The Calgary Board of Education supports students with diverse learning needs including students with:
- Mild to severe cognitive disabilities
- Physical disabilities
- Complex health and wellness needs
- Vision and hearing needs
- Learning needs
Students with unique learning and wellness needs are supported in their community schools and in a variety of Specialized Classes and Unique Settings.
Specialized Classes
There are several specialized classes available to support students with complex learning and medical needs. The locations of our specialized class vary and may not be located in a student’s community. In some instances, transportation may be provided for students choosing to attend a specialized class.
The Calgary Board of Education offers the following Specialized Classes for students with Complex Learning and Medical Needs:
ACCESS
The ACCESS class supports students with moderate to severe learning and adaptive behaviour needs in Grades 7-12. Students receive personalized and functional curriculum related to the development of functional academic, social-communication, independence, daily living, safety and leisure. Opportunities for peer mentorship and meaningful inclusion in the school community are provided and programmed according to individual student interests and abilities. Learner supports and accommodations may include the use of assistive technology, augmentative communication systems, work-systems and sensory activities.
ALP
The ALP (Adapted Learning Program) supports students with moderate learning and adaptive behaviour needs in Grades 7-12. Students receive personalized and functional curriculum to support the development of literacy, numeracy, social-communication, independence, daily living, leisure, vocational and volunteering skills. Opportunities for peer mentorship and inclusion in the school community are provided and may include complementary courses (options), clubs, sports, and special events. Learner supports and accommodations may include the use of assistive technology, augmentative communication systems, work-systems and sensory activities.
Bridges
The Bridges supports students in Grades 1-12 who present with severe externalizing behaviours, which significantly impact their learning and social success in a traditional education setting.
The focus of programming is to assist each student achieve academic and social success and to learn self-regulation and wellness strategies. Specialized instruction emphasizes safety, building relationships, problem solving and mental health literacy. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student.
The Class
The Class supports students in Grades 1-12 who present with severe internalizing behaviours, which significantly impact their learning and social success in a traditional education setting.
The focus of programming is to assist each student achieve academic and social success and to learn self-regulation and wellness strategies. Specialized instruction emphasizes safety, building relationships, problem solving and mental health literacy. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student.
CSSI
The CSSI (Communication, Sensory, Social Skills and Integration) class supports students with multiple and complex learning, behaviour, and communication needs in Grades 7-12. Students receive personalized and functional curriculum related to the development of functional academics, social-communication, regulation, independence, daily living, leisure, pre-vocational and volunteering skills. Opportunities for peer mentorship and meaningful inclusion in the school community are provided and programmed according to individual student interests and abilities. Learner supports and accommodations may include the use of assistive technology, augmentative communication systems, work-systems and sensory activities.
EES
The Enhanced Educational Supports (EES) class supports students in grades 1-6 with moderate to severe developmental delays. The EES class focuses on building foundational learner skills in functional academics, communication, daily living and citizenship. Programming to promote social-emotional and physical wellbeing are also important features of the EES class. Students are supported by a teacher and a multi-disciplinary team including educational assistants, specialists, strategists, occupational therapists, physical therapists, speech-language therapists, and psychology.
PLP
The Paced Learning Program (PLP) supports students with mild to moderate learning and adaptive behaviour needs in Grades 4-12. Students receive personalized and functional curriculum related to the development of functional academics, social-communication, independence, daily living, safety, citizenship, leisure, vocational and volunteering skills. Opportunities for peer mentorship and meaningful inclusion in the school community are provided and programmed according to individual student interests and abilities. Learner supports and accommodations may include the use of assistive technology, augmentative communication systems, work-systems and sensory activities.
TASC
The TASC class is for students requiring significant learning, adaptive behaviour, and physical support in grades 7-12). Students receive personalized and functional curriculum related to social-communication, play and leisure, daily living, safety, regulation, independence, leisure and pre-vocational skills. Opportunities for peer mentorship and meaningful inclusion in the school community are provided and programmed according to individual student interests and abilities. Learner supports and accommodations may include the use of assistive technology, augmentative communication systems, work-systems and sensory activities.
RISE
The RISE class is offered in collaboration with Alberta Health Services (AHS) and Wood’s Homes (Wood’s). It is for students in grades 7-12 who are not able to attend or to benefit from other programs due to identified significant internalizing mental health disorders or require further assessment of mental health needs, which severely impact their ability to access school engagement and/or programming. Students may or may not have an identified diagnosis, and school attendance has often been an area of chronic concern. RISE students require significant support to engage in a school or classroom setting.
Unique Settings
The Calgary Board of Education has the following unique educational settings to meet the needs of students with diverse learning needs. Decisions to enroll students in any of our unique settings are informed by collaborative decisions with the school learning team, parents, and students. Please follow click on the name of each Unique Setting to learn more.
- Children's Village School
- Christine Meikle School
- Early Development Centre
- Emily Follensbee School
- William Roper Hull School
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