Supports & Interventions

The Students Services Department of the Cape Breton Victoria Regional School Board offers supports and services to all of our student's with special needs. 

Comprehensive Guidance & Counselling Programs

posted May 14, 2015, 8:52 PM by Jim McNeil   [ updated Dec 7, 2015, 7:09 AM ]

The CBVRSB has Guidance Counsellors in many of its schools, providing counselling programs and services to all levels from elementary to senior high. To provide some information about what counsellors can do to help your child, the following is a guide. Please contact your child's school for more information.

What Does A Guidance Counsellor Do?

Guidance counsellors can be a vital part in a students school life by helping them in many facets of their education, personal and social life. The following acronym has been used to describe some of the support provided to students by Guidance Counsellors.

G Guidance services are provided for an individual or groups.

U Use me if I can't help you, I may know someone who can.

I Introduce yourself. There may be only 2 counsellors but 1100 students.

D Discipline is not my responsibility. Preventing discipline problems can be.

A Assisting students in adjustment problems.

N Need of students vary. You don't have to have a serious problem to see your Guidance Counsellor.

C Confidentiality is a must between student and counsellor.

E Each one of you can obtain current information on most careers or sign up for the Choices Program.

C Conferences are sometimes arranged with your teachers and parents.

O Orientation programs are provided for new students.

U Understanding you and helping you understand others is our job.

N Needs of students may include counseling for future educational plans, post secondary application, scholarships and letters of references.

S Study habits, development, scheduling courses, and special programs are services provided for all students.

E Educational counselling is often needed in selecting courses and programs.

L Liaison with administrators, staff, students and parents.

L Liaison with community resources help us obtain services the school does not provide.

O Organizing special programs

R Research, record keeping, reports and referrals are provided.

Many of the schools in the CBVRSB have adopted the Comprehensive Guidance and Counselling Program.

What is comprehensive guidance and counselling?

The comprehensive guidance and counselling program is built around four specific areas related to the personal, social, academic, and career development of students. In order to plan a program around these areas, it is first necessary to have an understanding of what the needs of the students are. With this in mind, a needs assessment process is used. Needs of a school are identified by collecting information from students, parents/guardians, educators, and the community at large. This assessment is done approximately every three to four years.

Advisory Committee

An advisory committee is struck, coordinated by the guidance counsellors and composed of people from administration, staff, students, parents/guardians, and community members. One of the Committee's purposes is to draw up the needs assessments which will be distributed to students, staff, and parents/guardians.

Building blocks of program

Guidance Curriculum

In this particular area, guidance counsellors may assist teachers in making the guidance curriculum a part of their classroom. This assistance could range from consulting to team teaching.

Professional Services

These services consist of referral, counselling, consultation, or information made available to students. It includes personal, social, career, educational, and crisis issues.

Life and Career Planning

Some of the concepts covered in this area are individual assessment, information gathering, decision making, goal setting, and career options.

Program Management and System Support

The guidance counsellors would be involved in community outreach programs, serve on committees, conduct research, do report writing, be involved in professional development, and so forth.

Steps to Initiating the Comprehensive Guidance Program

Obtain program materials and training
Establish an advisory committee
Assess needs
Determine resources
Identify expected student outcomes
Define program activities
Implement program activities
Evaluate program

CBVRSB Crisis Intervention Teams

Another responsibility of Guidance Counsellors in the board is to respond to crisis situations. Four crisis teams, comprised of Guidance Counsellors and school board social workers, act on a rotating basis to respond to crisis events that take place in the schools. Response is often crisis counselling to those affected students and staff.

School Social Work Services

posted May 14, 2015, 8:48 PM by Jim McNeil   [ updated Dec 7, 2015, 7:07 AM ]

Role of the School Social Worker

School social workers provide the following support services:

  • Consultation with school administrators, teacher and parents
  • Individual counseling and support to students
  • Family counseling and support to families
  • Group counseling to students
  • Parent Education
  • Bridging education
  • Referral services to community agencies
  • Collaboration with community programs

Transition Programming Support

posted May 14, 2015, 8:43 PM by Jim McNeil   [ updated Jun 23, 2016, 7:44 PM by Genevieve Richardson ]

Transitioning Transition Support

Transition planning is a collaborative process that is most often initiated by the school program planning teams. This process should involve the parents and anyone working with that student who is able to contribute to the transition planning.

