Physical disabilties chronic health Support Planning Process - bced gov bc 2025

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The document outlines the instructional support planning process for students with physical disabilities and chronic health impairments, detailing assessment domains such as physical functioning, communication, social/emotional functioning, academics/intellectual functioning, and self-determination/independence. It provides a framework for evaluating student strengths and needs, setting goals, and identifying strategies and supports to enhance their educational experience. The document emphasizes the importance of tailored interventions based on individual assessments to maximize student functioning across various settings.

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Click ‘Get Form’ to open it in the editor.
Begin by entering the student's name, grade, school, and date of birth in the designated fields. This information is crucial for identifying the student.
In the DOMAIN section, assess and document the student's strengths and needs across various areas such as Physical Functioning, Communication, Social/Emotional Functioning, Academics/Intellectual Functioning, and Self Determination/Independence.
For each domain, select the appropriate level of impairment (A, B, C) based on observations and assessments. Use available data sources to support your decisions.
Develop specific goals addressing identified needs. Clearly outline objectives and strategies that will help maximize the student's functioning.
Document data sources for monitoring outcomes and goal achievement. This ensures a structured approach to evaluating progress over time.
Finally, set a review date to revisit and update the plan as necessary.

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