Student Services

Children studying in the classroom

Student Services Coordinator

Kim Young (Judy Watson)

Speech Language Pathologist

Karen Sigurdson

Brenda Curle


Karen Cormier

Social Work

Teresa Wright

Kelsey Bereza

Monique Clement

Inventory of Student Supports

Circle of Support
Circle of Support


  • All students can and want to learn.
  • All students are valued members of the classroom and school community.
  • Classrooms and schools benefit from the inclusion of diverse learners.
  • A team approach helps all students experience success and meet their full potential.

Manitoba's Definition of Inclusion
Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued, and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful involvement and equal access to the benefits of citizenship. In Manitoba, we embrace inclusion as a means of enhancing the well-being of every member of the community. By working together, we strengthen our foundation for a richer future for us all. 

The Public Schools Amendment Act - Appropriate Educational Programming (2005)


What supports are available to my child?
There are a wide range of supports available to students that include both staff and services. These supports are provided by the school division to meet the needs of students who have exceptional learning, social/emotional, behavioral, cognitive, communication, sensory, physical, or health care needs. To see an inventory of supports that are available in Pine Creek School Division, check out the Inventory of Student Supports link.

Classroom Supports:
The classroom teacher begins by supporting students in the classroom through observation, assessment, and discussions with parents and previous teachers, to help inform their teaching. Differentiated instruction methods help students access the curriculum and demonstrate their learning.

School Supports:
When differentiated instruction within the classroom is not sufficient to meet the academic, social emotional, or behavioral needs of a student, the teacher will collaborate with the school resource teacher. The resource teacher may assist the teacher in supporting students through co-planning, co-teaching, small group or individual support, assessment, or the development of a written plan to address the student's needs. The parents and principal are an important part of this planning process.

Divisional Supports:
There are times when divisional or community supports may be needed to address the student's needs. The school team may make a referral to the speech language pathologist, the divisional social work clinician, or the school psychologist. Services from an occupational therapist or physiotherapist may also be needed. The involvement of outside agencies may also benefit the student. The referral to any of these divisional and community supports is made with the signed consent of the parent.

What if I have a concern about my child's education? Who do I contact?
Parents should talk first to their child's teacher, if they have any questions or concerns about their child's progress.

What is the parent's role in his or her child's education?
The parent is an important part of the student's school team. As their child's first teacher, parents can lend valuable insight into their child's learning, and thus are an integral part of the planning process. Parents can expect clear and ongoing communication about their child's progress, and school teams will obtain parental consent when making referrals for accessing divisional and community supports. .