Learning Assistance Teacher Handbook
1. Saskatoon Catholic Schools: The Context for Learning Assistance
1.1 Saskatoon Catholic Schools: Mission Statement
The following Mission Statement and the Educational Commitments were
developed through a process involving parents, pastors, staff members,
and others. The purpose of these statements is to emphasize the distinctiveness
of Catholic schools, to reinforce the religious dimension of Catholic education,
and to stress the importance of serving students’ needs in society today.
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MISSION STATEMENT
Education in the Catholic tradition is the lifelong process of seeking
and coming to know God in the fullness of creation.
The purpose of the Saskatoon Catholic Board of Education is to assist
parents and the local Church community in the formation of students in
heart, mind, body and spirit.
Catholic Schools strive to provide an atmosphere of love in which
students are inspired by hope in Jesus Christ and have their faith strengthened
through the power of the Holy Spirit.
“I pray that your inward eyes may be illumined; so that you may know
what is the hope to which God calls you”.
- Ephesians 1:18
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1.2 Saskatoon Catholic Schools: Educational Commitment
Catholic schools are distinctive because they draw their inspiration
and strength from the gospel of Jesus Christ. The educational commitment
of the Board is based on the following principles:
- COMMUNITIES OF LOVE AND FREEDOM
Catholic schools are to be communities of love, freedom, and service which seek:
- to exercise the freedom to proclaim and to live the Gospel,
- to welcome each student,
- to foster good human relationships,
- to encourage an active partnership with the local Catholic Church,
- to assist parents in their Christian responsibility as primary educators of their children,
- to provide an identifiable Catholic environment.
CENTRES OF HOPE AND GROWTH
Catholic schools are to inspire hope by encouraging the growth and affirming the worth of each person:
- to be attentive to the specific needs of each student,
- to respect the dignity of each person and to acknowledge the right to education,
- to offer formation based on the values of Catholic education,
- to make the school a place of evangelization and pastoral action,
- to encourage the development of each person’s God-given talents,
- to provide opportunities for spiritual growth through prayer, the sacraments, scriptural study, service and celebration.
SPECIAL PLACES OF FAITH AND LEARNING
Catholic schools are to celebrate learning illuminated by faith and informed by Christian wisdom:
- to help students seek truth as critical learners and to become active in their own education,
- to recognize the inter-relationship of all knowledge in a world created by a loving God,
- to enable students to interpret the natural world and human responsibility within it,
- to encourage harmony of science and technology with God and society,
- to foster the creative potential of each student,
- to understand language and to acquire knowledge of human culture.
PEOPLE OF JUSTICE
Catholic schools are to assist students to interpret social and human relationships in the light of the social teachings of the Church:
- to instill love for, and fidelity to, the Catholic Church,
- to develop understanding and respect for other religious traditions,
- to inspire students to welcome human life with love from its earliest beginnings to its natural end,
- to practice stewardship and respect for all of God’s creation,
- to promote peace through equity, just laws, respect for Canada, and global interdependence,
- to enable students to integrate faith, morality, and culture in their lives.
CHRISTIANS OF COMMITMENT
Catholic schools are to encourage the spiritual growth of staff members and foster the gift of eternal spiritual youth. The Board is dedicated:
- to support staff members as witnesses of their faith to students, each other, and the community,
- to provide opportunities for each staff member to grow in awareness of the calling to serve,
- to support staff members and their families in sadness and in joy.
1.3 Saskatoon Catholic Schools Practice of Inclusion
| Basic Philosophy
The basic philosophy is to provide a quality of life experience that is typically provided for all students in our school division. This is achieved through access to the environments and opportunities that are generally available to all students. A range of placement and program options are provided to meet the diverse needs of students with disabilities, including intellectual and/or multiple disabilities. Particular emphasis is placed on maintaining students, regardless of disabling condition, in a regular classroom, with age appropriate peers. It is this experience that is most typical for school aged students in our culture.
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Rationale for Inclusion
- Social and Moral Preparation
If students are to learn the social and moral behavior that is typical of their age group, they have to actively experience that behavior in social contexts that are real and typical. These experiences must take place over a long period of time.
- Language Development and Cognitive Development
- Language is best developed in situations that are spontaneous and natural, and in which the learner has an opportunity to be an active participant. Appropriate modeling within social contexts is a critical element. This situation is best provided in an inclusive setting..
- Cognitive development is closely associated with language development. Moreover, cognitive development is best fostered within situations and contexts that are stimulating, challenging and natural.
- Academic Development
Functional academics are learned equally as well within integrated settings as they are in segregated settings, if proper support is provided. It is well documented that most of what students learn through direct teaching is consolidated through social interaction with their peers.
- School Division Practice
It is the practice of the Saskatoon Catholic School Division that parents/guardians are involved in the placement of their child.
- Basic Human Needs and Values
Inclusion also provides for the needs and values of all people as “persons”. All people share the same universal need for love and belonging, fun, freedom, and power over one’s own life. All people value the opportunity to:
- grow and develop
- build self respect
- feel a sense of belonging
- be a part of a community
- have relationships and mutual support
- make decisions and choices
- take risks and make mistakes
- see themselves and be seen by others as unique and valued.
- Benefits to Students without Disabilities
Being educated along with students with disabilities can provide valuable social, emotional and personal perspectives for non-disabled students. The inclusion of students with disabilities can provide excellent training for typical students as future leaders, parents, and teachers.
