School Staff
| Role | Description | How to Access |
|---|---|---|
| Designated Early Childhood Educator (DECE) | In Kindergarten, the DECE is an educator who supports learning through play, routines, and relationships. | When your child is in a kindergarten program, you can connect with the DECE through your child’s educator or the school. |
| Educational Assistant (EA) | Educational Assistants may support some students with learning, routines, and care needs under the direction of the school team. | EAs are assigned by the school and support many students. Families can ask the principal questions about additional classroom support. |
| Educator (Classroom Educator) | Educators plan learning, support daily routines, and get to know your child’s strengths and support needs. | You can contact your child's education directly by email or through the school office. |
| Principal / Vice-Principal | Principals and Vice-Principals support the overall school community and help with planning, problem-solving, and next steps. | You can contact the school office to request a meeting or phone call with the Principal or Vice-Principal at your child’s school. |
| Special Education Resource Teacher (SERT) | Special Education Resource teachers are educators who support students who may need accommodations, modifications or additional support to access the learning or school environment. They help create and review Individual Education Plans (IEPs) and work with families and school teams to implement these Individual Education Plans in the classroom and support your child’s learning. | You can ask the educator or principal for the SERT’s contact information. |
School Board Staff
| Role/Department | Description | How to Access |
|---|---|---|
| Blind and Low Vision Department | This department supports students who are blind or have low vision by helping schools plan supports, tools, and accessible learning materials. | Referrals are made through the school team, usually by the SERT or principal. Consent and team planning are part of the process. |
| Deaf and Hard of Hearing (DHH) Department | The DHH department supports students who are deaf or hard of hearing through specialized services, technology, and programming. | Referrals are made through the school, often with the SERT or principal, and may include assessments and team meetings. |
| Occupational Therapist (OT) | OTs are regulated health professionals who support access, participation and engagement in school. Occupational therapists may support sensory processing, regulation, motor development or physical needs at school. Your consent will be required before an OT is involved with your child. | Requests are made through the school team, usually with the SERT or principal. Parent consent and an In-School Team Meeting may be required. |
| Psychologist / Psychological Associate | Psychologists and Psychological Associates may complete assessments to better understand how a student learns and what supports may help. Your consent will be required before a psychologist or psychological associate is involved with your child. | Requests are made through the school, typically by the SERT or principal. Parent consent and an In-School Team Meeting are required. |
| Physiotherapist (PT) | PTs are regulated health professionals who support access, participation and engagement in school. Physical therapists may support sensory processing, regulation, motor development or physical needs at school. Your consent will be required before a PT is involved with your child. | Requests are made through the school team, usually with the SERT or principal. Parent consent and an In-School Team Meeting may be required. |
| Social Worker | Social Workers support student and family well-being and may help with school concerns and connections to community services. | Families usually connect through the school administrator or SERT. Consent may be required. |
| Speech-Language Pathologist (SLP) | SLPs support speech, language, and communication skills. | Families can request SLP support through the SERT or principal. Consent for exchange of information is required, and an In-School Team Meeting may be part of the process. |
| Superintendent of Education | The Superintendent supports schools and ensures board policies and provincial requirements are followed. | Families typically connect through the school principal if concerns cannot be resolved at the school level. |
| Work Experience Transition Coordinator | Work Experience Transition Coordinators assist school staff with coordinating Work Experience Program Placements for secondary school Community Class students in non-credit-bearing programs starting in Grade 10. They help facilitate post-secondary transition planning and ensure families/caregivers understand the transition to adult services. | Families can request more information from the Special Education Department at their Secondary School. |