DRAFT Feb 15

Alone we can do so little; together we can do so much.-Helen Keller

Ontario Teachers’

Special Education Starting Point for

Effective Teaching of Students with Special Needs

Home Page

Home(p.1)

Teaching Strategies

& Resources (p.2) By

exceptionality, need and condition

Special Education Processes

(p.7)

Glossary of Terms

(last pages)

FAQs Search Site(tool

needs to be

added)

Share Your

Favourite Special

Education Resources

Welcome to the Ontario Teachers’ Federation website for Enhanced/Effective Teaching of Students with Special Needs in elementary and secondary schools in Ontario! All students can make gains with the use of specific teaching strategies that meet each students’ unique learning needs. Teaching strategies (2) can be implemented for any student who needs them, regardless of formal identification. This site serves as a collection of the best available resources for teachers to easily access and immediately implement with their students and school teams.

Please use the share page to submit your favourite strategies and resources for teaching students with special needs. We welcome your feedback to make this a useful and useable resource for all educators.

We all know that the internet is overflowing with information of use to teachers. At times, though, it can feel a little overwhelming, since there is so much “stuff” to wade through. To help you out, we’ve gone ahead and done some of the groundwork for you. Web-based resources are included in each section.

Please note that OTF does not necessarily endorse the websites listed, nor their sponsoring organization(s). OTF cannot accept liability for errors or omissions in any of the information provided, nor for changes to the website addresses.

*Note: Items in Red denotes links to other pages. Print in green will denote messages to the writing and/or web development team.

Any page numbers following links indicate the page number where it is found in this document.

Teaching Strategies for Students with Special Needs“Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence.”

-Helen KellerAll students with special needs are unique. Their needs may be realized by teacher/parent observation/assessment or a diagnosed condition by a certified professional. Some students may have their needs formally identified as an exceptionality through an Identification Placement and Review Committee (IPRC). Regardless of the way needs are determined, teachers can implement strategies soon as a student need is realized. It is important to document and assesses the effectiveness of strategies employed and tweak the strategies to achieve success.

Teaching Strategy PagesStudent Needs (6) Formal Exceptionalities

Determined by IPRC (4)Diagnosed Medical/ Psychological Conditions (3)

-Aggression Management-Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Blind-Central Auditory Processing-Emotional Regulation-English Language Skills -Executive Functions-Fine Motor Skills-Gross Motor Skills-Hearing -Intellectual Ability – High -Intellectual Ability – Low -Listening Skills-Low Vision-Memory Skills-Metacognition Skills-Mobility Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing(pages located in middle of teaching strats pages)

-Autism Spectrum Disorder (ASD) -Blind and Low Vision-Behaviour-Deaf and Hard of Hearing -Giftedness -Mild Intellectual Disability (MID)-Developmental Disability (DD)-Language Impairment -Learning Disabilities (LD)-Physical-Speech Impairment-Multiple(pages located at beginning of teaching strategy pages)

-Acquired Brain Injury-Alcohol-Related Neuro-developmental Disorder (ARNO)-Angelman Syndrome-Attention Deficit/Hyperactivity Disorder (AD/HD)-Asperger’s Syndrome -Autism Spectrum Disorder (ASD)-Bipolar Disorder-Blindness-Brain Injury-Central Auditory Processing Disorders (CAP)-Cerebral Palsy (CP)-Childhood Disintegrative Disorder-Conduct Disorder (CD)-Cystic Fibrosis (CF)-Deafness -Depression-Down Syndrome-Epilepsy-Fetal Alcohol Spectrum Disorder (FASD/ARNO)-Fragile X Syndrome-Klinefelter’s Syndrome-Muscular Dystrophy (MD)-Mutism-Neurological Disabilities-Oppositional Defiant Disorder (ODD)-Obsessive-Compulsive Disorder (OCD)-Pervasive Development Disorder (PDD)-Post-Traumatic Stress Disorder (PTS)-Prader-Willi Syndrome-Reactive Attachment Disorder (RAD)-Rett’s Disorder-Seizure Disorders-Spina Bifida-Tourette Syndrome -Turner Syndrome-Usher Syndrome-Other conditions not listed here(link below)

Resources on other conditions, some not addressed here: http://www.aboutkidshealth.ca/HealthAZ/Conditions-and-Diseases-Gallery.aspx?articleID=&categoryID=AZ1

Diagnosed Medical/ Psychological Conditions

What are they: Medical and psychological conditions are diagnosed by a variety of doctors. Often the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM –IV), published by the American Psychiatric Association. The DSM-IV provides criteria for the diagnoses of all mental health disorders for children and adults along with some common treatments.

Characteristics: Each condition has criteria of specific characteristics as outlined in the DSM-IV.

Teaching Strategies: While each student has unique learning needs, teaching strategy pages (2) are provided for a variety of common conditions with some common instructional, environmental and assessment strategies to act as a starting point for supporting student individual needs. Additional information and resources are provided on the teaching strategy pages as well.

Resources:

Information on the DMS-IV: http://allpsych.com/disorders/dsm.html

Information and strategy pages for other conditions (not included on this site): http://www.bbc.co.uk/health/conditions/index.shtml?children

Diagnosis Dictionary, links to numerous conditions: http://www.psychologytoday.com/conditions

DSM-IV http://www.chapters.indigo.ca/books/Diagnostic-Statistical-Manual-Mental-Disorders-American-Psychiatric/9780890420256-item.html?pticket=rkvjxyetsme0hz550rkxnr2a4Q6wLxMOuX2ZF4QnTvfz4abKAIk%3d

Other conditions, including some not included in this site: http://www.aboutkidshealth.ca/HealthAZ/Conditions-and-Diseases-Gallery.aspx?articleID=&categoryID=AZ1

Formal Exceptionalities Determined by Identification Placement and Review Committee (IPRC)

What they are: The designation of an identified exceptionality is determined by an Identification Placement and Review Committees (IPRC) which is made up of at least three people, with one being a principal or superintendent. The committee determines if a student meets the established criteria for one of the twelve recognized exceptionalities, as determined by the Ministry of Education and their school board special education plan.

Related Definitions:Exceptional Pupil: A student is regarded as exceptional or identified only after an Identification Placement and Review Committee (IPRC) has determined that the student meets the criteria for a specific exceptionality in their school board.Identification, Placement and Review Committee (IPRC): A group of at least three, including a principal or supervisory officer from a board of education, hat evaluates and decides if a student meets the criteria of being an exceptional pupil based on the Education Act and each school board’s identification criteria. If a student has been identified as exceptional the IPRCD group then determines the best educational placement to meet the student’s needs. The identification and placement are reassessed every year.Section Classes (23): A governmentally approved, specialized class that students may attend when he/she is unable to attend schools in their area because of the care needs and/or treatment the programs. The number “23” refers to the related section in the Grants for Student Needs and the number could be revised at any time.

