Supporting Students with Low-Incidence Disabilities
What This Means for Families
- Customized Support Plans: We collaborate with school staff and families to develop strategies and goals that match your child’s individual needs.
- Specialized Equipment & Technology: From assistive listening devices to adaptive seating and communication tools, we help identify and implement what your child needs to succeed.
- Team-Based Approach: Your child’s success is supported by a connected team of professionals working closely together—and with you.
- Empowered School Teams: PCS provides training and coaching to school staff, ensuring your child is supported consistently every day.
What Is Low Incidence Supports and Services (LISS) Funding?
The Government of Alberta provides Low Incidence Supports and Services (LISS) funding to ensure students with significant and unique needs receive the individualized support they require. This funding helps school teams access the right experts, equipment, and training to create meaningful, inclusive learning environments.
How PCS Supports Students through LISS Funding
At PCS, we bring together a multidisciplinary team to wrap services around each student and their school team. Our coordinated approach ensures that every student receives personalized, consistent support across settings.
Our team includes:
- Teacher of the Visually Impaired (TVI): Supports students with low vision or blindness through direct instruction (e.g., Braille, orientation and mobility), technology, and adapted learning tools.
- Teacher of the Deaf and Hard of Hearing (DHH): Provides guidance on hearing devices, language development, classroom strategies, and self-advocacy for students with hearing loss.
- Speech-Language Pathologists (SLPs): Work with students who have complex communication needs to build functional communication using speech, signs, visuals, or technology.
- Physiotherapists: Support physical mobility, positioning, and access to the school environment, helping students move safely and independently.