In order to receive this transition support a Transition Support Referral must be completed and sent to the Coordinator of Student Services for approval. With the approval of the Coordinator of Student Services, the Transition Support Lead Teacher or members of the Transition Lead Team can help to support school program planning teams with this process.

What is Transitioning?

Transitioning is the passage from one stage to another and is a lifelong process. Transition occurs when a student moves from home to school, from grade to grade, from school to school, from school to community. (Transition Planning for Students with Special Needs: The Early Years through to Adult Life, 2005, p. 5).

Transition planning takes into consideration the major aspects of each student's life experiences and assists in determining appropriate educational resources and programming. (Transition Planning, p. 3)

Transition planning is essential if we are to be empowered to improve the quality of our students' independent lives. (Transition Planning, p. 5)

Transition planning is part of the individual planning process for each student with special needs... School to community transition planning should begin when a student enters junior high school. (Policy 2.7, Special Education Policy Manual, 1996, p.49)

Transition planning is necessary at key transition stages for any student for whom an individual program plan (IPP) has been developed, as well as, for those students who do not have an IPP, but whose special needs related to transitioning must be addressed. (Transition Planning, 2005)

Although transition planning occurs for all students during their years in school, it is essential that individualized and collaborative transition plans be developed for those students requiring additional supports to achieve their potential.

The Transition Planning Process The transition planning process has four essential components: policy and guiding principles, collaborative consultation, the individualized transition planning process, and the development and implementation of an individualized transition plan. (Transition Planning, p. 3)

Establish Individual Transition Plan Outcomes → Base Outcomes on Strengths, Needs, and Aspirations → Engage in Community Resource Mapping → Identifying Existing or Required Services, Supports, and/or Programs → Linking the Outcomes to Services, Supports, and/or Programs. (Supporting Student Success, 2005)

Transition planning for students with special needs is a process that involves the cooperation, collaboration, and participation of students, parent(s)/guardian(s), educators, and other professionals to ensure that an individualized transition plan is developed to support the student through key transition stages. (Transition Planning, p. 9)

What is a Transition Plan?

A transition plan is a written document that reflects outcomes developed collaboratively in response to the specific strengths and needs of the student in relation to a transition phase in the student’s life. (Transition Planning, p. 6)

Effective Transition Planning Involves:
  • Early identification and assessment
  • Individualized program planning
  • Collaboration between home, school and community
  • Informed and involved parents/guardians
  • Knowledge of community based programming and services
  • Clearly defined roles and responsibilities
  • An understanding that it is a collaborative process
  • An understanding and acceptance that transitioning is a life long process
  • Tracking, monitoring and evaluating the plan and the process

Who is Responsible for the Development of the Transition Plan?

The responsibility for the development of the individualized program plan is shared among all the members of the student’s program planning team. (Transition Planning, P. 6)

Other Links

A Community Based Service Directory

Employment/ Supported Employment

Contact Name



Email Address

Aboriginal People’s Training & Employment Commission (APTEC)

PO Box 1320 Truro, NS, B2N 5N2



Fax: 895-0024

Ann Terry Women’s  Employment Outreach Project

165 Townsend St. Sydney, NS,    B1P 5E4




Black Business Initiative

Centennial Building, Suite 1201 – 1660 Hollis St.

Halifax, NS B3J 1V7



Fax:426-8699     or

Broadened Day Options

St. Michael’s Hall, New Waterford, NS



Cape Breton Black Employment Partnership Committee

731 Victoria road, Sydney B1N 1J3



CAPE – Centre for Adults in Progressive Employment

40 Mac Lean St. Glace Bay B1A 2K7



EmployAbility Partnership 

500 George St. Sydney, NS, B1P 6R7


Fax: 539-6226


Haley Street, Adult Services Centre Society

26 Haley St. North Sydney, NS, B2A 3L3


Fax: 794-9650

Horizon Achievement Centre 

780 Upper Prince Street, Sydney, NS, B1P 5N6


Fax: 567-0415


Human Resources Development Canada (HRDC) Sydney

15 Dorchester St. Sydney, NS, B1P 6J3



Fax: 564-3651


HRDC, North Sydney

105 King St. North Sydney, NS, B2A 3S1


Fax: 794-5724


HRDCGlace Bay

70 Main St. Glace Bay, NS,B1A 4X9



Membertou Outreach

111 Membertou St. Sydney, NS, B1S 2M9



Fax: 539-6645


Native Council of Nova Scotia

140 Wentworth Sydney, NS

B1P 1G6


Fax:564- 1123

Network for Entrepreneurs with Disabilities (NEWD) and Initiative for Developing Entrepreneurship Activity in Nova Scotia(IDEA NS) 

