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Referral Process

The classroom teacher first identifies any concerns about a student's behavior or abilities and discusses them with support teachers and the family. If concerns persist, the teacher refers the student to the School-Based Team which consists of various staff. This team determines if observations or assessments are needed. If concerns remain, the student may be referred for diagnostic assessment. Once diagnosed with autism, a referral is made to give the student a G designation and provide appropriate supports.

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86 views2 pages

Referral Process

The classroom teacher first identifies any concerns about a student's behavior or abilities and discusses them with support teachers and the family. If concerns persist, the teacher refers the student to the School-Based Team which consists of various staff. This team determines if observations or assessments are needed. If concerns remain, the student may be referred for diagnostic assessment. Once diagnosed with autism, a referral is made to give the student a G designation and provide appropriate supports.

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Referral Process for an ASD Designation

(based on my experience at my current school)

Classroom Teacher
-identifies areas of concern ie. behaviours and abilities
-discusses concerns with integration support teachers (IST,) resource teachers, and collaborate to implement strategies and supports
-discusses concerns with family, collaborate to implement strategies and supports

School-Based Team (SBT)


-classroom teacher refers student to SBT if concerns persist
-SBT consists of the classroom teacher, administrator, learner support team teachers, integration support teachers (IST,) school
counsellor, school psychologist, and child/youth care workers
-classroom teacher provides details about behaviours and abilities, interventions tried, and their level of success (usually in
collaboration with IST)
-SBT determines course of action: observations, interventions, school-based assessments

Further Action at the School Level


-IST conducts observations, suggests strategies, collaborates with district staff if appropriate
-designate someone to discuss supports and strategies with the family, preferably someone who has a relationship with them
(usually the classroom teacher or IST)
-IST may refer the student for additional supports such as SLP, learning assistance, CYCW programming (social skills support),
behaviour specialists. A district collaboration request may be completed to obtain additional support from specialized district staf
SBT take two
-if concerns persist and the school team deems it appropriate, the student should be referred for a diagnostic assessment
-usually another SBT meeting would be held to discuss going forward with this
-IST discusses with the family and can provide support and/or resources to help them get an assessment

Diagnostic Assessment
-the family obtains a referral from their doctor for a diagnostic assessment
-assessment is usually through BCAAN, which is free for the family, unless they choose to do a private assessment
-while waiting for an assessment, the student may be assigned a provisional G designation. Depending on behaviour the student
may start receiving EA support

Student Support Referral


-once the assessment confirms the diagnosis, a student support referral is completed by the IST to obtain the student’s G
designation in the school system
-referral with copy of assessment is sent to Student Support services for review

Student Receives G Designation


-once received by the Student Support department, the student will receive a G designation and appropriate funding
-the student will be assigned hours for an EA or ABASW if applicable

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