Support for Learning

Although psychological assessments can be helpful when students have complex learning needs, most students can be well supported by their schools without one.

In many cases, a psychological assessment does not provide information that the teacher does not already have through working with the student. For example, a learning plan for a student may be the same whether it is based on the teacher knowing the student is a “struggling reader” or if it based on a psychologist diagnosing the student with a specific learning disorder with “impairment in reading.” Teachers will always use best practices to address learning challenges, with or without a psychological assessment.

In the past, certain students would receive alternate teaching strategies, such as extra time to read a text or a short break during a test. These are now considered universal accommodations, meaning they are not special strategies a teacher has to put in place, but just good teaching practices.

Schools can provide some educational assessments to help develop the learning plan for a student without making a referral to a psychologist. Resource teachers can do educational assessments of reading and math skills, for example, without seeking more intensive assessment from a psychologist.

Even with all the support that can be provided at the school level, schools will sometimes decide that a student will benefit from a more comprehensive psychological assessment. In those cases, after the school and the family have discussed this option, the school can make a request for service to the Integrated Service Delivery (ISD) Child & Youth Team to assess next steps.

Although there was a time when retaining students (or “failing the year”) was common, years of educational research has determined that this is an ineffective and potentially harmful approach that does little to support students.

Likewise, “social promotion”, which would occur when students were advanced to the next grade level with their peers without consideration to their specific learning needs, also did not support student success.

The best practice approach for supporting students is neither retention nor social promotion. Instead, research tells us that the most effective, best outcomes for students happen when they advance to the next grade with their peers and have supports in place to help them in the areas in which they were struggling. This is the best practice supported by research and it is the practice promoted in ASD-S.

Parents and guardians who are concerned about the best way to support a student who is struggling should begin the conversation with their child’s classroom teacher or resource teacher.

More information can be found in the following policies:

• Education and Early Childhood Development Policy 322 “Inclusive Education”
• Anglophone South School District Policy 357: Student Placement and Promotion

In New Brunswick, all schools take an inclusive approach to education.  This is a philosophy that all students attend their neighbourhood schools with their peers. This philosophy is based on the values that all students have a right to belong, a right to be respected, a right to develop to their potential, a right to attend their neighbourhood school, and a right to be part of their community.

Inclusion is also a set of teaching practices, such as Universal Design for Learning, which allows students to participate in a common learning environment.  Inclusion also extends beyond the classroom setting to school activities and allowing students to be a part of their school community.

This philosophy and approach may be different than some other educational jurisdictions in that all students are included in the school and classroom as much as possible and students with extra needs spend far less time in separate learning environments.  There are no segregated programs, classes or schools in our system, with the exception of alternate education programs available to  high school students.

If you have a concern about how your student is being included in school, you should bring your concern to your student’s teacher or resource teacher.

Further information about inclusion and Universal Design for Learning can be found at the following links:

• Education and Early Childhood Development Policy 322: Inclusive Education
• Education and Early Childhood Development: Educational Planning for Students with Diverse Learning Needs
• Center for Applied Special Technology: About Universal Design for Learning

EAs are allocated to schools based on student needs for medical care, personal care, and safety concerns. They may also, under the direction and supervision of a teacher, assist students with learning needs.

In assessing whether a student needs the support of an EA, the school will evaluate the needs of the student and review the resources and strategies available to meet those needs. Assistance from an EA may be one option to support a student, but there may also be other supports or interventions that can be put in place to best meet the educational needs of student.  It should be remembered that the student’s teacher is always the individual with the primary responsibility for the education of the student.

If a student does require an EA,  the school will also include in the student’s personalized learning plan (PLP) a goal to increase independence as much as possible so that the student may rely less on EA support as they progress through their education.

If you are concerned about any needs which your child may have, the first point of contact should be your child’s teacher or resource teacher.  The teachers will work with you to meet the child’s needs, and they may bring in other professionals from the school’s Education Support Services (ESS) Team.  Please remember that support of an EA may or may not be part of the plan developed to meet the student’s needs.