Characteristics: The IRPC members meet initially to determine: 1) if the student should be identified as exceptional and if so, with what category and exceptionality2) the appropriate educational placementThereafter the IPRC reviews the identification (category and exceptionality) and placement annually.

Categories and Exceptionalities: Categories Exceptionalities Behaviour Behaviour disability Communication Autism, Deaf and Hard of Hearing, Speech

Impairment, Language Impairment, Learning Disabilities

Intellectual Gifted, Mild Intellectual Disability, Developmental Disability

Physical Physical Disability, Blind and Low VisionMultiple Multiple Exceptionalities (2 or more

prominent)

Placement Options:

regular class with indirect support : special education teacher consultation with regular teacher

regular class with resource assistance :direct student instruction for part of the day in the regular classroom by a qualified special education teacher

regular class with withdrawal assistance : direct student instruction for less than 50 percent by a qualified special education teacher

special education class with partial integration : direct student instruction by a qualified special education teacher for at least 50 per cent of the day in a class where there is reduced student to teacher ratios and the student is integrated into a regular class for at least one instructional period a day

full-time special education class :direct student instruction by a qualified special education teacher for the entire day in a class where there is reduced student to teacher ratios

Teaching Strategies:

Students who are identified as exceptional must receive a Special Education Program that includes: an Individual Education Plan (put into place within 30 days of the original IPRC and within 30 days of each school year)

See the teaching strategy pages (p.2) for each exceptionality for specific strategies and additional information.

Resources: Ministry of Education website with IPRC information including timelines and appeals: http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html

IPRC Protocols, Special Education: A Guide for Educators:http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf

Board specific IPRC information: School Board’s Special Education Plans

Student Needs

What are they: Student deficits in specific skills that impede academic or social achievement. Student needs are determined by teachers in consultation with parents and students and can be immediately addressed through teaching strategies.

Characteristics: Each student need has its own characteristics as outlined on each teaching strategy page. Student needs teaching strategy pages address skills needed for students identified with an exceptionality and/or diagnosed with conditions.

Teaching Strategies: While each student has unique learning needs, teaching strategy pages (p.2) are provided for a variety of common skill deficits with some common instructional, environmental and assessment strategies to act as a starting point for supporting student individual needs. Additional information and resources are provided on the teaching strategy pages as well. An Individual Education Plan (IEP) does not have to be in place to determine need nor put teaching strategies into practice so long as curriculum expectations are not altered.

Assessment and tracking of teaching strategies to support student needs are recommended.

See the Special Education Process section for more information

Resources: Please see the resources section on each teaching strategy page (p.2).

Ontario Ministry of Education, Funding for Meeting Student Needs: http://www.edu.gov.on.ca/eng/document/discussi/meeting1.html

For Purchase:Pre-referral Intervention Manual (for 219 strategy pages on specific student needs)http://www.hes-inc.com/hes.cgi/00670.html

ETFO Special Education Handbook: A Practical Guide for All Teachershttp://www.etfo.ca/Resources/ForTeachers/Documents/2009%20Professional%20Resource%20Catalogue.pdf

Special Education ProcessesFor the Effective Teaching of Students with Special Needs

What it is: Best practices for the instruction of students with special needs.

Characteristics: Differentiate Instruction (DI) (p.8)

Teachers should differentiate their instruction for the whole class, small group or individual student based on content, process and product for optimal achievement. Strategies and links for DI instruction are here.

Teacher Assessment (p.10)Teachers and the in-school team can assess students’ skills utilizing a variety of tools.

Implement a Teaching Strategy (link to p.2)Various instructional, environmental and assessment strategies are provided for student needs, identified exceptionalities and conditions.

Track/Document (p.12)Documentation methods and templates are available for immediate use.

Consult in-school team and consider developing an IEP (p.13) Best practices for in-school collaboration and initiation of resources are shared.

Plan for Transitions (p.16)All students on IEPs who are 14 years and older (except if identified solely with giftedness must have a transition plan supporting their post secondary plans. Students with ASD must also have a transition plan.

Consider/Utilize Non-Teacher Professional Assessments(p.18)An overview of non-teacher professional assessments is provided.

Consider/Utilize Assistive/Adaptive Technology (p.21)Process for attaining assistive/adaptive technology is provided as well as information on common ones utilized in Ontario schools.

Consult Ministry Resources and Board Special Education Plans(p.28)Link for all Board Special Education Plans province wide.

Consider Formal Identification of an Exceptionality and placement via Identification Placement and Review Committee ( p.4)

IRPC procedures, exceptionalities and placements.

Report and Revise Goals (p.14)Reporting procedures and best practices for students on IEPs.

Consider Community Resources(p.22)Links to various community organizations that can be utilized for strategies by teachers and passed on to parents for supports.

Resources for Special Education Processes: Ministry of Education, Education For All: http://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf

Ministry of Education, Special Education A Guide for Educators (2001) http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf

Differentiate Instruction

What is it: Teaching methods that focus on a variety of techniques to meet student learning needs by varying the content, process or products of the learning based on the learner’s readiness and interests.

Related Definitions:Differential Instruction (DI): A method of instruction that is aimed at maximizing each student’s development. The method looks at the individual needs and the level of development and then offers a learning experience that works with the student’s specific needs.Error Analysis: The analysis of mistakes to determine why and how students make them in order to determine what needs to be taught and how. Inclusive Education: Including all students in the regular class so that each student attains to their fullest. Inclusive education’s foundation is based on the human right to quality education and social acceptance. Multiple Intelligence (MI): The belief that a larger group of intelligences other than just IQ testing is more accurate in showing the ability of both children and adults. Teaching and assessment in multiple intelligences would include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist activities. MI is often addressed in differential instruction (DI).Ontario Education Resource Bank: A password protected site for educators to find resources by grade, subject/course, strand, overall expectations, and/or keywords. Passwords are provided by school boards. Scaffolding: New learning built on previous knowledge. This is an educational method that focuses on teacher support leading to the student being self-sufficient. Universal Design for Learning (UDL): A term borrowed from architecture and applied to education that involves offering a variety of accommodations to all students in order to maximize on the various styles of learning, including those with special needs.