1575 Brunswick St. Halifax, NS, B3J 2G1



Fax: 426-6530

New Waterford Employment & Resource Center

3372 Plummer Ave. New Waterford, NS, B1H 1Y7


Fax: 862- 3876

Sterling Outreach

1 Sampson St. Glace Bay, NS, B1A 6H4



Touch On Wood   

196 Prince StreetSydney, NS       B1P 5K5



Whitney Pier Outreach

731 Victoria Road, Sydney, NS, B1N 1J3


Fax: 562-3463

 Work Activity Centre

 70 Reeves St. Sydney, NS,       B1P 3C5


Fax: 564-5485

YMCA Career and Employment Resource Centre

399 Charlotte St. Sydney

 B1P 1E3



YMCA Enterprise Centre

106 Reserve St. Glace Bay, NS, B1A 4W5





Contact Name



Email Address

Canadian Association for Community Living

29 Gunn St. Sydney, NS, B1N 2L2



Town House Citizens Service League

150 Commercial St., Glace Bay, NS,

B1A 3C1


Fax: 849-2449


Volunteer Resource Centre – New Dawn Enterprises Ltd.

4 Dryden Ave. (Radar Base), Sydney, NS,  B1N 3K6


Fax: 539-7210

YMCA of Cape Breton

399 Charlotte Street, Sydney, NS B1P 1E3




Post Secondary Learning / Universities/ Community Colleges

Contact Name



Email Address

Accommodation SolutionsB1P 6R7

500 George Street, Suite 250Sydney, NS,




Cape Breton Literacy Network

PO Box 1283, Sydney, NS,    B1P 6J9


Fax: 567-2521

Cape Breton University

PO Box 5300, 1250 Grand Lake Rd. Sydney, NS,  B1P 6L2



Fax: 562- 0119

Career and Transition Services NSCC

1240 Grand Lake RoadPO Box 1042, Sydney, NS,B1P 6S7



Community Learning Association North of Smokey (CLANS)

PO Box 270 Ingonish, NS,B0C 1K0


Fax: 285-2052

Disabilities Resource Facilitator AccessAbility Centre (Cape Breton University)

PO Box 5300, 1250 Grand Lake Rd, Sydney, NS, B1P 6L2


Fax: 563-1371

Disabilities Resource Facilitator Marconi Campus

1240 Grand Lake Road, Sydney B1P 6S7



Each One Teach One- Volunteer Resource Centre

282 George St, Sydney,   NS      B1P 6J7



National Education Association of Disabled Students (NEADS)

4th Level Uni-centre, Carleton University, Ottawa, Ontario,    K1S 5B6



Fax: (613)- 369-4391

Nova Scotia Community College- Marconi Campus

1240 Grand Lake Road, Sydney, NS, B1P 6J7


Fax: 563-3440

Nova Scotia Department of Education- NS Student Assistance Program  

2021 Brunswick St. Halifax, NS



Supportive Societies

Contact Name



Email Address

Abilities foundation of Nova Scotia

3670 Kempt Road, Halifax, NS B3K 4X8


Fax: 902-454-6121

Anxiety Disorders

21 Warren St. Glace Bay, NS,B1A 1E1



Arthritis Society

188 George Street, Sydney, NS B1P IJ3



Fax: 539-1614

Attention Deficit Hyper-Activity Disorder

2000 Highway 28, Sydney, NS,B1N 3H6


 Brain Injury Association of  NS-


 Contact Stewart    Sommers

Cairdeil Place  

288 Bentnick St.Sydney, NS

B1P 1G9



Canadian Diabetes Association   

8 High St., Sydney, NS, B1P 1V7



Canadian National Institute for the Blind

8 Hugh Street, Sydney, NS


Fax: 562-9802

Canadian Paraplegic Association

PO Box 5611 Louisbourg, NS

B1C 2L8



Fax: 902-733-3098

Cape Breton Downs Syndrome Society

29 Gunn St., Sydney, NS, B1N 2L2




Cerebral Palsy Association

1229 Frenchvale Rd., Frenchvale, NS B2A 4N2




Children’s Wish Foundation

Park Place, Ramada Plaza Hotel Tower 238 Brownlow Ave., Suite 105, Dartmouth, NS   B3B 2B4

