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.
PHILOSOPHY
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.
FOCUS
The focus of this program is two-fold:
- Provision of information and strategies specific to the student with multiple/severe disabilities to maximize his/her learning
- Provision of information, inservice and teaching strategies to support the classroom teacher and support team to meet the educational needs of the student with multiple/severe disabilities.
REFERRAL PROCEDURE
Initial Referrals
- Referral Criteria (pdf) Referral Form (pdf)
Follow-up Visits
- Referral Updates (pdf) Questions for Visits (pdf) Follow Up Video (pdf)
The PISP referral packages (for first time referrals and for follow up visits) should be returned to the District Partner once completed, so that the District Partner can...
- Check to make sure all signatures and information is completed on all parts of the form
- Check to make sure that the team has filled in the question sheet to identify what areas they would like addressed in the student visit
- Check to make sure all address information is supplied for the school, family and local therapists (as our therapists contact your therapists prior to each student visit)
- Check to make sure that the video footage is transferred onto either a DVD or VHS tape and is viewable on a T.V. or computer
- Sign off the package and then mail the referral and the video/DVD to PISP
For further information or when forwarding a completed Referral Form and 10 minute video, the contact is:
Terry Wendorf, Coordinator Tel: (250) 595-2088
Provincial Integration Support Program Fax: (250) 592-5976
1525 Rowan Street
Victoria, B. C. V8P 1X4
E-mail: twendorf@sd61.bc.ca
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.
SERVICES
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:
- Switch 101
- Strategies for Enhancing Non-verbal Communication
- Putting the Teacher in the Driver's Seat
- Reporting Progress
- Excellent Activity Checklist
- Recipes for Friendships
- Writing Meaningful IEPs
- Gym Activities for Everyone
- Transition To Adulthood
- Classroom Inservices
- A Walk on the Wild Side
- Participation Plus!
- Sleuthing Your Student's Comprehension
- Vision ... What to Look For
PARTNERSHIP
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:
- utilize the expertise already in the student's district
- be responsive to the needs of both the student and the students team
- collaboratively plan the service delivery with the student's district and support team
- provide advance notice of scheduled visits
- follow up on commitments made to the district
- get written materials to the classroom teacher as soon as possible
- take minutes at the meetings and forward them to the student's case manager for distribution
The School District and student support team must commit to:
- provide release time for appropriate staff during time the Integration Support Team is in the district
- organize the schedule for those visits and notify appropriate persons of the schedule
- keep the lines of communication open with the Provincial Integration Support Team, especially
around areas of concern
- provide appropriate information on the student
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.