2.2 Neurodiversity and Diverse Abilities

    Welcome to the Louis Riel School Division’s Multi-Year Strategic Plan (MYSP) 2023-27 action pages. For each strategic action, we are diligently taking steps to achieve our goals. Together, these goals strive to create the best possible educational environment for students, staff, and community. On these pages, you will find answers to two key questions: What have we done so far? And where do we plan to be by 2027?

    What have we done so far? 

    LRSD has articulated a vision for inclusive programming so that almost all students regardless of needs or abilities can access their programming in their community school. To make this happen, certain changes have been implemented: 

    • Developed and presented a new vision to the school board for supporting diverse learners with additional and complex needs, including neurodiverse learners. 
    • A committee of over 30 Student Services Teachers, School and Classroom Support Team teachers, clinicians, and school administrators developed and implemented a Student Support Resource Allocation Framework to prioritize student needs and foster independence.
    • Increased divisional Occupational Therapy staffing to 7.5 by reallocating Occupational Therapy school-based time in shelter programs to Student Services Teacher positions and transferring Occupational Therapy allocation to divisional itinerant Occupational Therapy support.
    • Increase in Physiotherapy time to support neurodiverse student programming.
    • Assigned clinical time to the School and Classroom Support Team (Occupational Therapy/Speech-Language Pathologist/Psychology) to support school clinical teams in building capacity for neurodiverse/complex students.
    • Assigned divisional Speech-Language Pathologist time to build capacity for using Augmentative and Alternative Communication through consultation, school-based professional development, and parent evenings.
    • Established a hierarchy of priorities to ensure equitable approaches to the work of divisional Occupational Therapists, Speech-Language Pathologists, and Physiotherapists, with a specific focus on prioritizing neurodiverse students.
    • Increase in Full-Time Equivalent for developmental music and gym divisionally.
    • Creation of a database to inform and prioritize clinical distribution of Occupational Therapy, Speech-Language Pathologist, and Physiotherapy to schools with students with increased needs.
    • Developed movement, sensory, and developmental spaces in 19 schools, including professional guidelines and school-based professional development for consistent implementation.
    • Addition of four ceiling-mounted indoor swings to support student regulation.
    • Designed and integrated professional development sessions targeting support for neurodiverse learners into mandatory professional development for all Student Services Teachers.
    • Training of additional staff in Planning Alternative Tomorrows with Hope/Mapping Action Planning System to assist schools in planning for students and families transitioning to adulthood.
    • Begun supporting clinical services in building school capacity around the importance of building executive functioning.
    • Established collaboration between Middle Years Schools and corresponding High School Individualized Program programs to develop community access skills, meaningful participation, and stronger transition practices.
    • Collaborated with Jordan’s Principle to expedite applications for iPads for Augmentative and Alternative Communication for neurodiverse students.
    • Hosted community information evenings for caregivers of children who use Augmentative and Alternative Communication devices. 
    • Created Playground Communication Boards with a goal of providing accessible communication and social language opportunities for all students, families, and community members who use our playgrounds and fields. 
    • Added 30 trial iPad devices and apps to support communication for non-speaking students.
    • Added 40 laptops to support students with learning disability access Microsoft Learning Tools to support engagement with curriculum.
    • Established a working group committee to create, review, and refine transition protocols for students with additional needs, focusing on transitions into kindergarten, middle years to high school, and high school to age 21. The group was made up of clinicians, student services teachers, administrators, and parents.

    Where do we plan to be by 2027? 

    • A framework articulating the vision for programming for neurodiverse students includes all completed work and highlights best practices and resources to support planning for all staff members. 
    • Equip movement, sensory, and developmental spaces in all elementary schools, with required staff training. These include ceiling-mounted swings critical for sensory regulation and trauma-informed therapeutic programming.
    • Begin adding FM systems to all kindergarten classes to support learning and regulation.
    • Fully implement Augmentative and Alternative Communication devices for all non-speaking students where appropriate across the division.
    • Consistently use a standardized Individualized Education Plan planning process aligned with the resource allocation model.
    • Ensure a comprehensive programming approach across all schools for students up to 21 years of age.