902-492- 1984

Fax: 902-492-1908


Epilepsy Association of NS

Sydney Support Group



Invisible Disabilities Association of Canada



Kidney Foundation – Cape Breton

117 Braemar Dr., Sydney, NS, B1R 1W1

902-562- 3621



Learning Disabilities Association 

67 Engelwood Crescent, Sydney, NS, B1S 3L8


902- 562-8222

Learning Disabilities Association of NS

46 Portland St., Suite 601 Dartmouth, NS

B2Y 1H4





Learning Disabilities Association

Po Box 219, Baddeck, NS,      BOE 1BO



Metro Ostomy Association

60-3rd St, Sydney, NS,  B1P 6G5





 Multiple Sclerosis Society of Cape Breton

 151 Taylor St. Sydney, NS,     B1N 2W8


Muscular Dystrophy Association

Suite 222 170 Cromarty Dr., Dartmouth, NS

B3B 0G1



Fax: 902-425-4226


New Waterford Homemakers Service Society

3390 Plummer Ave., New Waterford, NS, B1H 1Y9



Nightingale Nursing Services

851 Kings Rd., Sydney, NS, B1S 1C2



Nova Scotia League for Equal Opportunities

5251 Duke St., Suite 1211, Halifax, NS, B3J 1P3



Fax: 902-454-4781

Society for treatment of Autism

541 Charlotte St. PO Box 392, Sydney, NS,  B1P 6H2



Spina Bifida Association of Nova Scotia

PO Box 341 Cold Brook, NS B4R 1B6



Spina Bifida Association of Nova Scotia – Cape Breton Chapter

PO Box 146, Sydney, NS,B1P 5Z0


United Way of Cape Breton

P.O. Box 1929, 500 Kings Rd., Suite 200, Cabot House, Sydney, NS, B1P 6W4


Fax:902-562-5721  or

Volunteer Resource Centre

1 Military Rd., Sydney, NS, B1N 3K6




Housing/Supported Living Arrangements

Contact Name



Email Address

Access-A-Home Cape Breton Regional

360 Prince Street Sydney, NS, B1P 5L1



Cape Breton Community Housing Program

50 Dorchester St.

Sydney, NS, B1P 5Z1




Dept of Community Services - In Home Support

360 Prince Street, Sydney, NS, B1P 5L1






Resi-Care Association

9 Gordon Whitney Drive

Prime Brook, NS

B1L 1E6



Ronald McDonald House

1133 Tower Road, Halifax, NS,  B3H 2Y7




Personal Management  

Contact Name



Email Address

Cape Breton Help Line for Teens





Kids Help Phone





Personal/Family Relationships

Contact Name



Email Address

Breton Caregivers

955 Westmount Rd., Sydney, NS, B1R 1C5



Community Respite Program

541 Charlotte St, Sydney, NS



Family Place Resource Centre

106 Townsend St, Sydney, NS B1P 5E1



Planned Parenthood of Cape Breton

150 Bentinck St.,  Sydney, NS

B1P 1G6


Fax: 902-539-0290

St. John Ambulance

335 George St.,

Sydney, NS,

B1P 1J7



Fax: 902-539-2730

Town Day Care Center

15 Second St.

Glace Bay, NS, 

B1A 4W3

440 George St. Sydney, NS B1P 1K3




902-567-0991 (Sydney)


Youth Health Centre –

Glace Bay

201 Reserve St. Glace Bay, NS,  B1A 4W3



Youth Health Centre-

New Waterford

Breton Education Centre, 667 Eight St, New Waterford, NS,  B1H 3T4



Youth Health Centre-

Sydney Mines

Memorial High School: 80 Memorial Dr., Sydney Mines,

B1V 3M2



Youth Health Centre


Sydney Academy,  49 Terrace St, Sydney, NS,  B1P 2L4




Health /Wellness/Medical Services

Contact Name



Email Address

AIDS Coalition of Cape Breton

150 Bentinck St. PO Box  177, Sydney, NS, B1P 6H1


Fax: 902-567-1766


Anonymous Testing

(902)- 567-1123

Asthma Foundation of NS

17 Alma Crescent, Halifax, NS, B3N 2C4



Cape Breton Physiotherapy  Work Hardening Centre Ltd.