Characteristics: Offering students choice in what they are going to learn (content), the learning

activities (processes) and/or the result of the learning (products). Variety of student groupings and learning environments Variety of instructional and assessment techniques related to student learner profiles

Strategies: Use a variety of learning materials Create instructional activities using multiple intelligences (linguistic, logical,

mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, naturalistic)

Create a positive student centred learning environment Use multiple resources (including technology) and texts Give students a choice in learning and assessment activities Encourage individual projects Increase the use of Bloom’s Taxonomy (knowledge, comprehension, application,

analysis, synthesis and evaluation) Encourage personal connections to the new learning

Resources: Steps and strategies for DI: http://www.ualberta.ca/~jpdasddc/incl/difinst.htm

Steps, strategies and links: http://www.teach-nology.com/tutorials/teaching/differentiate/planning/

See DI in action with this clip: http://www.youtube.com/watch?v=FJMkcL6Do0Q

Ministry of Education, Education For All (2006): http://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf

Teacher Math Reflection on DI: http://www.edu.gov.on.ca/eng/studentsuccess/lms/differentiatedInstruction.pdf

Reach Every Student Gr. 7 and 8: http://www.edu.gov.on.ca/eng/teachers/buildingfutures/files/pdf/differentiated7and8.pdf

Curriculum Services Canada DI Webcast: DI: http://www.curriculum.org/secretariat/march29.shtml

CSC DI Webcast – Quality Teaching: http://www.curriculum.org/secretariat/april21_differentiated.shtml

Differentiating Math: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/different_math.pdf

Strategies and links: http://www.members.shaw.ca/priscillatheroux/differentiatinglinks.html

Strategies and print resource list: http://education.alberta.ca/apps/aisi/literature/pdfs/FINAL_Differentiated_Instruction.pdf

DI Video English class: http://video.google.com/videoplay?docid=4171206737458657618#

Graphic Organizers: http://homepage.mac.com/bobbdarnell/Show/Web%20page/graporgtemplist.htm

Video: http://www.youtube.com/watch?v=FJMkcL6Do0Q

Teacher Assessment to FindStudent Current Level of Achievement to Determine Appropriate Strategies and Goals

What is it: Determining current knowledge and skills of a student in a particular area using measurable terms to direct future learning.

Characteristics: Assessment is initially conducted by classroom teachers. If concerns arise or persist, a student may be assessed using a more formalized assessment tool by the in-school-team staff comprised of a special educator. Further referral to a non-teacher professional may be an option as well.

Strategies: Examine the errors and why they were made to direct the next steps in teaching

(error analysis) Use various forms of assessment to accurately measure what you intend (a poor

math test of word problems may seem like a difficulty with math when it may be a reading issue)

Allow students a choice in assessment options to test the same skill Allow for retaking of tests or improving of assignments to demonstrate improved

learning Review and document a summary of the student’s Ontario School Record for past

information; consider strengths and needs. Be sure to examine the documentation file in the OSR for previous assessments. Please see the non-teacher assessment pages for information on how to use professional reports.

Use tracking and documentation of assessment Develop a learner profile from your assessments (See Education for All for

template/rubric) Meet with parents to discuss concerns and get information

Resources:

Web based assessment tool: http://www.ldao.ca/WBTT/index.php

Student Profile and Strengths and Needs: http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html#2.

Education for All: http://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf

Phonemic assessment: http://www.youtube.com/watch?v=_KSwoyLgv0o

Whiteboards: http://www.youtube.com/watch?v=zkpbbu4QC3MRubrics/Student conferences: http://www.youtube.com/watch?v=Pad1eAcsHho

Rubrics: http://www.youtube.com/watch?v=yBHduc9GOnM

Various teacher assessment templates: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/assessment.html

Antecedent, Behaviour, Consequence (ABC) Tracking: http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=behavior&section=main&subsection=fba/abc

Reading Assessments (DRA/PM Benchmarks, running records, CASI): http://faculty.uoit.ca/hughes/Reading/AssessingReading.html

For Purchase: ETFO Special Education Handbook: A Practical Guide for All Teachershttp://www.etfo.ca/Resources/ForTeachers/Documents/2009%20Professional%20Resource%20Catalogue.pdf

Track and DocumentStrategies and Progress

What is it: The systematic gathering of data to document student progress and the effectiveness of a strategy.

Characteristics: Data collection would include a focus of what is being tracked with the date for each entry. Tracking can be done for any academic expectation as well as for behaviour.

Teaching Strategies: Develop a chart or form to easily and quickly jot in data Develop a clear focus for the data collection Track at predetermined intervals, not constantly Consider the method of tracking and if it fits with what you are tracking (eg. anecdotal

vs checklist) Examples of tracking methods could include rubrics, checklists, marks, anecdotal

observations, portfolios, tests, Antecedent, Behaviour and Consequence (ABC) chart (please note that the “C” means what occurred immediately after and not the consequence put into place as a discipline measure).

Included student self-assessments Resources: Rubrics, anecdotal records, and portfolios: http://newteachersupport.suite101.com/article.cfm/methods_for_documenting_student_progress E-Portfolios: http://science.nsta.org/enewsletter/2003-08/sc0305_22.pdf

Antecedent, Behaviour and Consequence Chart: http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=behavior&section=main&subsection=fba/abc

Variety of Printable Teacher Assessment Forms: http://www.teachervision.fen.com/assessment/resource/5815.html

Effective Educational Practices for Students with Autism Spectrum Disorder (p. 172-183): http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf

The Assessment of Basic Language and Learning Skills (ABLLS): http://www.trackingsheets.net/

Individual Education Plan (IEP)

What is it: A written plan for learning, developed for students with special needs, who may or may not be formally identified as exceptional, that outlines special education programming with accommodations and/or modifications of curriculum. The plan may also include alternative programming and transition plans.

Related Definitions:Accommodations: Specific and individualized instructional, environmental and assessment teaching strategies required for a student to meet curriculum expectations for a grade/course. Examples of accommodations include: extra time for tests/assignments, scribing of answers, use of assistive technology, preferential seating, chunking of information, frequent breaks and human resources.Alternative Program: In response to a student’s need, individualized alternative programming is develop and taught for the acquisition of knowledge and skills that are not specifically part of the Ontario curriculum. Examples of alternative programs may include: speech remediation, social skills, self-help/personal skills and/or personal care programs. Alternative programming is individualized and documented on a student’s IEP. Alternative programming goals are assessed, communicated at reporting periods and regularly revised.Baseline: Determination of the current level of functioning as documented by type, frequency and duration. Often used with determining current level of behaviour.Current Level of Achievement: The baseline or current functioning of a student in a particular area. Current level of achievement is part of modified and alternative program plans on IEPs for students who are not utilizing the Ontario curriculum. Current level of achievement provides the basis for goal and expectation setting.Education Quality and Accountability Office (EQAO): A provincial agency that provides province wide examinations for students in grades 3, 6, 9, and 10 for the purpose of collecting information and statistics about annual student achievement. The information is for parents, teachers and the public. Along with collecting information, EQAO also proposes strategies to parents and educational personnel to better educate students. Specific accommodations are permitted as per EQAO guidelines for students on IEPs who require them.Individual Education Plan (IEP): A written plan for learning, developed for students with special needs, who may or may not be formally identified as exceptional, that outlines special education programming and accommodations and/or modifications of curriculum. The plan may also include alternative programming and transition plans. Modifications: Adjustments made to age-appropriate curriculum to better fit a student’s specific educational needs. The changes may sometimes include a different grade level, higher or lower.Special Education Resource Teacher (SERT): A teacher who has qualifications in special education. Additional qualification courses are available in special education. Educational Assistant (EA): Are members of the educational system who work in schools to support student needs. Educational Assistants work with teachers to ensure the safety and medical needs of students are met. EAs also implement accommodations and support students with their modified and/or alternative programming goals.

