Renseignements en français

Google Translate Disclaimer

A number of pages on the Government of Saskatchewan`s web site have been professionally translated in French. These translations are identified by a yellow text box that resembles the link below and can be found in the right hand rail of the page. The home page for French-language content on this site can be found here:

Renseignements en Français

Where an official translation is not available, Google™ Translate can be used. Google™ Translate is a free online language translation service that can translate text and web pages into different languages. Translations are made available to increase access to Government of Saskatchewan content for populations whose first language is not English.

The results of software-based translation do not approach the fluency of a native speaker or possess the skill of a professional translator. The translation should not be considered exact, and may include incorrect or offensive language Government of Saskatchewan does not warrant the accuracy, reliability or timeliness of any information translated by this system. Some files or items cannot be translated, including graphs, photos, and other file formats such as portable document formats (PDFs).

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Supporting Students with Additional Needs

In Saskatchewan, we are guided by the philosophy and principles of a needs-based model to provide supports for students. This model focuses on the strengths, abilities and needs of each individual student.

Students are supported in inclusive settings by a collaborative team that includes their parents, education professionals and other individuals who can help the student reach his or her goals.

Students whose needs require a significant level of support may benefit from an Inclusion and Intervention Plan.


1. Inclusion and Intervention Plans

An Inclusion and Intervention Plan (IIP) is a document that supports the learning needs of a student.

The IIP:

  • is developed by a support team;
  • is adjusted for each child; and
  • describes the supports and strategies needed to optimize learning in an inclusive setting.

Parents and guardians are members of the support team and are encouraged to be involved in developing and reviewing the IIP for their child. Team members help the student understand and participate in the IIP process.

The IIP includes:

  • student identification and background information;
  • a summary of the student's strengths, interests, learning styles and learning needs;
  • assessment information that identifies the student's strengths and needs;
  • areas of focused development such as independence, communication, motor skills or academic achievement;
  • measurable outcomes for the prioritized areas of development;
  • strategies and resources to help the student successfully achieve his or her outcomes;
  • team members who will implement strategies, supports, and interventions in the IIP;
  • plans for assessment and a review of progress; and
  • plans for both short- and long-term transitions.

2. Early School Entrance

Boards of education may provide programming for children identified with intensive needs who are three or four years of age.

Early School Entrance programming may involve:

  • access to appropriate school division programs;
  • participation in a community-based preschool, play school or child care program; or
  • a blend of supports that meet the child's needs.

Families wishing to learn more about Early School Entrance programming for their child should contact their local school division.

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