8 Maple St. Sydney, NS B1P 6V8




Cape Breton Regional Hospital-  Mental Health Centre

1482 George St, Sydney, NS   B1P 1P3



Cape Breton Regional Hospital- Outpatient  Mental Health Services

1482 George St, Sydney, NS,  B1P 1P3


902-567- 7735



CB Regional Hospital Pulmonary   Unit

1482 George St, Sydney, NS,  B1P 1P3



Cape Breton Society of Deaf and Hard of Hearing

762 Victoria Rd., Sydney, NS, B1N 1J6


TTY: 564-0486


Cape Breton Wellness Centre

c/o Cape Breton University

PO Box 5300, Sydney B1P 6L2




Crohn’s and Colitis Foundation

5816 St. Margaret’s Bay Rd. Head of Margaret’s Bay, NS B3Z 2E4


Fax: 902-422-6552


Crossroads Clubhouse

40 Bentinck St. Sydney, NS,B1P 6H1


Easter Seals Mobile Medical Clinics

3670 Kempt Road, Halifax, NS, B3K 4X8


Fax: 902-454-6121

Glace Bay Health Promotion Clinic

95 Union St. Glace Bay, NS,B1A 2P6

902-842- 1176



Glace Bay Mental Health Centre

60 MacKeen St. Glace Bay, NS,  B1A 5B9



Nova Scotia Hearing and Speech Clinic

5599 Fenwick St. Halifax, NS B3H 1R2



Nova Scotia Hearing and Speech Clinic

c/o Harbourview Hospital Corp., 22 Richard St.

SydneyMines, NS

B1V 2H7

902-736-2831 ext 146


Fax: 902-736-0765


Nova Scotia Hearing and Speech Clinic

Cape Breton Regional Hospital, 1482 George St, Sydney, NS,

 B1P 1P3    OR

c/o Health Park 45 Weatherbee Rd., Suite 106, Sydney, NS

 B1M 0A1








Fax: 902-564-7479


NS Medical Services Insurance  (MSI)

PO Box 500,

7 Spectacle Lake Drive, Dartmouth , NS,

B3J 2S1




Victorian Order of Nurses VON

380 King’s Rd., Moxham Centre, Suite 5

Sydney, NS  B1S 1A8





Financial Planning/Income Support

Contact Name



Email Address

Department of Community Services

360 Prince St., Sydney, NS,     B1P 5L1


Fax: 902-563-2370



Department of Community Services

184 Commercial St., North Sydney, NS, 

B2A 1B6

902 - 794-5110



Department of Community Services

633 Main Street, Glace Bay, NS, B1A 6J3






Contact Name



Email Address

Handi-Trans Cape Breton

320 Esplanade, Sydney,233 Welton St., Sydney, NS,  B1P 7B9



Unique Charters Ltd.

15 Athlone St. Glace Bay, NS,B1A 1N2

902-849-0863 Fax:902-849-1689


Acadian Lines Ltd. Sydney 

99 Terminal RdSydney, NS

B1P 7B3



Advocacy/Legal Services

Contact Name



Email Address

Community Involvement of the Disabled

28 Hillview St., Sydney, NS B1P 2H4




Disabled Persons Commission

Dartmouth Professional Centre - 277 Pleasant St., Suite 104 Dartmouth, NS B2Y 4B7



TTY: 902-424-2667

TTY: 1-800-996-9954


Network for Children and Youth

338 Charlotte St. Sydney, NS,  B1P 1C8



Nova Scotia Human Rights Commission

Provincial Building

360 Prince St. Sydney, NS, B1P 5L1





Nova Scotia League for Equal Opportunities

1211-5251 Duke St., Halifax, NS B3V 1P3

902 - 455-6942



Nova Scotia People First

295 George Street, Sydney, NS, B1P 1J7




5670 Spring Garden Road, Suite 700-

 PO Box 2152

Halifax, NS, B3J 3B7



Fax: 902-424-6675


200-6389 Coburg Rd. Suite 200, Halifax, NS, B3H 2A5




Worker’s Compensation Board of  Nova Scotia

336 King’s Rd. Medical Arts Building, Suite 117 Sydney, NS  B1S 1A9



Fax: 563-0512



Contact Name



Email Address

Allkids Early Intervention

15 Second St. , Glace Bay, NS, B1A 4E9


Fax: 902-842-0655

Autistic Intervention Program

Medical Arts BuildingSuite 205336 King’s Rd, Sydney, NS, B1S 1A9


Child & Adolescent Services (CAS)

CB Regional Hospital 1482 George Street, Sydney, NS



Child & Adolescent Services Clinics

121 Union St., Glace Bay Hospital



Child & Adolescent Services Clinics

520 Purves St., North Sydney Hospital



Child & Adolescent Services Clinics

716 King St., New Waterford Hospital



Child & Adolescent Services Clinics

Sydney- CB Regional



Children’s Aid Society Regional Administrator

1030 Upper Prince St. Sydney, NS, B1P 5P3


Fax: 902-563-3660


Children’s Aid Society -


360 Prince Street, Sydney, NS B1P 5L1


Fax: 902-563-3667


Children’s Aid Society -

North Sydney

184 Commercial St, North Sydney, NS, 

B2A 1B9

902-794 5110

Fax: 902-794-5191


Children’s Aid Society -

Glace Bay

Children’s Aid Society – New Waterford

Senator’s Place, 3rdFloor 633 Main Street, Glace Bay  B1A 4K9

680 King St., New Waterford, NS B1H 3Z3

902-842- 4010

Fax: 902-842-4091



Fax: 902-862-7661



Teacher Assistant Support

posted May 14, 2015, 8:33 PM by Jim McNeil   [ updated Dec 7, 2015, 7:11 AM ]

Special Needs Transportation Services

posted May 14, 2015, 8:31 PM by Jim McNeil   [ updated Dec 7, 2015, 7:10 AM ]

ASD Support

posted May 14, 2015, 8:22 PM by Jim McNeil   [ updated Dec 12, 2018, 7:36 AM by Amanda Keel-MacNeil ]

Assistive Technology Support

posted May 14, 2015, 8:07 PM by Jim McNeil   [ updated Jan 22, 2018, 8:06 AM by Lee Ann Astephen ]

The Assistive Technology department provides assessment and intervention to students experiencing difficulties accessing curriculum in grades primary to twelve.

Assistive Technology is a range of strategies and resources which includes services and tools used to enable a student to meet outcomes or to improve or maintain a student’s ability to meet outcomes. Assistive technology has the potential to increase a student’s control over objects, daily activities, age-appropriate experiences and subsequent learning. The use of AT should not be viewed as an activity in itself, but as a means toward achieving goals. The program planning process should be used to identify and utilize appropriate assistive technology to achieve outcomes and maximize student participation. (Supporting Student Success: Assistive Technology – 2006)

Assistive Technology ranges from simple apparatus, such as a single switch access button, to complex tools, such as computer aided speech devices (Augmentative Communication Devices). According to the Special Education Policy Manual, Policy 1.5, when a student with special needs is identified either through family supplied information or through school board personnel, the classroom teacher uses available material and human resources to explore a variety of strategies in the learning process. The following resource can help teachers with ideas for exploration of instructional strategies:

If it is determined that these strategies are not working effectively, it is then the responsibility of the Board to implement a program planning committee to assess the student’s needs and to determine the kind of programming and services that should be provided to that student. This involves consulting with and mediating among diverse stakeholders, such as teachers, parents, medical and/or psychological personnel, speech-language pathologists and advocacy groups. Many times, the result will be that students will require some type of assistive technology. All of these procedures are identified in the Nova Scotia Department of Education and Culture Special Education Policy Manual.

Assistive Technology in the Program Planning Process:

Assistive Technology may be considered at any stage of a student’s learning development. An assessment may be initiated by the school’s program planning team, which may include principals, classroom teachers, specialist teachers, parents/guardians and/or other professionals. To initiate an assessment, an Assistive Technology referral form must be completed in TIENET and forwarded to the Assistive Technology Consultant. The referral form is comprised of three components: school referral form, parental form, and a follow up form which is to be completed three months after the technology has been implemented. Assessments are done in the school setting by a member of the Assistive Technology team. Appropriate hardware and software is obtained through the cooperation of the Student Services Department, the Technology Department, and the school.

