2003 - SSAAM

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7. Professional development Initiatives. SERI works closely with the School Support Unit in providing workshops on a variety of issues related to students with diverse needs. Together, we continue to update and develop new sections for the "Handbook for Student Services."
General Considerations When to Assess Guidelines for Cognitive Evaluation June, <strong>2003</strong> In our work in the context of the school system, a complete evaluation of a child should begin with a comprehensive academic assessment by the school's support team and classroom teacher and attempts to address the child's needs by a variety of approaches including but not limited to differentiating the instructional strategies. The Clinician can consult regarding these activities but only when such efforts leave unanswered questions should the process proceed to a formal psychological evaluation. Why to Assess It is the School Psychologist's job to describe, as completely as possible, the child's circumstances in relation to educational functioning. The holistic ecological approach we support includes an assessment of intellectual, adaptive, social-emotional and behavioural functioning, as well as personality, mental health, family and community relations. This can be achieved with the Psychologist providing either comprehensive data or more limited input as part of a Team Evaluation. However accomplished, the goal of these evaluations is to provide information useful in programming effectively to improve the child's opportunity for success in school and in life. It is not to generate a set of numbers in isolation in order to garner grant funds. It is the role of others in the system to determine if the child meets criteria for categorical funding or inclusion in a specific program, be it Divisional (e.g., placement in a segregated Special Education Centre) or Provincial (e.g., acceptance into the Inter-Divisional Program for Students with Autism). How to Report The same reporting guidelines apply to school reports, Manitoba Education and Youth Level 2 and Level 3 funding applications, as well as applications to Vocational Rehabilitation and Supported Community Living. In all CGC Psychology reports, single I.Q. scores, single number percentiles or age equivalents are not provided. If formal testing was completed, the ranges of the three summary scores (Full Scale, Verbal and Performance) and the appropriate descriptive terms provide the necessary information for the responsible parties to make educational support or placement decisions. Provision of ranges also protects against the reification of the specific I.Q. numbers in favour of the clinical judgment expressed. In every case, the Psychologist's opinion needs to be based on a thorough review of the historical evidence available, as well as an understanding of the child's current circumstances. The evidence supporting the Psychologist's opinion needs to be referenced in the report.
Page 1 and 2: Year: 2002 - 03 AGM November 29, 20
Page 3: Certificate of Recognition 1989 Fre
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Page 10 and 11: Canadian Counselling Association Co
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Page 56 and 57: Resolution #7 Motion: George Penner
Page 58 and 59: Resolution #11 Motion: Paul Gillesp
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