The Provincial Integration Support Program is an outreach service mandated
to assist schools throughout British Columbia, in meeting the educational needs of students with multiple severe/profound physical and cognitive disabilities.
A team, consisting of a teacher, occupational therapist, physiotherapist, and speech-language pathologist provide support through a variety of services.
All children, even those challenged by very severe disabilities, are learners and our challenge as educators is to help them grow to their potential. In order to facilitate that growth, we need a clear vision of their future and concrete goals that work towards that vision. This can best be done by a team of people which may include parents, classroom teacher, teaching assistant, principal, school special education teachers, district support teachers and therapists. Fitting the student goals into the activities of the regular classroom allows the student with multiple severe/profound disabilities to learn along with his/her peers.
The focus of this program is two-fold:
PISP BROCHURE (pdf)
The PISP referral package (for first time referrals and for follow-up visits) is to be submitted to the District Partner once completed, so that the District Partner can...
For further information or when forwarding a completed Referral Form and 10 minute video, the contact is:
Terry Wendorf, Coordinator Tel: (250) 595-2088
District and school staff should be prepared for the commitments outlined under PARTNERSHIP. Completed referral forms and video tapes will be reviewed by the Provincial Integration Support Program Screening Committee. The school principal and case manager will be informed as to whether or not the student has been accepted into the program. As there is a wait list for this program, schools are encouraged to send referral forms in as quickly as possible.
Several services are available depending on the needs of the student and his/her school: The Provincial Team works with the student's team in their home school district. Goal setting, teaching strategies, and classroom planning are all a part of this service.
a) Initial Visit: The purpose of this two/three day visit is to observe the student in his/her daily routines; collaborate with the student's team around the strengths, needs and long range planning of the student and his/her team (MAPS); explore strategies and develop action plans for the next several months.
b) Subsequent Visits: Requested members of the Provincial Integration Support Team continue to work with the student's team in their home school district. Goal setting, teaching strategies, and classroom planning are all a part of this service. Feeding, switch access and vision assessments are offered as part of the consultation service when requested.
c) Inservices: Inservices are available in conjunction with student visits, on such topics as:
Maximum benefits to the student and his/her team are dependent on strong partnerships between the Integration Support Team members and corresponding members of the student's team. This partnership assumes responsibilities on the part of both the Integration Support Team and the student's district and support team.
The Integration Support Team commits to:
The School District and student support team must commit to:
around areas of concern
In order to facilitate communication, the student's case manager will be the contact person with the Integration Support Program. Copies of all correspondence will also be forwarded to the student's principal and family.