The Lloydminster Catholic School Division contracts two consultants to support the Student Service Team.  

The Educational Psychologist provides assessment and recommendations to schools and the student service team.  This information is used to plan appropriate programming, align outside student/learning support and provide appropriate accommodations.  The Clinical Psychologist works directly with the School Counselor team and by referral to the student services team.  The Clinical Psychologist provides direct therapy, individual assessment and recommendations for accommodations to support learning development. Our student services team works directly with the referral process to assist school teams in gathering information for teachers and/or parents when students are experiencing difficulties in learning.  The Learning Assistant Teacher is a valuable part of this process and there is at least one at every school.  LATs are fully trained teachers with specialized skills in serving students with intensive needs.  If you have questions about the type of programming or support required for your child, please start with your school’s Learning Assistant Teacher.

Occupational Therapy

As children grow and develop, they learn to do many things, including taking care of themselves, managing their school work, playing sports or developing a leisure interest/hobby. Sometimes, children or youth have more problems than is typical for their age with these various skills. This can make everyday activities a challenge to learn and master. 

Lloydminster Catholic School Division has a contracted registered Occupational Therapist and a contracted Developmental Aide as part of the student services team.

The LCSD Student Services team works directly with children and staff in assessing, planning, designing and implementing programming that is appropriate for an individual student’s growth and development.  Our contracted OT uses meaningful activities (occupations) to help children and youth participate in what they need and/or want to do in order to promote physical and mental health and well-being. Often the program plan focuses on academics, play and leisure, social participation, self-care skills, and transition/work skills. The Developmental Aide, under the guidance of the OT, supports school staff and children in applications of skills. 

What do these OT services look like in Lloydminster Catholic School Division?

Some of the general services include: early intervention, a multi-tiered approach (i.e., Response to Intervention) within general education, periodic screenings (including both data collection and analysis), provide teacher training, model activities to whole classrooms or small groups, and assist with team problem solving.  The contracted OT uses the Jane App to communicate and store individualized, confidential program plans with parents and the school team.

Evaluation services assist the Inclusion and Intervention Plan (IIP) team with identifying the presence of a skill deficit and whether there is an educational need for occupational therapy services. Occupational therapy intervention is provided directly to the child, or on behalf of the child, and program modifications or supports for school personnel. This may include adapting the environment, supporting accommodations, ensuring access and participation in school activities and educational programs, and assisting in preparation for transition post-graduation. Services take place in natural school settings during the routines of the school day and are most beneficial when they occur at the location and time that the student is experiencing challenges. Services are designed to support progress on the student’s IIP.

Training and resources for school personnel and families: child development and the impact of physical and mental health on learning and participation at school, training in lifts and transfers, universal design for learning, support the use of assistive technology, and provide information on positive behaviour interventions and supports.

Participating on collaborative teams:
Technical assistance teams, and problem-solving teams, aid students in accessing learning opportunities, and supporting student participation in school routines while promoting independence. 

Do you have questions about your child’s OT services?

If you have questions about your child’s OT services and/or if your child would benefit from seeing and OT please contact the school LAT for your child’s grade or Amy Zidar, LAT Supervisor email at This email address is being protected from spambots. You need JavaScript enabled to view it.  
For more information about Occupational Therapy please visit www.caot.ca 
For more OT resources and activities to help your child develop their motor, sensory, visual perceptual and independence skills please visit https://sites.google.com/lcsd.ca/ot-slp/home   

Imagine a world without words... it's pretty difficult. So much of what we learn at school is through listening and speaking, reading and writing. Speech and language are the building blocks of learning to read and write. It makes sense, then, that students who have trouble with speech and language may find school difficult. Think about your relationships with friends and family. Talking and listening allow us to create and enjoy relationships. When a person has trouble communicating, making and keeping friends can be difficult. Good communication skills are very important to school success and enjoyment of life in general. The Speech-Language Therapy Program is here to help children develop communication skills.

Who Needs Speech-Language Therapy?

Imagine a world without words... it's pretty difficult. So much of what we learn at school is through listening and speaking, reading and writing. Speech and language are the building blocks of learning to read and write. It makes sense, then, that students who have trouble with speech and language may find school difficult. Think about your relationships with friends and family. Talking and listening allow us to create and enjoy relationships. When a person has trouble communicating, making and keeping friends can be difficult. Good communication skills are very important to school success and enjoyment of life in general. The Speech-Language Therapy Program is here to help children develop communication skills.

