The Calgary Board of Education provides a continuum of supports and services for students with diverse learning needs. A specialized team supports students with their unique learning style to personalize and assist with program planning. With this personalization, students are typically successful in the community school.
A student with a complex learning is formally identified with a psychological educational assessment. The student receives individualized support to address these needs. Some, but not all, of these learner needs may be addressed in the student’s Individual Program Plan (IPP). If a student requires support and services beyond the community school, a referral for consideration of placement begins with the principal of the community school and the school learning team identifying the need. Consideration for placement is a collaborative process among parents, teachers, strategists, specialists, and others.
Program Descriptions
Attitude, Community Competence, Elements of Academic Curriculum, Social Skills
The Attitude, Community Competence, Elements of Academic Curriculum, Social Skills (ACCESS) class supports students with moderate to severe cognitive and adaptive behaviour needs in grades 7-12. Students receive modified programming in functional academics, social-communication skills, daily living skills, safety and leisure skills, and independence skills. Opportunities for peer mentorship and meaningful inclusion in the school community are provided according to individual student interests and abilities. Learner supports and accommodations may include the use of assistive technology, augmentative and alternative communication systems, work-systems, and sensory activities.
Adapted Learning Program
The Adapted Learning Program (ALP) class supports students with moderate cognitive and low to extremely low adaptive behaviour functioning in grades 7-12. Students receive modified programming and a functional curriculum to support the development of literacy, numeracy, social- communication, independence, daily living, leisure, vocational, and volunteering skills. Opportunities for peer mentorship and inclusion in the school community are provided and may include complimentary courses (options), clubs, sports, and special events. Learner supports and accommodations may include the use of assistive technology, augmentative and alternative communication systems, work-systems, and sensory activities.
Communication, Sensory, Social Skills and Integration
The Communication, Sensory, Social Skills and Integration (CSSI) class supports students with multiple and complex learning, behaviour, and communication needs in grades 7-12. Students receive modified programming and functional curriculum related to the development of functional academics, social- communication, regulation, independence, daily living, leisure, pre-vocational, and volunteering skills. Opportunities for peer mentorship and meaningful inclusion in the school community. Learner supports and accommodations may include the use of assistive technology, augmentative and alternative communication systems, work-systems, and sensory activities.
Enhanced Educational Supports
The Enhanced Educational Supports (EES) class supports students in grades 1-6 with moderate to severe developmental delays. The EES class focuses on building foundational learner skills in functional academics, communication, daily living, and citizenship. Modified programming to promote social-emotional and physical wellbeing are important features of the EES class.
Paced Learning Program
The Paced Learning Program (PLP) class typically supports students in Grade 4 to 12 with mild intellectual development disorder. Other profiles that may be considered include specific learning disorders – moderate to severe, borderline intellectual functioning, and ASD. Students must show evidence of significant deficits in adaptive functioning in more than one area either by formal assessment or informally across areas of functioning (e.g., Social, communication, practical daily living). Student must demonstrate that they are making limited to no progress in inclusive settings despite specific targeted supports and interventions.
Students receive modified programming and functional curriculum related to development of functional academics, which includes explicit instruction in foundational reading, writing, and math skills. In addition, students receive programming that includes building skills in social communication, independence, daily living, safety, citizenship, leisure, vocational, and volunteering. Opportunities for peer mentorship and inclusion in the school community are provided and may include complimentary courses (options), clubs, sports, and special events. When appropriate, students may enroll in K&E courses. Learner supports and accommodations may include the use of assistive technology, augmentative communication systems, work systems, and sensory activities.
Teaching Attitude, Social Skills and Communication
The Teaching Attitude, Social Skills and Communication (TASC) class is for students in grades 7-12 who require significant learning, adaptive behaviour, and physical support. Students receive modified programming and functional curriculum related to social communication, play and leisure, daily living, safety, regulation, independence, leisure, and pre-vocational skills. Opportunities for peer mentorship and meaningful inclusion in the school community are provided and programmed according to individual student interests and abilities. Learner supports and accommodations may include the use of assistive technology, augmentative communication systems, work systems and sensory activities.
Unique Settings
The Calgary Board of Education has the following unique educational settings to meet the needs of students with diverse learning needs. Decisions to enroll students in any of our unique settings are informed by collaborative decisions with the school learning team, parents, and students. Please follow click on the name of each Unique Setting to learn more.
Christine Meikle School
Christine Meikle School provides educational programming for students in grades 7-12 and who are diagnosed with moderate to severe cognitive developmental disabilities. Students at Christine Meikle School have complex learning, medical, and social-emotional needs and may require medical support from a Licensed Practical Nurse. Students may also require intensive supports to maintain their psychological and physical safety to ensure their personal and peer safety. The curriculum is modified to support the personalization of learning according to the unique strengths and needs of each student. Program emphasis is on functional academics, communication, and social interaction skills; self-help skills, play and leisure skills, awareness of the environment, motor skill development, sensory integration, music, and recreation therapy; with an emphasis on developing functional living skills to prepare students for the transition to adulthood. Learner supports and accommodations may include the use of assistive technology, augmentative communication systems, work-systems, and sensory activities.
Emily Follensbee School
Emily Follensbee School is a unique setting providing programming for students in kindergarten to grade 6 who have been diagnosed with moderate to severe cognitive developmental disabilities. Students at Emily Follensbee School have complex learning, medical, and emotional needs. Students may require medical support from a Licensed Practical Nurse (LPN). The curriculum is modified to support the personalization of learning according to the unique strengths and needs of each student. Program emphasis is on functional communication and social interaction skills, self-help skills, play, and leisure skills, awareness of the environment, motor skill development, sensory integration, music, and recreation therapy. Learner supports and accommodations may include the use of assistive technology, augmentative communication systems, work-systems, and sensory activities.
