The resource teacher and inclusion teacher facilitates a proactive planning process for students with diverse abilities and disabilities with Ministry Designations in the low incidence categories. These categories include students with Autism, Mild, Moderate or Profound Intellectual Disabilities, Chronic Health Impairments, Physical Disabilities and Physically Dependent Disabilities. Their service involves building a collaborative team including the classroom teacher, parents/guardians, home personnel and support staff who work together to design an Individual Education Plan for the student.
How do students access the resource teacher's services?
Students qualify for this service if they:
- are designated under the categories as outlined in Special Education Services: A Manual of Policies, Procedures, and Guidelines as: Physically Dependent (119A), Moderate to Profound Intellectual Disability (118C), Physical Disability or Chronic Health Impairment(118D), Autism Spectrum Disorder (118G), or Mild Intellectual Disability (117K)
- are designated under the categories as outlined in Special Education Services: A Manual of Policies, Procedures, and Guidelines as: Physically Dependent (119A), Moderate to Profound Intellectual Disability (118C), Physical Disability or Chronic Health Impairment(118D), Autism Spectrum Disorder (118G), or Mild Intellectual Disability (117K)
What are the qualifications of a resource teacher?
The resource teacher/inclusion teacher:
- holds a current certification from the BC College of Teachers
- has a bachelors degree with advanced coursework in:
- student’s with exceptionalities
- specialized instruction methodologies and technology
- adaptation and modification of programs for students with intellectual disabilities
- functional life-skills and vocational development
- motivational techniques and behaviour management
How is the service provided?
Resource teachers and inclusion teachers may:
- serve as the case manager and collaborate with the classroom teacher, parents, and other members of the school-based team to design Competency Based Individualized Education Programs (CBIEPs) for students on their caseload
- co-plan, co-teach alongside classroom teachers
- plan with teachers through the lens of Universal Design for Learning
- support students in inclusive classrooms, in small groups and/or one-to-one direct service
- provide strategies and supports for students to access learning based on their strengths and needs
- consult with the school-based team to review student needs and assist with problem-solving
- provide resource materials, student instruction strategies, and assessment to support classroom teachers and students
- model effective and inclusive teaching practices including ways to remove barriers so students can participate in classroom learning at their level
- develop and provides resources and materials to facilitate access to the curriculum
- collaborate with the classroom teacher to support evaluation of student learning and reporting progress to parent
- coach and mentor CEAs who support students with diverse abilities and disabilities
- assist administrators and school based teams in organizing CEA support within a school
- assist in developing behavioural or response plans
- help organize, maintain, and integrate services in the school and provide access to support services available at district level
- develop and present or facilitate workshops/in-service to staff working directly with students who have special needs in the regular classroom
- facilitate transition from one level of schooling to another and from school to adulthood
- facilitate work experience placements and community access programs
- consult with Provincial Outreach Programs
- work with middle and secondary school counsellors to develop timetables for students receiving resource services
- act as a case manager/liaison between home/school and community service providers
- Resource Teacher Services.pdf