Who Needs Speech-Language Therapy?

Speech-Language therapy can be helpful with a number of communication needs. Here are just a few of those areas: making speech sounds correctly (articulation); speaking in full sentences and using correct grammar; learning word meanings and talking about how words are related (vocabulary); listening comprehension; hearing loss; Central Auditory Processing Disorders; stuttering; voice problems; augmentative/alternative communications systems for students who cannot speak; and communication needs associated with developmental challenges such as Autism and Asperger's, Down's Syndrome, Fetal Alcohol Effects, Cerebral Palsy. 

As you can guess from the above list, there is a wide range in the communication abilities of students who receive Speech-Language Therapy. Some are very mildly affected (they may only have trouble making one or two sounds). Some are profoundly affected (they are non-verbal and need a different way to communicate). 

How Can I Get Help For My Child?

Students are referred to the Speech-Language Therapy Program in the following ways:

• Kindergarten Speech and Language Screening - At the beginning of the year, every kindergarten student spends a few minutes talking with the Speech-Language Pathologist. After administering the screening, the SLP determines whether the student is having difficulty with speech sounds, vocabulary, retelling a story or understanding some concepts. Most of the children who attend speech therapy are identified through this screening.
• Teacher concern - If the teacher is concerned about a student's communication ability, the teacher can refer the student to the Speech-Language Pathologist. Parents are always informed and the student can only be seen with the parents' permission.
• Parent concern - If a parent is concerned about their child's communication ability, the parent can contact the Speech-Language Pathologist directly or the parent can contact the teacher and request a referral.

What is Speech-Language Therapy?

Lloydminster Catholic School Division employees registered Speech and Language Pathologists.  These fully trained professionals assess students and program for them directly.  They also train and meet regularly with school based Speech-Language Assistants.  The SLP designs, assesses and reviews each students program.  They work directly with the Student Services Team and with IIP teams.

Students receiving Speech-Language therapy usually work with a Speech-Language Assistant at their school 2 or 3 times per 6-day cycle. They work on their personal goals through a variety of activities. Therapy is designed to be fun and stimulating. Therapy may last the entire school year; however, if the child is making good progress, the Speech-Language Pathologist will determine if he/she needs to continue.

Who Helps a Child Learn to Communicate?

Once a child has been referred, the Speech-Language Pathologist (SLP) will see the child for an assessment to determine if there is a communication problem and if so, what type of intervention is needed. If therapy is needed, the SLP will determine appropriate goals. The SLP reviews students' progress regularly to update goals. The SLP will decide when a child has accomplished his goals and is no longer in need of therapy. The SLP provides direct therapy to a limited number of students. The SLP also helps parents access other services related to communication such as referrals for hearing evaluations. Parents are informed every step of the way.

Most students will attend therapy with a Speech-Language Assistant (SLA). The LCSD is very blessed to have talented, creative, committed and caring SLAs at each of our elementary schools. Not only do they implement Speech-Language Therapy, they also act as caring supports for our children. Many times, other students in the class will ask if they can have a turn going to "speech" because it looks so fun!

Teachers and classroom Educational Assistants interact regularly with all students in a classroom. As they do this they model appropriate communication for all students. Students who have communication difficulties can practice new skills in the supportive environment of their classroom.

Parents, however, are the most important communication partners for a child. As a parent, you are with your child for more hours of the day than anyone and you know your child better than anyone. Parents can help a child use new communication skills in a number of situations. Some parents request materials to work on communication goals at home. Home practice usually speeds the therapy process.

Hearing

Hearing is very important to speech and language development. It has been estimated that kids need to hear a word 200-300 times before they say it. Therefore, a hearing loss can lead to difficulty speaking as well as understanding.

The Speech-Language Pathologist (SLP) can check a student's hearing with a quick hearing screening.

Hearing screenings can be requested by a teacher or parent. Every child who has a speech-language assessment will also have their hearing screened.

More Questions?

If you have questions about your child's communication, please feel free to contact one of the Speech-Language Pathologists, Ronda Day or Shannon Moore, at (780) 808-8585. You may also contact them by email: This email address is being protected from spambots. You need JavaScript enabled to view it. or This email address is being protected from spambots. You need JavaScript enabled to view it..

For information about speech, language and hearing development you can also access the Speech-Language and Audiology Canada website www.sac-oac.ca.

For information about speech, language and hearing development you can also access the Speech-Language and Audiology Canada website www.sac-oac.ca.