Characteristics: IEP’s may use the Ministry of Education template (found in the IEP Resource Guide, below) or on templates developed by school boards. IEPs must be developed for students who are identified as exceptional by an IPRC. Other students who are not identified as exceptional may also have an IEP as determined by student needs in consultation with the in-school team and parents/guardians. IEPs are initially put into place as the need indicates and for certain 30 days after an IPRC and/or the begging of each school year. IEPs are regularly updated throughout the year, often at reporting periods or when the student reaches a goal. IEPs are retained in students’ Ontario School Record (OSR).

Strategies for effective IEP development: Collaborate with in-school team of teachers and administrators Establish set meeting times for IEP collaboration with staff Collaborate with student and parent Use assessment data (teacher based and professional, if available) Develop specific accommodations (PASTE IN HERE FROM glossary) are prevalent

in most IEPs, with the exception of some students who are solely identified with giftedness and who are on extended programs

If needed, develop specific modifications (FROM GLOS), with an annual and term goals, which are changes to the curriculum for the student’s grade level, using the Ontario Curriculum when possible

Do not include the specific expectations items of the regular grade curriculum, if the student will be working at the grade level or accommodated

If needed, develop alternative programming (FROM GLOS), to teach the student skills not represented in the Ontario Curriculum (social skills and self-help related skills)

Develop a transition plan for students with transition needs. All students on IEPs who are fourteen years and older, unless solely identified with giftedness require a transition plan to prepare for post-secondary activities. Transition plans are part of IEPs for students of any age with Autism Spectrum Disorder to plan for daily transitions.

Determine and document how the student’s progress will be reviewed and documents. The Provincial Report card is utilized most often as well as the Report card addendum to report on alternative programming. Individual school boards may use an additional report card for some students on IEPs.

Revise IEPs at each reporting period or when goals need to be altered

Strategies for effective implementation of an IEP Collaborate with other teachers, including the special education resource teacher Develop a schedule and tracking to ensure that IEP modified expectations are being

addressed each day Assess regularly and re-establish student goals once obtained Communicate regularly with parents and consider a communication system (agenda

book signed daily) Be certain that the student understands his/her specific accommodations and/or

modifications Coach the student to be a good advocate for him/her self to ensure programming is

in effect Consider cutting and pasting modifications or alternate programming goals into a

checklist document for the student to utilize each day Consider pasting the student’s specific term goals in the front of their agenda for

applicable notebook for regular review leading to mastery Converse regularly with the student on their goals and analyze errors with the

student as a form of learning Include a summary of IEP information for supply teachers so that programming is

seamless

Reporting and Revision of IEP GoalsIEPs can be revised at any time in response to student need. IEP modified and alternative goals are formally reported at regular report card periods. Sometimes the Ontario Report Card is used and/or the Report Card Addendum and/or school board generated.

Resources:

Reasons for Developing an IEP: http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html#1.

IEP: Standards for Development, Program Planning and Implementation: http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.pdf

The Individual Education Plan (IEP): Resource Guide (2004), Ontario Ministry of Educationhttp://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf

IEP examples: http://www.ontariodirectors.ca/IEP-PEI/en.html

Special Education: A Guide for Educators (2001), Ontario Ministry of Educationhttp://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf

Programming for Exceptional Students: http://snow.utoronto.ca/index.php?option=com_content&task=view&id=43&Itemid=56

Standards, policies and strategies for IEP development: http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html Overview of special education in Ontario: http://www.edu.gov.on.ca/eng/parents/speced.html

Teaching social skill resources: http://specialed.about.com/cs/behaviordisorders/a/social.htmhttp://home.att.net/~clnetwork/socialsk.htm

Basic Organization and Classroom Routines:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=35&Itemid=48

Q: should there be a separate page on each of: alternative and modified programming development and implementation?

Transition Plans

What they are: Transition plans are part of Individual Education Plans (IEPs). Students on IEPs who are 14 years of age and older require a transition plan as part of their IEP to plan for post secondary activities, except for students who are solely identified with giftedness. Students with Autism Spectrum Disorder (ASD) and other students who need support with changes, will also have a transition plan to prepare for daily transitions, between activities or locations as their specific needs indicate. Transition plans can be utilized for students to help them cope with change.

Characteristics: Part of an IEP, often in chart form, outlining an annual goal and specific tasks with

people responsible and timelines Common transitions that can be addressed on a transition plan include: entry to

school, move to a new school, move to a new grade/teacher, move from gr. 8 to gr. 9 (elementary to secondary transition), transition to post-secondary (after high school: workplace, apprenticeship, college, university, group home, etc.)

Other transitions could include: starting/stopping activities, leaving the classroom, going to recess/gym, going on fieldtrips, having guest speakers in, preparing for fire drill/emergency evacuation

Strategies: Develop transition plans with a team consisting of: teachers, special education

teacher, administrator, parent and especially the student Revise throughout the school year, typically at reporting periods or as student need

indicates Include specific steps/plans with deadlines and strategies Consider supporting the transition plan with alternative curriculum expectations that

teach needed social skills related to post secondary goals Associated student needs (links): Transition skills

Resources:

IEP Requirements: http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html#8. Ministry of Education Spec Education site: http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti.html

Transition Planning: A Resource Guide (2002) Ontario Ministry of Education: http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.pdf

Effective Educational Practices for Students with Autism Spectrum Disorder: A Resource Guide, 2007, Ministry of Education: http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf

Strategies – daily transitions: From Activity to Activity: http://www.iidc.indiana.edu/irca/education/TransitionTime.html

For students with ASD: http://www.youtube.com/watch?v=pL4CpC8Fggk

Strategies for transition into Kindergarten: http://users.stargate.net/~cokids/transition.html

http://www.recognitionandresponse.org/content/view/23/108/

Planning Entry to School, Ministry of Education: http://www.edu.gov.on.ca/eng/parents/planningentry.html

