Special Education

SD8 Kootenay Lake supports students with identified exceptionalities who study at home in a Distributed Learning program.  Through the Inclusion Support Services department, students are provided equitable access to learning, achievement and the pursuit of excellence in all aspects of their educational programs. The DL program supports the goals of SD#8 to assist these students in meeting their competency goals related to academic success, creativity & imagination, citizenship and resiliency. 

Special Needs defined:

A "Student with special needs": A student who has a disability of an intellectual, physical, sensory, emotional or behavioural nature, has a learning disability or has special gifts or talents, as defined in the Manual of Policies, Procedures, and Guidelines, Section E. (Special Education Services: A Manual of Policies, Procedures, and Guidelines, pg. 1)

School Based Team

An educational program for students with exceptionalities is developed by a School Based team which includes the student’s regular DL teacher, a District Case Manager, a Learning Support Teacher, the parent, and any other professionals relevant to a student’s IEP (such as physiotherapist, speech language pathologist/assistants, educational assistant, etc.). The IEP process involves a dynamic cycle of planning, monitoring and evaluating throughout the school year.

Decisions are the outcome of the team planning process and prerequisites to inclusion are:

  • a welcoming, respectful environment for all
  • a team consensus reflects the wishes of parents, students and staff in addressing student needs.
  • adequate and appropriate resources, competently trained professionals and paraeducators and involvement of other agencies where appropriate.

Individualized Education Plan

All students who have been identified by the board as having special needs will have an Individualized Education Plan (IEP).

A student with special needs is entitled to an IEP if:

  • the student with special needs requires more than just minor adaptations to educational materials, or instructional or assessment methods, OR
  • the student with special needs is working on outcomes other then the prescribed outcomes of the curriculum, OR
  • the student with special needs is working on the regular outcomes with little or no adaptations, but receives 25 hours or more of remedial help from someone other than the classroom teacher to meet the expected learning outcomes


  • assists teachers in monitoring student growth and progress. 
  • provides an ongoing record to assist with continuity in programming and transition planning. 
  • guides the implementation of learning support services inside or outside the classroom to align the educational program with the needs of the student. 

An IEP documents: 

  • individualized goals linked to the student’s assessed special needs, and in some cases, shorter term objectives 
  • strategies to be used 
  • services and resources to be provided 
  • measures for tracking achievement 
  • adaptations and/or modifications 
  • responsibility for various aspects of the IEP

BC Ministry of Education Documents: