Speech, Language and Hearing Services

S-LPs respect and honour each student’s unique identity, lived experiences, and ways of communicating. S-LPs support students’ academic, social, and emotional success through:

• Assessments – Evaluating speech, language, and communication skills using various assessment methods that respect each student’s development, home language, and culture.
• Collaboration – Partnering with educators, support staff, families, and other professionals to set goals and strategies that make learning accessible.
• Training & Support – Teaching and modeling ways to enhance communication skills for all, including Alternative and Augmentative Communication (AAC) users.
• Workshops – Providing learning opportunities for parents, educators, and community partners.
• Community Connections – Coordinating with community agencies and making referrals
  when needed (e.g., Grandview Kids School-Based Rehabilitation Services).

We work with students from kindergarten to Grade 12 to help them:

• Understand spoken language, written text, and/or picture communication symbols.
• Express themselves through speech, writing, and other communication methods.
• Develop communication skills for social interactions.

While early intervention is a priority, we support students of all ages.

• Services can be requested by parents/guardians, students, school staff, or community agencies (with consent) through the school’s Special Education Resource Teacher (SERT).
• Parental/guardian informed consent is required before services begin.

We follow the ethical guidelines of the College of Audiologists and Speech-Language Pathologists
of Ontario (CASLPO) and comply with the Personal Health Information Protection Act (PHIPA) to ensure your child’s privacy. 

LASWs support D/deaf and hard-of-hearing students from kindergarten to Grade 12 by:

• Building Language Skills – Teaching and reinforcing sign language throughout the school day to enhance communication.
• Collaborating with Educators & Families – Working with teachers, caregivers, Teachers of the Deaf and Hard of Hearing, and other professionals to support student learning.
• Creating Learning Resources – Developing and adapting materials to match students’ language needs and curriculum goals.
• Promoting Cultural Awareness – Encouraging understanding and appreciation of D/deaf culture and the significance of sign language within the school and community. 

LASWs foster authentic and meaningful language learning through:

• Personalized Instruction – Tailoring strategies to each student’s stage of sign language development.
• Interactive Learning – Using engaging activities and visual supports to make language learning effective and enjoyable.
• Confidence Building – Encouraging students to use sign language in academic and social settings.
• Monitoring Progress – Assessing and tracking student growth and adjusting instruction as needed. 

• Students who are D/deaf and/or hard of hearing and are new to ASL or still developing their ASL skills.
• Parents, students, school staff, or community agencies can request LASW support through the school’s Special Education Resource Teacher (SERT), with consent. 

We support D/deaf students from kindergarten to Grade 12 whose primary language is ASL,
ensuring their right to communication and equal access to education. Our services include:

• Facilitating Communication – Accurately interpreting spoken language into ASL and signed responses into spoken English.
• Promoting Inclusion – Supporting full participation in class discussions, extracurricular activities, assemblies, and excursions.
• Ensuring Academic Access – Helping students engage with instructional content in a meaningful way. Sharing information with school staff to support the development of goals and learning strategies
  for the student’s Individual Education Plan (IEP).
• Providing Individualized Support – Gathering insights from students, caregivers, and educators to tailor interpretation to each student’s needs.
• Preparing for Lessons & Activities – Reviewing materials in advance to ensure clear and accurate interpretation.
• Collaborating with Educators – Ensuring understanding of lesson plans and activities to plan and provide strategies for effective interpretation (lighting, seating arrangements, speaking rate,
  background noise levels).
• Raising Awareness & Advocating – Helping school staff understand the role of interpreters, D/deaf culture, and best practices for inclusion and access to communication. 

Educational Sign Language Interpreters follow the Canadian Association of Sign Language
Interpreters (CASLI) ethical guidelines:

• Confidentiality – All interpreted information remains private unless disclosure is legally required or necessary for safety.
• Neutrality – Interpreters remain impartial, ensuring accurate communication without personal input.
• Professional Boundaries – Student information is only shared within professional contexts. 

• D/deaf students who communicate using ASL can access an interpreter. Caregivers, students, school staff, and/or outside agencies, with consent, can request services through the school’s Special Education Resource Teacher (SERT).
• Interpreting services are available during instructional time. Additional requests (e.g., after-school activities) depend on interpreter availability. For community interpreter services, visit the CASLI directory