Strategies – elementary to secondary: http://www.centerforcsri.org/index.php? option=com_content&task=view&id=669&Itemid=5

Gr. 8-9 Transition, Ministry of Ed: http://www.edu.gov.on.ca/eng/teachers/studentsuccess/grade8to9.pdf

101 Transitioning Activities: http://www.ihdi.uky.edu/ktcp/materials/download%20version.ppt#422,1,101 Transition Activities for the Classroom

Transitioning to Post-Secondary:http://ezinearticles.com/?Strategies-in-Transitioning-to-College&id=3668355

http://books.google.ca/books?id=oLt9lUi84Z4C&pg=PA27&lpg=PA27&dq=strategies+for+transitioning+to+postsecondary&source=bl&ots=nCwNiSp-DT&sig=E-_qSt4kcZUlVJ94Wm62BPlFlfk&hl=en&ei=CgtrS93AGY20tge71ISLBg&sa=X&oi=book_result&ct=result&resnum=8&ved=0CCIQ6AEwBw#v=onepage&q=strategies%20for%20transitioning%20to%20postsecondary&f=false

Project Advance summer program for students with Learning Disabilities transitioning to University: http://www.yorku.ca/cdc/ldp/projectadvance.html

For Students with ASD: http://www.youtube.com/watch?v=pkqmm7cPOu4Video: http://www.youtube.com/watch?v=D0P93zn5OZ8

For Gifted Students:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=34&Itemid=47

Non-Teacher Professional Assessments

What they are: Specialized assessments conducted by a variety of professionals to provide information for student learning. Could be conducted by school boards or accessed by parents privately with results/reports shared with teachers.

Related Definitions:Communication Disorder Assistant (CDA): A speech and language professional who works under the supervision of a Speech and Language Pathologist, often servicing students with articulation and speech difficulties, in schools. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM –IV): Published by the American Psychiatric Association, the DSM-IV provides criteria for the diagnoses of all mental health disorders for children and adults, along with some common treatments. Full Scale Intelligence Quotient (FSIQ): A numeric value given to overall intelligence on the standardized Wechsler Intelligence Scale for Children (WISC). The FSIQ is determined by ten core subtests and up to five supplemental tests. The FSIQ is comprised of four scores: verbal comprehension, perceptual reasoning, processing speed and working memory. General Ability Index (GAI): An alternative overall score to the Full Scale Intelligence Quotient (FSIQ) for the Wechsler Intelligence Scale for Children (WISC). The GAI is a useful estimate of a student’s overall ability if better overall indicator of a student’s functional ability If a great deal of difference exists between the four scores that make up the FSIQ: verbal comprehension, perceptual reasoning, processing speed and working memory. Intelligence Quotient (IQ): Intelligence quotient is a score obtained from the standardized intelligence tests. Frequently the standardized Wechsler Intelligence Scale for Children, fourth edition (WISC-iv) or the Stanford Binet Intelligence scale is used. IQ tests often examine mathematical and spatial reasoning, language skills and logical abilities. IQ tests are conducted by a registered psychologist. Occupational Therapist (OT): A therapist that works in the area of rehabilitative services which range from, improving a student grip of a pen to routines that improve strength and dexterity.Ontario School Record (OSR): A file of educational achievement for every student in Ontario schools, including a listing of schools attended, copies of report cards, Individual Education Plans and assessments, if any. A Ministry of Education document on OSRs outlines procedures. Perceptual Reasoning Index (PRI): One of the four components of the Full Scale Intelligence Quotient (FSIQ) as determined by the standardized Wechsler Intelligence Scale for Children, fourth edition (WISC-iv). The PRI is a measure of visual perception, organization and reasoning using only visually (nonverbal) material. Processing Speed Index (PSI): A measure of cognitive efficiency, one of the four main components measured by the WISC-iv that makes up a student’s Full Scale Intelligence Quotient (FSIQ). Processing speed measures the automatic skills pertaining to attention and concentration. Physical Therapist (PT): Trained in the instructional support and treatment of people with physical disabilities, mainly in improving muscle, bone, joint and nerve usage. A doctor's prescription or referral is usually needed in order to obtain support of a physical therapist. Some PTs support students within schools. Verbal Comprehension Index (VCI): A measure of skills that includes: verbal fluency and ability to understand and use verbal information. It is one of the four components that makes up an individual’s Full Scale Intelligence Quotient (FSIQ) on the Wechsler Intelligence Scale for Children (WISC-iv).

Wechsler Individual Achievement Test (WIAT): A standardized assessment of academic achievement based on comparisons to students of like age. Reading, math, written and oral language are assessed. Working Memory Index (WMI): One of the four components of a student’s Full Scale Intelligence Quotient (FSIQ) as assessed by the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-iv). The WMI determines the ability to memorize, to hold and manipulate information in short-term memory and concentrate. Wechsler Intelligence Scale for Children, Fourth Edition (WISC-iv): A commonly administered cognitive assessment, performed by psychologists to determine intellectual functioning. A Full Scale Intelligence Quotient (FSIQ) or General Ability Index (GAI) is determined based on subtests.

Characteristics: Possible sources of non-teacher professional assessments include: medical doctors (psychiatrist, pediatrician, other specialists) psychologists, occupational therapists, physical therapists, speech and language pathologists, audiologists, etc. Usually a report of results and recommendations is provided. Most common non-teacher/professional assessment is the psycho-educational which provides intelligence (cognitive) and academic (performance) assessment information. Teaching Strategies:

If the student will be assessed at school, ensure the student and parents have advanced warning of the assessment and is comfortable with the procedures

Find a quiet/private space for the assessment Ask for advance copy of the assessment report to read and develop a list of

questions before any meetings with professionals Photocopy the assessment to highlight and jot notes Revise IEP based on professional assessment results Implement recommendations from reports

Resources: Hospital of Sick Kids, AboutKids Health Info page outlining types of professionals:http://www.aboutkidshealth.ca/HealthAZ/Mental-Health-Professionals.aspx?articleID=8726&categoryID=AZ1b

Role of Psychologists within Ontario School Boards: http://www.acposb.on.ca/

Special Education: A Guide for Educators (2001)http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf

WISC-IV Overview: Power Point overview: http://www.jweducation.com/speld2004.ppt http://www.psychologicaltesting.com/iqtest.htmhttp://en.wikipedia.org/wiki/Wechsler_Intelligence_Scale_for_Childrenhttp://www.brainy-child.com/expert/WISC_IV.shtmlhttp://www.vdps.net/special/test.html

