Spark Clinic Educator

What We Do

Provide differentiated intensive instruction as recommended by the Ministry of Education in their publication (Learning for All, A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013.)
School support which allow them to determine where the child is presenting academically and support their learning appropriately
Reading/writing/math – providing the foundations for success
Comprehensive approach to education
Supports teachers/school teams with implementing strategies recommended by the youth’s team (PT, OT, SLP, ABA)
Administers diagnostic assessments in the areas of language and math
Supports the child’s learning by supporting the needs of the teacher

How We Help

Although teachers of special needs students want the best for all the children in their classroom, they are often lacking in the resource and time to implement the necessary strategies for success.

Spark Clinical Educators support children on a one to one basis with their academic needs integrating strategies and goals provided by the student’s rehabilitation and/or behavioural providers. They work with the child in and out of the school setting allowing them to determine their academic needs and supports. Reading/writing and math are the foundations of learning and providing these basics through a meta-cognitive strategy based approach allows the Clinical Educator to provide differentiated instruction.

Spark Clinical Educators provide teachers/school teams with the support to create, develop, implement and alter strategies recommended by the youth’s rehabilitation and/or behavioural team. By supporting the educators, they are better able to support the child.

Spark Clinical Educators can administer diagnostic assessment in the areas of language and math to support learning in the classroom. Using the outcomes of these assessments SE’s are able to consult with the school’s special education team to assist in the development of appropriate IEP’s, acting as the liaison between the rehabilitation professionals and the school.

Evidence to Support the Role of Spark Educator

Anthony F. Grasha, The dynamics of one on one teaching, 2002 EBSCO Publishing

Edward A. Polloway, Mary E. Cronin & James R. Patton, The Efficacy of Group Versus One-to-One Instruction: A Review (1986) Sage Journals, January 1986 https://doi.org/10.1177/074193258600700106

Ginny Oswalt, Individualized Instruction vs. Differentiated instruction,

https://www.understood.org

Ontario Ministry of Education, Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013

Douglas Fuchs, Lynn S. Fuchs & Sharon Vaughn, What is Intensive Instruction and Why is it Important? Teaching Exceptional Children, March/April 2014.

Download Intensive Instructions