Resource Support Teachers

Resource Itinerant Teachers are based out of Learning Services (LS) and offer direct and indirect support to students with special needs in their neighbourhood schools.  Itinerants collaborate with the school personnel, parents, outside agencies and district therapists to develop and implement Individual Education Programs (IEPs).  Resource Teachers provide resources, model strategies & techniques, coach & mentor staff, and facilitate workshops to increase understanding and awareness of best practices in special education.  The role of the Resource teacher is to:

  • Collaborate with the school-based team to meet the student’s specialized needs.
  • Assist in the development and writing of the formal copy of the IEP.
  • Support the teacher in developing appropriate modified/adapted curriculum and obtaining the necessary materials to achieve individualized goals and objectives.
  • Provide specialized support with programming for: social skills, personal safety, life-skills, community and self-determination. Model intervention strategies for teachers and educational assistants.
  • Design, develop and implement visual supports including visual schedules, social stories, daily routines/task analysis and visual scripts that enable the child to function successfully within the school environment.
  • Carefully develop and coordinate transition plans; specifying the supports and services necessary to enable the student to transition from one setting to another with continued success. Facilitate PATHs upon request.
  • Collaborate with professionals (occupational therapists, physical therapists, speech and language therapists, counselors, school psychologists, behaviour interventionists, physicians, Teacher for the Visually Impaired and Teacher for the Deaf and Hard of Hearing) in order to assess, provide programming, equipment and assistive technology. Inclusion itinerants monitor and report progress on an ongoing basis.
  • Fulfill the role of district partner for the provincial outreach programs (POPARD, PISP, POPDB, SET-BC). He or she gathers referral information, coordinates visits by the outreach program, helps to prioritize the students who will be seen and ensures that all members of the team are aware of any recommendations. During on-site consultations the district partner attends team meetings and arranges district wide workshops or training for parents and staff.
  • Liaison with parents, school district support staff and outside agencies.
  • Collaborate with  the school staff involved with the student, with current information on the specific diagnosis as well as strategies and interventions considered as best practice.
  • Participate in ongoing professional development and in turn provide district wide workshops to promote best practice in special education.
  • Provide on-call consultation and support to school teams who have a student on their caseload with complex needs.
  • Students requiring ongoing inclusion itinerant support are determined by their ministry designation and intensity of need. The administration at Learning Services collaborates with the resource itinerant, and school team to determine level of support.