“Mental Health Professionals” page at the About Kids Health site: http://www.aboutkidshealth.ca/HealthAZ/Mental-Health-Professionals.aspx?articleID=8726&categoryID=AZ1b

p. 29 Questions teachers should ask of a psycho-educational assessment: http://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf

OSR Regulations: http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.pdf

Battle of the Brains video clip – shows sample of IQ assessment activities: http://www.youtube.com/watch?v=pv76_KYLayI&feature=related

OT assessments: http://pepp.ca/asses12.htmlhttp://www.cde.state.co.us/cdechart/guidebook/sped/pdf/OCCUPATIONAL_THERAPY_CHECKLIST.pdfOT overview video clip: http://www.youtube.com/watch?v=SMWhKj80JE0

PT assessments: http://www.physiotherapy.ca/public.asp?WCE=C=32|K=S222413 PT overview video: http://www.youtube.com/watch?v=TjDEm2FE_3w

Vision: http://www.familyconnect.org/parentsite.asp?SectionID=72&TopicID=369&DocumentID=4067Vision exam video clip: http://www.youtube.com/watch?v=dyH9GwP25Wg

Hearing assessments: http://www.asha.org/public/hearing/testing/assess.htmVideo: http://www.youtube.com/watch?v=D9m2LImsgmQ

Speech and Language assessments: http://www.oafccd.com/factshee/fact61.htmhttp://www.speech-language-therapy.com/nextplease.htmhttp://www.aboutkidshealth.ca/HealthAZ/Speech-and-Language-Disorders.aspx?articleID=8870&categoryID=AZ1b Video: http://www.youtube.com/watch?v=qkID2Pf4PmY

ASD: http:/ http://www.sesa.org/index.php?option=com_content&view=article&id=81:how-is-asd-diagnosed&catid=61:understanding-autism

www.csus.edu/indiv/b/brocks/Courses/EDS%20247/2_3.%20Autism/ASD%20Assessment.pdfASDS: Asperger Syndrome Diagnostic Scale http://www.livingwithaspergers.com/asperger-syndrome-diagnostic-scale.htmlChildhood Autism Rating Scale: http://autism.lovetoknow.com/Childhood_Autism_Rating_Scale Video: http://www.youtube.com/watch?v=3hqzmahSUw4

AD/HD: http://www.aboutkidshealth.ca/ADHD/Overview-of-Assessment-for-ADHD.aspx?articleID=6886&categoryID=AD-nh1-06Connors: http://www.attentiondeficit-add-adhd.com/adhd-connors-test.htm Video: http://www.youtube.com/watch?v=B5HX5Kjk99A

Behaviour assessments: BASC: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2542918/Listing of behaviour assessments: http://www.unl.edu/buros/bimm/html/index19.htmlVineland Adaptive Behaviour Scale: http://www.brighthub.com/education/special/articles/13506.aspx Multidemensional Scale for Children: http://downloads.mhs.com/masc/masc-brochure.pdf ODD: http://www.youtube.com/watch?v=wVQCymnmO8Y

Diagnosis vs Exceptionality: http://www.acposb.on.ca/identity.html

Assistive Technology

What is it: Assistive Technology (AT) is any technology that helps a student improve or maintain their level of functioning. AT, also referred to as adaptive technology, supports cognitive, physical, communication and/or learning needs. Low, medium and high technology are available and can act as accommodations.

Related Definitions:

Special Equipment Amount (SEA): Funding that helps provide the assistive equipment prescribed to help a student. The funding is supplied by the Ministry of Education.

Ontario Software Acquisition Program Advisory Committee (OSAPAC): free software for publicly funded schools. Teachers can install on home computer for educational purposes: http://www.osapac.org/db/software_search.php?lang=en

Characteristics: Low technology examples: coloured coding systems (highlighters, pens, coloured

paper), colour transparency overlays, stress-balls, manipulative counters, Mid technology examples: tape recorders/Dictaphone, timers, magnifiers, reaching

aids High technology examples: computers, specialized hardware and software Common types of software: speech to text, text to speech, writing organizers,

symbols to text, modified keyboards, wheelchairs Teaching Strategies:

A Special Equipment Amount (SEA) application is necessary to acquire funding from the Ministry that helps provide the assistive equipment prescribed by a non-teaching professional to help a student. For more information, see http://www.edu.gov.on.ca/eng/funding/0910/SEAguide09.pdf

A trial of the equipment may be recommended before purchase Ensure the equipment is available and used by the student as often as possible Establish time and a goal for the student to learn computerized programs Document the programs in the student’s IEP

Resources: Ministry of Education, Links for assistive tech to support students with vision, hearing, mobility, communication, learning disabilities, ASD as well as implementation strategies (starting on p. 7): http://www.curriculum.org/tcf/teachers/projects/repository/AssistiveTechnology.pdf

Special Equipment Amount (SEA): http://www.edu.gov.on.ca/eng/funding/0910/SEAguide09.pdf

Adaptive Technology Products and Resources:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=178&Itemid=129

Tutorials for Adaptive Technology:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=228&Itemid=150

Ontario Software Acquisition Program Advisory Committee (OSAPAC) for free software for publicly funded schools. Teachers can install on home computer for educational purposes: http://www.osapac.org/db/software_search.php?lang=en

Community Resources

What are they: Organizations or agencies that provide resources and/or services to students, their families, teachers and/or school boards, but are not part of the Ministry of Education. They could be funded by other governmental ministries or privately.

Related Definitions:Special Education Advisory Committee (SEAC): A committee that exists in every school board. Members include representatives from different associations in the area and employees from the board itself. The committee’s role is to advise the board on issues concerning special education and serves.

Characteristics: Community resources usually have a specific mandate of service and/or disability

that they support

Teaching Strategies: Teachers can refer contact information to applicable community resources to

parents and students Regularly communicate with parents and determine strategies that can be

implemented at school

Resources: (linked on specific pages) For community links for resources: http://www.rainbowschools.ca/programs/SpecialEducation/Weblinks.php

Agencies listed by disability: http://snow.utoronto.ca/index.php?option=com_content&task=view&id=103&Itemid=82

Kids Help Phone: http://www.kidshelpphone.ca/

Children’s Aid: Children’s Aid http://www.oacas.org/childwelfare/report.htm

Counseling/Mental Health:New Path: http://www.newpath.ca/

Kinark: http://www.kinark.on.ca/

Rainbows (grief counseling for divorce and loss): http://www.rainbows.ca/

Autism Spectrum Disorder (ASD)

http://www.autismsocietycanada.ca/understanding_autism/what_are_asds/index_e.html

http://www.autismontario.com/

Blind: CNIB http://www.cnib.ca/en/Default.aspx

http://www.deafblindontario.com/

Behaviour: Ontario Association for Behaviour Analysis http://ontaba.org/

Deaf and Hard of Hearing: http://www.deafblindontario.com/

National: http://www.cad.ca/en/

Ontario: http://www.deafontario.ca/en/

Giftedness: http://www.abcontario.ca/home

Developmental Disability (DD): Ontario- http://www.oadd.org/

Language Impairment: Ontario Association for Families of Children with Communication Disorders http://www.oafccd.com/index.html

