Assessment Accommodations and Concessions

Accommodations are typically grouped into four categories:

  • Presentation (eg. Assistive Technology Device)
  • Response (eg. Reader and/or Scribe)
  • Setting (eg. Separate Venue)
  • Timing and Scheduling (eg. Extra Time)

Depending on the needs/barriers of the learner, accommodations/concessions will be recommended in a written report, substantiated by information gathered during the intake and assessment sessions.

*Includes full intake, assessment, feedback and written report (with recommendations)

Career Guidance

Career Guidance for the purposes of:

  • Subject choice in Grades 9/10
  • Selection of Tertiary/FET Colleges and Institutions

*Includes full intake, assessment, feedback and comprehensive written report.

Parental/Caregiver Support and Guidance

Parents and caregivers are included in the holistic and systemic support of the young person. Strategies and interventions are shared and discussed in the 60 minute parent consultations, which are conducted face-to-face or (if preferred) online via Zoom.

Psycho-educational and Scholastic Assessments

Psycho-educational and Scholastic assessments are conducted on a needs basis. These are not done merely for the purposes of making a diagnosis, but rather to provide a clearer picture of the learner and his/her needs and barriers, so that optimal support can be provided.
*Includes intake session, information gathering, assessment, feedback, report and
recommendations.

Psychotherapeutic Support

Psychotherapeutic Support is provided using a holistic approach, grounded within a trauma sensitive framework. This means that each young person is seen as an individual existing within concentric systems, including family, friends, school and community. These systems are
included in the support and guidance offered during the psychotheraputic process. The primary principles of the trauma sensitive approach are safety, connection and regulation. Individuals are provided with a safe, nurturing and confidential space in which connection, trust and relationship can be established. Emotional and behavioural regulation strategies are provided in order to assist individuals in managing ‘meltdowns’ and stress, in order to calm the nervous system and effectively access higher order brain functions such as problem solving,
comprehension, empathy and impulse control. It is within this space that individuals will be
provided the opportunity to be still, to be seen and to be heard.

Trauma Sensitive Schools

Trauma Sensitive *Includes full intake, assessment, feedback and written report.

Schools training will be offered to principals, educators and support staff who are interested in exploring and implementing the principles and foundations of Trauma Sensitive practices in their school. This whole school approach will look at integrating and weaving the fundamental principles of safety, connection and regulation into the school culture, supporting the school community in developing resilient, responsible and regulated youth.

SMT Support:
 
  •  Policy Development i.e. School Code of Conduct and School Safety Plan
  • Introduction to Trauma Sensitive Schools
Educator Empowerment:
  • Trauma and the Brain
  •  Secondary Trauma
  • Self-care Practices and Self-Regulation Exercises
  • Classroom Management Post Covid-19

Schools interested in implementing Trauma Sensitive practises can arrange a free-of-charge staff orientation session.