School Psychology Services

posted May 14, 2015, 8:04 PM by Jim McNeil   [ updated Dec 12, 2018, 7:39 AM by Lauren Clare Duggan ]

School psychologists are an integral and important part of a comprehensive model of student services. They serve the Cape Breton-Victoria Regional Centre for Education by engaging in planning, developing, and implementing individual and group programs to address behavioral, emotional, and academic concerns. Collaborative consultation with teachers and mental health professionals enables school psychologists to participate in appropriate programming for students. They also consult with community agencies that support children and youth, such as medical practitioners, mental health professionals, and support groups.

Specific Services Provided:

Each school psychologist is assigned to a circuit of schools. A variety of services are provided which aim to address behavioral, social/emotional, and learning challenges. These services are provided using a team approach and may include:

Indirect Services:
  • working collaboratively with school teams (i.e. classroom and resource teachers, guidance counselors, speech language pathologists, program planning teams, administration, and parents/guardians)
  • contributing to the development of Individual Program Plans (IPPs), behavioural supports and program adaptations
  • providing insight and support to teachers regarding student strengths and challenges and their implications for learning
  • participating on school teams to review referrals for service
  • participating in school-based decision-making regarding appropriate placement of students
  • planning, providing and/or participating in professional development activities
  • serving as a school-community liaison regarding school psychology services
Direct Services:
  • conducting psycho-educational assessments of students
  • interpreting assessment results for members of the program planning team (teachers, administrators, and parents/guardians)
  • providing written reports of assessments, interventions, and programming recommendations
  • making referrals for service to other professionals and/or outside agencies as necessary
  • assisting with the planning and implementation of classroom management strategies and approaches that support students
  • counselling students and parents / guardians regarding the nature of the a student’s challenges and implications for learning and emotional / social development
  • maintaining records and files related to services in accordance with official policies

How to access the services of a school psychologist

Students identified as experiencing difficulty in some aspect of their school functioning are referred to the school’s program planning team. These referrals are typically initiated by a student’s classroom teacher. In some cases, parents/guardians may bring their concerns forward to the team through discussion with the classroom teacher. The team then attempts to identify possible solutions to the challenges the student is facing.

As outlined within the Policy 2.2 of the Special Education Policy, the school psychologist may be consulted in the following ways:

Process Stage

The school psychologist may…

 Screening and Identification

Informally consult with schools about learning or behavioural issues

Exploration of Instructional Strategies


Informally consult, as requested, with teachers about possible teaching and behavioural strategies

Referral for Program Planning Team


Provide support for the referrals and information gathering process

Program Planning Team Meetings


If further information is needed, provide consultation and/or assessment services

Program Plan Development


As a member of the school team:

  • Share information relevant to the student’s learning/behavioral profile
  • Assist in the selection and/or development of materials and resources appropriate to the challenges of the student
  • Assist in the selection of instructional strategies to meet student challenges

Implementation of Program Plan


  • Implement behavioural and/or social interventions specified in the Individual Program Plan
  • Provide ongoing consultation as a member of the program planning team


Assist in evaluating the behavioural and/or social outcomes outlined in the IPP

 Reviewing of Program Plan

 When designated as responsible in the IPP, report on student progress in relation to the evaluation of behavioural and/or social outcomes

Location of School Psychologist Offices

Northside Assessment Office
Dr. T. L. Sullivan Middle School
(902) 736-2258

Sydney River Assessment Office
Sydney River Elementary
(902) 567-9617

            Glace Bay Assessment Office
            Glace Bay Elementary
            (902) 849-6356

            St. Anne's Assessment Office
            St. Anne's Elementary
            (902) 842-2294

Helpful Links: 
The Learning Disabilities Association of Canada provides further information about learning disabilities. The Association offers support, advocacy, and referral services to children, parents, professionals and others dealing with learning disabilities. 
LD OnLine seeks to help children and adults reach their full potential by providing accurate and up-to-date information and advice about learning disabilities and ADHD. 
The Anxiety Disorders Association of British Columbia works to increase awareness about anxiety disorders. This website provides a variety of information and suggestions for parents.