Learning Disabilities (LD):

Canada: http://www.ldac-taac.ca/index-e.aspOntario: http://www.ldao.ca/Resources: http://www.ldonline.org/

Speech Impairment: American: http://www.asha.org/public/speech/disorders/default.htm

Acquired Brain Injury: Ontario: http://www.obia.ca/Canada: http://biac-aclc.ca/en/

Alcohol Related Neuro Developmental Disorder (ARNO): http://www.faseout.ca/eng/home.htm

Angelman Syndrome: http://www.angelman.ca/angelman_foundation.html

Sick Kids: http://www.sickkids.ca/PaediatricLaboratoryMedicine/Laboratories-Services/Molecular-Genetics-Laboratory/Test-Services-Available/Angelman-Syndrome.html

Attention Deficit/Hyperactivity Disorder (AD/HD):http://www.cmha.ca/BINS/content_page.asp?cid=3-99http://www.add-toronto.org/hc3.asp

Asperger’s Syndrome: http://www.aspergers.ca/http://www.autismsocietycanada.ca/understanding_autism/resources/index_e.html

Bipolar Disorder: http://www.canmat.org/resources/bipolar/index.htmlhttp://www.camh.net/About_Addiction_Mental_Health/Mental_Health_Information/Bipolar_Disorder/index.html

Central Auditory Processing Disorder (CAP): http://www.ementalhealth.ca/site/ottawa/index.php?m=12&ID=36 http://www.caddac.ca/cms/page.php?166

Cerebral Palsy (CP): http://www.ofcp.on.ca/

Conduct Disorder (CD): http://acposb.on.ca/cd.html

Cystic Fibrosis (CF): http://www.cysticfibrosis.ca/en/index.php

Depression: http://www.ontario.cmha.ca/

Down Syndrome: http://www.cdss.ca/

Epilepsy: http://www.epilepsy.ca/eng/content/goals.html

http://www.epilepsyontario.org/

Fetal Alcohol Spectrum Disorder (FASD):

http://www.phac-aspc.gc.ca/fasd-etcaf/index-eng.php

http://www.faslink.org/

Klinefelters Syndrome: http://www.47xxy.com/XXY.htm

http://www.aaksis.org/

Muscular Dystrophy (MD): http://www.muscle.ca/ontario-nunavut/home.html

Mutism: http://www.acposb.on.ca/mutism.html

Neurological Disability: http://www.and.ca/

Opposition Defiant Disorder (ODD):

http://www.klis.com/chandler/pamphlet/oddcd/oddcdpamphlet.htm

http://www.mentalhealthcanada.com/ConditionsandDisordersDetail.asp?lang=e&category=69

Obsessive Compulsive Disorder (OCD):http://www.ocdontario.org/

http://www.camh.net/About_Addiction_Mental_Health/Mental_Health_Information/OCD/index.html

Post Traumatic Stress Disorder (PTS): http://www.cmha.ca/bins/content_page.asp?cid=3-94-97

Prader-Willi Syndrome: http://www.opwsa.com/

http://www.pwsnetwork.ca/pws/index.shtml

Reactive Attachment Disorder (RAD):http://www.cangrands.com/rad.htm

Rett’s Disorder: http://www.rett.ca/

Seizure Disorders: http://www.epilepsyontario.org/client/EO/EOWeb.nsf/web/Introducing+Epilepsy+&+Seizure+Disorders

Spina Bifida:http://www.sbhao.on.ca/

http://www.sbhac.ca/beta/

Tourette syndrome: http://www.tourette.ca/

http://www.tourettesyndromeontario.ca/Main.html

Special Education Resources

Resources have been selected based on teacher usefulness and placed within specific student needs, exceptionalities and/or conditions sections. Ministry of Education Documents and some selected resources pertaining to special education are listed below, as well as on applicable strategy pages.

Ministry of Education Special Education Resources:

Early School Leavers: Understanding the Lived Reality of Student Disengagement from Secondary School, 2005

Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6, 2005

Effective Educational Practices for Students with Autism Spectrum Disorders Guidelines 2005 – For Approval of Education Programs for Pupils in Government

Approved Care and/or Treatment, Custody and Correctional Facilities Highlights of Regulation 181/98: Identification and Placement of Exceptional Pupils The Individual Education Plan (IEP), A Resource Guide, 2004 Individual Education Plan: Standards for Development, Program Planning and

Implementation 2000 : http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html

Minister's Advisory Council on Special Education Planning Entry to School – A Resource Guide, 2005 Shared Solutions – A Guide to Preventing and Resolving Conflicts Regarding

Programs and Services for Students with Special Education Needs Special Education, A Guide for Educators, 2001 The Special Education Advisory Committee (SEAC) Information Program Special Education Funding Guidelines: Special Equipment Amount (SEA) and

Special Incidence Portion (SIP), 2009–10 Special Education Policy Documents:

http://www.edu.gov.on.ca/eng/general/elemsec/speced/policy.html Special Education Transformation: The Report of the Co-Chairs with the

Recommendations of the Working Table on Special Education, 2006 Special Education Tribunals Special Education Regulations:

http://www.edu.gov.on.ca/eng/general/elemsec/speced/regs.html Standards for Boards’ Special Education Plans, 2000:

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iepstand/iepstand.html Transition Planning: A Resource Guide, 2002 Older Resource Documents

Other On-Line Resources: Ontario Software Acquisition Program Advisory Committee (OSAPAC) for free

software for publicly funded schools. Teachers can install on home computer for educational purposes: http://www.osapac.org/db/software_search.php?lang=en

Special Needs Opportunity Windows (SNOW) Web Based Teaching Tool (WBTT)

Additional Resources for Purchase:

The Assessment of Basic Language and Learning Skills (ABLLS): http://www.trackingsheets.net/

ETFO Special Education Handbook: A Practical Guide for All Teachershttp://www.etfo.ca/Resources/ForTeachers/Documents/2009%20Professional%20Resource%20Catalogue.pdf

Students At Risk Book 2, OSSTFhttp://www.osstf.on.ca/Default.aspx?DN=5001,4263,1091,365,Documents

Time Timers (visual clocks): http://www.timetimer.com/

Sandbox Learning (customized social skills resources): http://www.sandbox-learning.com/

Teacher Professional Development in Special EducationDoes this have a place here?

