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
Adapted Learning Program
The Adapted Learning Program (ALP) provides educational programming for students in grades 7-12 with moderate cognitive disabilities and low to extremely low adaptive skills. ALP programming focuses on building foundational skills in functional academics, communication, social interaction, leisure skills, vocational skills and skills for self-regulation. The curriculum is modified to support the personalization of learning according to the unique strengths and needs of each student. The instructional team includes a teacher and education assistant(s). Additional supports from multi-disciplinary team members may include consultation and collaboration with behaviour support workers, specialists, strategists, occupational therapists, speech-language pathologists, physiotherapists and psychologists.
Attitude, Community Competence, Elements of Academic Curriculum, Social Skills (ACCESS)
The Attitude, Community Competence, Elements of Academic Curriculum, Social Skills (ACCESS) class provides educational programming for students in grades 7-12 with moderate to severe cognitive disabilities and low to extremely low adaptive skills. The curriculum is modified to support the personalization of learning according to the unique strengths and needs of each student. Students receive modified programming that focuses on building foundational skills in functional academics, communication, social interaction, leisure skills, vocational skills and skills for self-regulation. The instructional team includes a teacher, education assistant(s) and a lunchroom supervisor. Additional supports from multi-disciplinary team members may include consultation and collaboration with behaviour support workers, specialists, strategists, occupational therapists, speech-language pathologists, physiotherapists and psychologists.
Communication, Sensory, Social Skills and Integration (CSSI)
The Communication, Sensory, Social Skills and Integration (CSSI) class provides educational programming for students with multiple and complex learning, behaviour, and communication needs in grades 7-12. Students receive modified programming that focuses on building foundational skills in functional academics, communication, social interaction, leisure skills, vocational skills, and skills for self-regulation. The curriculum is modified to support the personalization of learning according to the unique strengths and needs of each student. The instructional team includes a teacher, education assistants and a lunchroom supervisor. Additional supports from multi-disciplinary team members may include consultation and collaboration with behaviour support workers, specialists, strategists, occupational therapists, speech-language pathologists, physiotherapists and psychologists.
Enhanced Educational Supports Class (EES)
The Enhanced Educational Supports (EES) class provides educational programming for students in grades 1-6 with moderate to severe developmental disabilities. The EES class focuses on building foundational skills in functional academics, communication, social interaction, leisure skills, functional living skills, and skills for self-regulation. The curriculum is modified to support the personalization of learning according to the unique strengths and needs of each student. The classroom team includes a teacher, education assistants and a lunchroom supervisor. Additional supports from multi-disciplinary team members may include consultation and collaboration with behaviour support workers, specialists, strategists, occupational therapists, speech-language pathologists, physiotherapists, and psychologists.
Paced Learning Program (PLP)
The Paced Learning Program (PLP) provides educational programming for students in grades 4 to 12 who have been diagnosed as having a mild intellectual disability and below average to low average adaptive functioning (e.g., social, communication, practical daily living). In PLP, students access the Alberta Program of Studies with adaptations to learning outcomes as appropriate to each individual. Additional areas of focus for learning include communication, social interaction, leisure skills, self-regulation skills, functional living skills, and vocational skills. Programming is personalized to support the unique strengths and needs of each student. The classroom team includes a teacher and an educational assistant, and additional supports may be provided in consultation with a multidisciplinary team.
Teaching Attitude, Social Skills and Communication (TASC)
The Teaching of Attitude, Social and Communication Skills (TASC) class provides educational programming for students in grades 7-12 who have been diagnosed with moderate to severe developmental disabilities. Students receive modified programming that focuses on building foundational skills in functional academics, communication, social interaction, leisure skills, and skills, vocational skills for self-regulation. The curriculum is modified to support the personalization of learning according to the unique strengths and needs of each student. The classroom team consists of a teacher, educational assistants and a lunchroom supervisor. Additional supports from multi-disciplinary team members includes consultation and collaboration with behaviour support workers, specialists, strategists, occupational therapists, speech-language pathologists, physiotherapists and psychologist
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 who are diagnosed with
moderate to severe developmental disabilities. Students at Christine Meikle
School have complex learning, communication, physical and social-emotional
needs and may require medical support from a Licensed Practical Nurse (LPN) or
Health Care Aide (HCA). The curriculum is modified to support the
personalization of learning according to the unique strengths and needs of each
student. Programming focuses on building foundational skills in functional
academics, communication, social interaction, leisure sills, vocational skills
and skills for self-regulation. The classroom team consists of a teacher and
educational assistants or school therapists. Additional supports from multi-disciplinary
team members may include consultation and collaboration with behaviour support
workers, specialists, strategists, occupational therapists, speech-language
pathologists, physiotherapists and psychologists.
Emily Follensbee School
Emily Follensbee School is a unique setting
school specializing in providing educational programs for students attending
Kindergarten to grade 9 who have complex medical profiles with multiple and
severe learning needs, including those with: cognitive disabilities, physical
disabilities, sensory impairments, and augmentative/alternative communication
needs. All students are assessed and referred to our specialized program
through the CBE Inclusive Learning Team. Students receive individualized
programming that focuses on building foundational skills in communication,
functional academics, regulation, social interaction, leisure skills,
functional living, and vocational skills (grades 7-9). The curriculum is modified to support the
personalization of learning according to the unique strengths and needs of each
student. The classroom team consists of a teacher and educational assistant(s).
Additional supports from multi-disciplinary team members may include
consultation and collaboration with occupational therapists, speech-language pathologists,
physiotherapists and Deaf and Hard of Hearing (DHH) and Vision strategists.
