Learning Support

What is LEAD?

In line with the school's vision to be a diverse and inclusive community and philosophy of “Students First”, the Learning Enrichment and Development (LEAD) department enables and supports the diverse learners in LCC’s community. LEAD promotes research-based, inclusive practices in collaboration with LCC teachers at all levels. 

What is Neurodiversity? 

Neurodiversity is the understanding that individual differences in brain functioning are normal and should not be stigmatized. As our understanding of neurodiversity grows within our community, we strive to create more inclusive environments for all learners. 

History 

The LEAD program began in November 2002, in a modest office, involving one part-time teacher, Judy Shenker, LEAD founder, and five Junior School children. Today, the LEAD department provides service for over 150 students and the learning specialists have become an integral part of LCC’s faculty.

Mission

• Appreciate and respond to differences in individual students’ modes of learning
• Empower students to become active participants in and advocates for their own learning 
• Collaborate with teachers to meet the increasingly diverse needs of the classroom through the implementation of best classroom practices
• Provide a unique environment of learning that fosters a sense of community and belonging
• Increase awareness and knowledge of neurodiversity and inclusive practices within the LCC community

Program Structure (e.g., Progression)

The services offered to students who are part of LEAD are based on identified needs and are planned to correspond with a gradual release of responsibility from the teacher to the student, as the student moves from Junior School to Middle School, Senior School and Pre-U. 

The LEAD Space

The LEAD department is located in a beautiful, modern space on LCC’s second floor, conveniently situated between the Junior School and the Middle and Senior Schools.

Admission of New LCC Students with Learning Support Requirements 

During the admissions process, LCC applicants are asked to submit all relevant documentation, including:

• specialist reports (e.g., speech and language, occupational therapy, audiology)
• psychoeducational assessments 
• previous Individual Education Plans

Once an applicant’s admissions file is complete, a full review is completed to assure that LCC can create an optimal learning environment that focuses on the student’s strengths and needs. 

Identification of Current LCC Students with Learning Support Requirements

Students who are experiencing persistent difficulties despite interventions, strategy instruction and use, parent-school partnership, etc., are referred to the LEAD department for an academic consult and possible referral for a psychoeducational assessment. The report is reviewed by the LEAD department specialists who will determine whether the student requires internal or external service, the type of support, and whether the school is able to accommodate the student’s needs. 

Goals

Our goal for all Junior School students is to help prepare them with the foundational skills and strategies to equip them for life-long learning. This is achieved by providing one-on-one, small group or whole-class differentiated instruction based on student needs. We leverage student strengths to help mitigate their areas of weakness while helping them to become autonomous learners.  Our approach favours a gradual release of responsibility from teacher to student, as the child moves from cycle 1 to cycle 3.

Home-School Partnerships

The home-school partnership is an integral part of the student’s educational journey. Collaboration between external specialists, teachers, learning strategies are central tenets to the growth and development of our students. 

Services

Some Junior School students require learning support that exceeds what is offered to all, and additional specialized supports are implemented. The services offered to students who receive support from a learning strategist are based on identified needs and are planned to correspond with a gradual release of responsibility from the teacher to the student, as the student moves from Junior School, through high school and into Pre-U.  

Goals

In Middle School, the LEAD program helps students receiving direct or indirect service understand the importance and value of neurodiversity. Students are encouraged to learn about and appreciate their learning differences and begin to develop organizational, learning and study skills that best meet their own needs. The long-term goal is to have students become independent and effective, taking into account their learning differences by leveraging their strengths and mitigating their difficulties. 

Services

The services offered to students who receive support from a learning strategist are based on identified needs and are planned to correspond with a gradual release of responsibility from the teacher to the student, as the student moves from Junior School, through high school and into Pre-U.  

Goals 

In Senior School, the LEAD program helps students develop and apply the organizational, learning and study skills that best fit their learning needs. Students are also taught to advocate for themselves and develop a problem-solving and resourceful mindset to academic tasks. As students approach graduation, they are prepared to function autonomously, with limited support. They should be well prepared for educational and professional pursuits beyond LCC. This process is gradual and individualized for each student, framed to empower the student by increasing their confidence in themselves and their ability to advocate for their needs.

Services

The services offered to students who receive support from a learning strategist are based on identified needs and are planned to correspond with a gradual release of responsibility from the teacher to the student, as the student moves from Junior School, through high school and into Pre-U.  

Goals

The goal of the Pre-University LEAD program is to provide students with the assessment accommodations that best reflect university standards. Students in the Pre-University program are expected to take responsibility for their learning needs. 

Individualized Education Plan (IEP) 

An Individualized Education Plan (IEP) is a document shared between school and home. An IEP begins with an analysis of the students abilities and needs, and outlines objectives and accommodations specific to the individual student. Progress of these goals is assessed throughout the year to determine if the objectives have been attained or remain in progress and/or need to be adjusted.

Psychoeducational Assessment

A psychoeducational assessment is a detailed evaluation used to get a clearer understanding of how the individual learns given their strengths and weaknesses. Standardized tests across cognitive, academic, social-emotional and behavioural domains are administered, and observations, feedback and interviews are used to create a comprehensive portrait of the individual’s learning. The psychologist analyzes the information to determine diagnostic impressions and/or make recommendations about what environmental, instructional and evaluative accommodations are needed to optimize the student’s strengths.

Learning Profile 

A learning profile is a summary of the most salient points of a psychoeducational assessment, namely student strengths, areas of need and accommodations. It is an internal document that learning specialists and classroom teachers use as a reference point to deepen their understanding of the student’s needs.

Accommodations

Accommodations are adjustments made to the instruction, environment or evaluation to help mitigate student difficulties so they can acquire and demonstrate the same learning outcomes as classmates. 

Speech Language Pathologist

A speech language pathologist is a specialist who provides support for individuals needing speech or language intervention.

Occupational Therapist

An occupational therapist is a specialist who works with a person to target a range of needs including gross motor, fine motor, core strength, postural stability and sensory sensitivities.