Service Coordination

The need for on going service coordination is recognized as being a very important component for successful transition. As a result, the Timmins Transition Committee partners have voiced together the need for the assignment of a Service Coordinator for a child diagnosed with a learning disability. Although different service coordinators may be assigned over the years, the Timmins Transition Committee partners recognize that service coordination is an on-going need.

Service Coordination could include:

  • Identification and coordination of services in a timely and organized manner
  • Clarification of information and processes
  • Sharing of new information
  • Advocacy
  • Ongoing support
  • Other needed support during critical transition periods
  • Jointly develop a care plan with current service providers, family and child
  • Organizing of case conferences when needed
  • Communicate with other service providers to make sure the child and family receive the support / services needed

The Timmins Transition Committee partners recognize the importance of all services/resources working together to best meet the needs of the child.

Parents are encouraged to begin to seek assistance should they have any concerns regarding their child’s development. The initial service provider is encouraged to take the coordination role. Once moved into the school, can be determined with the child / parents the school regarding which community resources would be available and appropriate and then faciliate the referrals to the appropriate agencies. The educational school-based-team will also initiate a case conference with other service providers to discuss the needs of the child and family and develop an initial plan of action. Case conferences should continue to occur in order to update the service plan. The service provider can assist with ensuring that all assessments required to support the child is referred, taking into consideration wait lists.

Junior Kindergarten – High School

Service Coordination continues to be necessary during this age range. Case conferences should focus on:

  • Service agency transition according to mandate
  • Facilitation of appropriate referrals to meet ongoing and new needs as they develop
  • Advocacy for needs that may not be met by any service
  • On-going support
  • Transition to high school plan

The school based team will facilitate appropriate case conferences / meetings to support the child’s needs and plan of action, i.e., post secondary education; employment; community-based programs for transitional purposes. This plan should be developed in the individualized education plan of the student i.e., transition plan section.