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Autism Team 2023-2024
Consultant for Autism, Complex Cases & Learning Centre
Denise Burgess
Phone: 902-930-3828
Email: dburgess@ssrce.ca
Autism Specialist Teachers
Amy Whynot
Email: awhynot@gnspes.ca
Jane Calway
Email: janecalway@gnspes.ca
Autism Transition Facilitator
Kelli Nauss
Email: knauss@ssrce.ca
ASD Early Intervention Communications Specialist
Janessa Allison (S-LP)
Email: jkeans@ssrce.ca
The SSRCE Autism Team
We work collaboratively with school based staff and other professionals to support programming for students diagnosed with autism in a way that is strength focused and maximizes student learning experiences.
Autism Specialist Teachers support Student Planning Teams in the areas of curricular assessment, programming, teaching strategies and transitions for students with Autism Spectrum Disorders. Professional development is provided to school staff on an ongoing basis.
The ASD Early Intervention Communication Specialist supports our newly diagnosed students entering primary. This Speech Language Pathologist will work collaboratively with the Student Planning Team in the development and implementation of communication programming and specific teaching strategies for identified students.
Our team provides early transition support to all students with an ASD diagnosis who enter SSRCE schools during their primary year. In addition, we support students, school staff, and families with the transition process from school entry to graduation.
What is Neurodiversity?
Neurodiversity is the infinite natural variations of the mind.
The concept of neurodiversity represents a strengths-based model which acknowledges that, while some individuals learn and think differently, these are simply differences and not deficits. The neurodiversity model shifts the focus on the strengths of the individual and using that to support their learning and engagement.
Autism Spectrum Disorder (ASD)
ASD is a lifelong neurodevelopmental difference. People with autism experience challenges with communication and social interactions as well as display restrictive and repetitive behaviours.
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