer and En talk.) The primary objective of this program is to prevent bullying in all its forms. We also offer students digital citizenship activities to raise awareness of safety in the computer environment.
Alternate-format materials allow students with perceptual difficulties to use traditional print materials. These are digital versions of the curriculum resources for students that are available online or offline. This alternate-format material is accessible only to students with perceptual disabilities, which are difficulties that prevent a text from being read in the original format. The school is responsible for borrowing/creating resources.
Alternative format materials can work with assistive technology to help students with learning disabilities related to learning to read or with a perceptual difficulty.
Alternate-format materials allow students with perceptual difficulties to use traditional print materials. These are digital versions of the curriculum resources for students that are available online or offline. This alternate-format material is accessible only to students with perceptual disabilities, which are difficulties that prevent a text from being read in the original format. The school is responsible for borrowing/creating resources.
Alternative format materials can work with assistive technology to help students with learning disabilities related to learning to read or with a perceptual difficulty.
A welcoming and safe school is fundamental to student development and success. A welcoming and safe school provides an environment free from bullying, harassment and discrimination, with procedures and programs that support student safety, and with a code of conduct focused on positive behaviour supports.
Focused on the success of each student, the Welcoming and Safe Schools policy promotes positive relationships, inclusive education, the physical, social and emotional well-being of all students, the celebration of diversity, and equity and equality.
We strive to create a violence-free environment where students evolve in a harmonious environment. To equip students to counter bullying, the majority of our schools implement the values of the WITS program (Askfor Help, Ignorer, Reculer and En talk.) The primary objective of this program is to prevent bullying in all its forms. We also offer students digital citizenship activities to raise awareness of safety in the computer environment.
The Special Needs Service Delivery Model is a tool that describes programs available to students in kindergarten to Grade 12 who have special needs based on criteria set by the Ministry of Education. The Ministry of Education uses the term special needs to refer to trends in the strengths and needs shared by groups of students. These strengths and needs can be cognitive, emotional, behavioural, medical, social or physical. Students with special education needs may have access to a range of school services depending on their needs and level of functioning. The Student Special Needs Service Delivery Model is based on the concept of inclusive education. Responsibility for teaching students with special education needs is shared by school staff, parents and the entire school community.
Copyright © 2020 CSFP-TNL – All rights reserved
