- All members of the school community support the success of all learners
- Staff members are aware of resources available at the divisional and departmental levels and access those resources appropriately
- Staff members engage in relevant professional development as indicated by their personal growth plans
- School-based support staff and divisional personnel support the inclusive school culture (e.g., their recommendations fit classroom practice)
- There is purposeful alignment between student needs and available resources (people, money and time)Tools (i.e. assistive technology, communication devices, sensory supports, etc.) are accessible to all students and are provided in a timely manner
- Student learning is enhanced by supporting the family structure
The school community provides structures and supports that maximize student participation in an inclusive learning environment. Physical, social and instructional environments are designed and organized to include all students. The school ensures availability and use of appropriate support services such as equipment, technology and personnel where. The provides a typical framework for accommodations within the learning environment (see Figure 2). Manitoba Education provides support documents that describe accommodations to support specific student needs.
The Three-Tier Model of School Supports for Students
Adapted from: Positive Behaviour Intervention Supports as illustrated at www.pbis.org
6.1 Appropriate Supports
The school community purposefully applies the Three-Tier Model of School Supports to match resources to student learning and behaviour needs. All students benefit from universal instructional interventions including differentiated instruction (Tier One). Some students also benefit from additional targeted group interventions (Tier Two), while a few benefit from intensive, individual interventions (Tier Three).
6.2 Responsive Service Delivery
School community members systematically determine the provision of supports and services that promote an inclusive culture. The school community creatively uses funding, personnel and time to support student needs. Least restrictive interventions take priority.
6.3 Assistive Technology
The school community members understand, or seek to understand, the broad range of technology (e.g., software, apps, hardware) available to support all students and access is provided as needed. Instructional staff members receive training on the use and availability of assistive technology. All students benefit from general technological supports in the classroom, some students from more targeted assistive technology, while a few students receive individualized assistive technology to fully participate in school life.
6.4 Communication Supports
All students’ expressive and receptive communication needs are met. The school ensures all students are able to communicate at all times, in various environments and for a variety of purposes. Students have access to the technology that permits their communication. Staff members are trained in effective strategies to facilitate student communication.
Universally accessible transportation is used on all routes transporting students to and from school. Student peers ride the bus together regardless of their mobility needs. Students with exceptionalities are provided with support, as needed in the least restrictive manner in accordance with the School Buses Regulation.