Module 6: Connecting Students with Complex Needs to Literacy in the B.C. Curriculum

Roles and Responsibilities of the Educational Team

To successfully teach literacy for students, especially those with complex needs, a team approach is essential. Explore how various team members can help teach literacy for complex learners.

Classroom Teacher

  • Designs accessible literacy activities aligned with the BC curriculum
  • Integrates AAC tools into daily reading and writing tasks
  • Provides multiple ways for students to demonstrate learning

Educational Assistant (EA)

  • Facilitating access to literacy activities using AAC and assistive technology
  • Providing modeling and guided practice with communication tools
  • Collaborating with teachers on individualized literacy goals

Learning Support Teacher

Their responsibilities include:

  • Developing IEPs
  • Participating on the school-based team
  • Providing case management
  • Collaborating with itinerant and specialist staff
  • Collaborating with the classroom teacher on literacy learning opportunities

Speech Language Pathologist

  • Collaborating with the classroom teacher and LST to adapt literacy materials to meet the student’s needs
  • Ensuring vocabulary is accessible to promote active participation
  • Providing ACC and strategies to support differentiated instruction
  • Supporting small group or one-on-one instruction for literacy development

    • Family and Peer Engagement

    • Encouraging parents to incorporate literacy into daily routines
    • Accessing training or resources on how to use AAC at home
    • Promoting peer assisted learning where students read together
    • Encouraging group projects where AAC users contribute
    • Fostering an inclusive classroom culture where diverse communication methods are respected and encouraged

    Occupational Therapist (OT) and Physical Therapist (PT)

    • Consulting with the classroom teacher regarding environmental considerations in the classroom
    • Positioning of the materials and of students’ body in the most optimal way to invite participation and inclusion
    • Recommending technology and adaptive tools