- Best Practices as Suggested by Research
- Chronological Age Placement
- Social Integration
- Functional Curricula
- Systematic Instruction
- Community Based Training
- Parental Involvement
- Integrated Service Delivery
- Transition Planning
- Systematic Program Evaluation
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What Are We Trying to Achieve?
- Community
Saskatoon Catholic Schools are an extension of the Christian community of the parishes, in which all children belong.
- Acceptance of Differences
It is our goal to develop in all our students an awareness, an acceptance and an appreciation of individual differences.
- Equality of Benefit
Some students may require additional support services to actually benefit from the educational opportunities available. These support services may include consultation services, counseling, equipment and materials, human resources, and program options.
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| Program Placement
The initial placement of all students is a placement according to chronological age in the student’s neighborhood school. Alternative placements are considered an exception and are carried out only after careful consideration. The parents are an integral part of this decision-making process. Should the student attend a school other than his/her neighborhood school, the student is registered in a chronologically age-appropriate regular classroom.
Students receive support through the Learning Assistance Teacher (LAT). The LAT works with the regular classroom teacher to develop the Personal Program Plan, to modify goals and objectives, to assist in adapting instructional strategies, and to provide instruction through individual or small group tutorial.
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| Eligibility
All students are eligible to register in their neighborhood school. Registrants for the preschool program at St. Augustine must meet designation criteria established by Saskatchewan Education.
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Safe Positive Schools
The Saskatoon Catholic Board of Education has developed principles
and guidelines regarding the expectation that all Saskatoon Catholic Schools
are safe, positive Christian communities. Based on the importance
of a positive relationship among parents, staff and students, the guidelines
present expectations and responsibilities for the personal and social growth
of all students. Please refer to the Safe, Positive Schools; Code of Conduct section of our website.
1.4 Foundations of Special Education in Saskatchewan
The Canadian Charter of Rights and Freedom, the Saskatchewan
Human Rights Code, the Education Act, 1995 and Regulations
are key documents on which the development and delivery of special education
have been based.
1.5 Philosophy of Special Education
The following philosophy and guiding principles are an
excerpt from the Special Education Policy Manual - Draft 1999.
Special education is based on the belief in the value and
dignity of all people. The purpose of special education is to provide
appropriate educational opportunities and equitable benefits for all children
and youth with exceptional needs.
Involvement of people with exceptional needs in all aspects of
community living benefits all people in society.
Schools are responsible for fostering and promoting educational
opportunities that inspire a view of the future where people with exceptional
needs belong and contribute to their communities.
Special education is a commitment to the provision of support
services that make it possible for students with exceptional needs to receive
an education commensurate with their potential and appropriate to their
level of ability. Curriculum materials, instructional methods, facilities,
settings, and technological aids may require adaptation or modification
to address the unique needs of the individual.
The philosophy of special education is reflected in the following
beliefs that are consistent with the Goals of Education for Saskatchewan:
- Education enhances the individual’s capacity to grow as a member of a family and community, where people learn, work and live together in supportive relationships that accept individual differences and foster shared responsibility.
- Early intervention for students with exceptional needs prevents more serious education problems and improves the chances of success.
- Student with exceptional needs require an environment based on their needs and abilities.
- It is essential that educational programs for students with exceptional needs reflect a balanced curriculum that is consistent with the Goals of Education for Saskatchewan.
- Students have varying abilities and levels of educational achievement; and, when necessary, educational programs are adapted and modified and educational services are provided to meet the individual requirements of students with exceptional needs.
- Education of students with exceptional needs is a responsibility shared by the provincial government, boards of education, communities, families, and students.
- Educational programming involves collaboration and cooperation among those involved. There must be systematic program planning based on the strengths and needs of students and involving families, the educational community, students (where appropriate) and personnel from related disciplines.
- Students with unique cultural or linguistic backgrounds may require special attention when educators are planning and organizing special educational services.
1.6 Guiding Principles
The nine principles outlined in this section serve as a frame
of reference in organizing special education programs and services and
can serve as a guide for the evaluation of special education.
- Appropriate education can be designed and delivered for all students with exceptional needs within the inclusive policies of the Core Curriculum.
- Effective special education programs and services result when constructive planning occurs at the level of the school division, the school, the family and the student.
- Collaboration involving students, families, teachers, administrators, and specialists from related support services is essential in designing and carrying out an appropriate program for students with exceptional needs.
- Parent and/or guardian and family involvement is central and critical to planning appropriate educational programs for students with exceptional needs.
- Students with exceptional needs should experience education in settings that allow them to achieve their individual goals in inclusive settings. Other arrangements may be used when compelling reasons necessitate such alternatives.
- Well trained personnel who have a commitment to the education of students with exceptional needs are a key component of successful education programs and support services.
- Assistive technology when used appropriately may improve the educational program of a student with exceptional needs.
- Transition planning is crucial to program planning for children and youth with exceptional needs.
- Evaluation is an integral part of a school division’s special education programs and services.
1.7 The Purpose of the Handbook
This handbook is intended to reflect the mission statement and
to serve as a guide for learning assistance teachers in order to
transform these beliefs into practice.
To best serve students, support from learning assistance teachers
must be flexible, resourceful, and on-going. Planning for a student’s
educational support should be a collaborative effort involving the student,
parent(s)/guardian(s), teachers, administrators, and various support personnel.
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