This document provides information related to the Special Education Policy in Nova Scotia. 
All psychologists must be registered with the Nova Scotia Board of Examiners in Psychology (NSBEP) in order to practice psychology in Nova Scotia. This site provides a directory of NS psychologists as well as information about registration requirements, standards of practice, etc.

Speech-Language Pathology Services

posted May 14, 2015, 7:53 PM by Jim McNeil   [ updated Jun 1, 2016, 5:32 AM by Genevieve Richardson ]

Speech-Language Pathology Services

Speech-Language Pathology Guidelines

Speech-Language Pathology Services

The speech-language pathology services department provides assessment and intervention to students with communication difficulties from grades primary to twelve. We work within a consultative collaborative model which involves the provision of both direct and indirect services. Direct services include assessment and therapy sessions while indirect services include consultation, parent or school meetings, programming and conducting workshops. We follow the six-day school cycle and schedule services in schools on one or more of these days depending on the caseload size and needs in each location.

Speech-language pathologists are important members of the student services team.  We participate in program planning for students in the areas of communication, social skills development, and literacy.  Along with providing direct therapy  to students individually or in small groups, we also consult with teachers and parents on effective strategies to help students with communication challenges.  We may also consult with other professionals including physiotherapists, occupational therapists, psychologists, early childhood interventionists, and other communication specialists depending on the needs of a specific student.  Speech-language pathologists often belong to specialized student services teams or lead teams such as those for autism, assistive technology, learning disabilities, and behavior.

Specific Services Provided

Speech-language pathologists have a circuit of schools and support the school program planning process.  The services provided may include:



Speech-language pathologists participate in program planning teams.  We work collaboratively with school personnel, parents, and other professionals to address and promote understanding of student communication challenges.  We consult with teachers regarding speech-language intervention strategies in the classroom.


All referrals for speech-language assessments come through the school-based program planning team.  These referrals can be initiated by parents, teachers, school-based professionals such as psychologists or guidance counsellors, as well as by outside agency personnel (mental health, doctors, etc.). Parental consent is required for all speech-language services. The  Information for Parents letter and Speech-Language Parental Consent Form can be found on the Student Services Website under Forms.  Assessment may involve classroom/school observation, standardized testing, as well as informal assessment through play, conversation, and interaction.


Students receiving direct therapy are generally seen once per six-day cycle, either individually or in a small group. Some students are placed on a waiting list until an opening becomes available. Direct therapy is provided for two consecutive cycles followed by a cycle of indirect service at the school.  Parents are welcome to attend a therapy session or speak with the S-LP to better understand the therapy process.

Indirect therapy services are provided in the form of a home program or classroom-based service. The speech-language pathologist may consult with teachers or provide periodic monitoring to evaluate progress for students receiving indirect services.

Home practice is essential to the speech-language program. Students enrolled in therapy receive homework at the end of each session. This homework needs to be practiced regularly and returned for the next session. Students who do not practice consistently may not progress in their speech and language development.

Professional Development

Speech-language pathologists can provide professional development to school staff, parents, and outside agencies on a variety of topics related to communication.  We keep current on speech-language and educational practices and share this with our school teams.

Types of Speech-Language Difficulties

  • Articulation: mispronunciation of speech sounds

  • Language: difficulty understanding or producing language (e.g. difficulty understanding concepts, following directions, poor grammar, limited vocabulary, inappropriate responses to questions, etc.); social communication development

  • Fluency (stuttering): interruption in the normal flow of speech (e.g. repeats words, prolongs sounds, has difficulty getting the words out)

  • Voice: hoarse, breathy or nasal voice quality

  • Augmentative & Alternative Communication (AAC): use of assistive strategies or devices for students with limited verbal communication

Location of Speech-Language Pathologist Offices

Sydney River Assessment Office

Sydney River Elementary School   


Northside Assessment Office

Thompson Middle School


Bridgeport Assessment Office

Bridgeport School


Greenfield Assessment Office

Greenfield School


New Waterford Assessment Office

St. Agnes Elementary School


Websites of interest

Speech-Language & Audiology Canada

Picture Exchange Communication System

Speech and Hearing Association of Nova Scotia (games for students on early elementary concepts) (understanding language delay) (Society for Treatment of Autism) (National Stuttering Association)

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