The “R” Professionals

Resource Teachers/Learning Assistance Teachers

Resource or Learning Assistance (LAC) Teachers work with children with developmental delays or with learning disabilities in one-to-one or small group settings.  These teachers have received special training to work with children with additional needs in Special Education.

LAC teachers play an active role in providing services to children with additional needs. LAC teachers work use the child’s Individualized Educational Plan (IEP) to develop a program that suits the child’s needs. They do this work in collaboration with parents, the classroom teacher, others in the school-based team, for example, the school psychologist, and other professionals in the school and community. These include the following: special needs teacher/educator, special needs assistants, counselors, speech language pathologists/therapists (SLP), and school administrators, including the principal.

Resource or LAC teachers collaborate with parents and other professionals. When children need specialized services, they assist with the referral process, for example, to physiotherapy or to pediatric developmental assessments. They also work closely with teachers and the School Based Team (SBT) to plan, organize and access support services for students with special needs.

Resource teachers provide the major link with other support services available at the district (see full Glossary) level. Students who have severe disabilities usually require access to more specialized programs and services. Resource teachers may work in a “pull-out model” when they take children out of their regular classroom for one-to-one or small group support.

They may also work in a “resource model” in schools where they combine learning assistance with other special education services. This means that one resource teacher works with a number of classroom teachers to provide support for all students in their classroom. For example, students in the high and low incidence (see full Glossary) groups; those who have mild learning difficulties; those who may need gifted support or enrichment; and in some cases, those who are learning English as a second language.