Additional Qualifications3 part AQ leading to specialist in special educationBehaviour and Autism AQs

OCT Course offerings in special edcuation: http://www.oct.ca/additional_qualifications/search/AQSearch.aspx?lang=en-CA

Conferences/Workshopshttp://snow.utoronto.ca/index.php?option=com_frontpage&Itemid=1

FAQsPlease suggest other questions

Q: Teaching special needs students sure seems to involve a lot of initials and short forms like IEP, IPRC, ASD, MID, etc. What do they all mean? A: Check out our special education terms page for an alphabetized list with definitions. (Link)

Q: Can I start implementing teaching strategies even though a student is not formally identified by an IPRC or even on an IEP? A: Yes, students’ needs dictate our teaching methods which can be started as soon as the need is present.

Q: Can I use assistive technology with any student? A: Yes, as their needs indicate and depending on what is available in your school. See the Ontario Software Acquisition Program Advisory Committee (OSAPAC) for free software for publicly funded schools. Teachers can install on home computer for educational purposes: http://www.osapac.org/db/software_search.php?lang=en

Q:

Contact Us

We gladly welcome your suggestions and submission of teaching strategies to continually improve this resource to make it useful and useable for educators to better meet students’ needs. Please send your input to: apopowich@gto.net

OTF contact info

By MailOTF/FEOSuite 2001300 Yonge StreetToronto, ONM4T 1X3

By Telephone416.966.3424 or 1.800.268.7061

By Fax416.966.5450

By Email

Top of Formname:email:phone:comments

Ontario Boards’ Special Education Plans

In Ontario, the Ministry of Education outlines special education procedures and each board provides an annual report on how their board is implementing the Ministry procedures. In each school board special education plan, you will find information on IRPC criteria, possible placements and supports.

Board Directory: http://esip.edu.gov.on.ca/english/core/BoardDirectory.asp

School Board in alpha Special Education PlanAlgoma District School Board http://www.adsb.on.ca/uploads/info/listings/specedplan2009-

2010finalapproved.pdf Algonquin and Lakeshore

Catholic District School Boardhttp://www.alcdsb.on.ca/student_services/plan.aspx?master=/parents/

parents.masterAvon Maitland District School

Boardhttp://www.avonmaitland.on.ca/ourschools/documents/

2009_Spec_Ed_Plan.pdfBluewater District School Board http://www.bwdsb.on.ca/stserv/speced_plan/home%20page#

Brant Haldimand Norfolk Catholic District School Board

http://www.bhncdsb.ca/files/files/special_education_plan2009-10.pdf

Bruce-Grey Catholic District School Board

http://www.bgcdsb.org/about_us/board_of_trustees/board_reports/2005SpecEducPlan.pdf

Catholic District School Board of Eastern Ontario

http://www.cdsbeo.on.ca/Special_Education/annual_report.htm

Conseil des écoles publiques de l'Est de l'Ontario

http://www.csdccs.edu.on.ca

Conseil scolaire de district catholique Franco-Nord

http://www.franco-nord.edu.on.ca

Conseil scolaire de district catholique de l'Est ontarien

http://www.csdceo.ca

Conseil scolaire de district catholique des Aurores boréales

http://www.csdcab.on.ca

Conseil scolaire de district catholique des Grandes Rivières

http://www.cscdgr.on.ca

Conseil scolaire de district catholique du Centre-Est de

l'Ontario

http://ecolecatholique.ca

Conseil scolaire de district catholique du Nouvel-Ontario

http://www.nouvelon.ca

Conseil scolaire de district des écoles catholiques du Sud-Ouest

http://www.csdecso.on.ca

Conseil scolaire de district du Centre Sud-Ouest

http://www.csdcso.on.ca

Conseil scolaire de district du Grand Nord de l'Ontario

http://www.cspgno.ca

Conseil scolaire de district du Nord-Est de l'Ontario

http://www.csdne.edu.on.ca

District School Board Ontario North East

http://www.dsb1.edu.on.ca/program/pdfs/SEP-2008-09.pdf

District School Board of Niagara http://www.dsbn.edu.on.ca/schools/supportservices/SE/seplan/SpecialEduPlan09-10.pdf

Dufferin-Peel Catholic District School Board

http://www.dpcdsb.org/CEC/Programs/Special+Education/SpecialEducationDP/Special+Education+Plan/

Durham Catholic District School Board

http://www.dcdsb.ca/web/durhamrc.nsf/(AllByCurDocID)/0908180942494191/$FILE/Special%20Education%20Plan%202009%20Revised%20June%2009.pdf?openelement

Durham District School Board http://ddsb.durham.edu.on.ca/Pdf/Spec_Ed_Plan/Special_Education_Plan_Oct_2009.pdf

Grand Erie District School Board http://www.granderie.ca/Parents/SpecialEducation.aspx

Greater Essex County District School Board

http://www.gecdsb.on.ca/programs/SpecEd/plan/popPlan.htm

Halton Catholic District School http://www.hcdsb.org/speced/Revised2008SpecEdPlan.pdf

BoardHalton District School Board http://www.hdsb.ca/AboutUs/SpecialEducation/Special%20Education/

SpecialEducationPlan.pdfHamilton-Wentworth Catholic

District School Boardwww.hwcdsb.ca/downloads/programs/sped/ special _ed_ plan _0809.pdf

Hamilton-Wentworth District School Board

http://www.hwdsb.on.ca/programs/specialed/plan/pdfs/0910plan.pdf

Hastings & Prince Edward District School Board

http://www.hpedsb.on.ca/ec/services/spe/specialEducationPlan.html

Huron Perth Catholic District School Board

http://www.huronperthcatholic.ca/Schools/SpecialEducation/SpecialEducationPlan.aspx

Huron-Superior Catholic District School Board

http://www.hscdsb.on.ca/UserFiles/File/Special%20Education/Publications/HSCDSB%202009%20Special%20Ed%20Plan.pdf

Kawartha Pine Ridge District School Board

http://www.kprschools.ca/admin/eZeditor/files/f_200_spec_ed_plan_Document_revised_2009.pdf

Keewatin-Patricia District School Board

http://www.kpdsb.on.ca/education/docs/200910SEPlan.pdf

Kenora Catholic District School Board

http://www.kcdsb.on.ca/kcdsb/new/Special%20Education%20Manual%202008.pdf

Lakehead District School Board http://www.lakeheadschools.ca/special/default.aspx?cat=67

Lambton Kent District School Board

http://www.lkdsb.net/Speced/docs/SPECIAL%20EDUCATION%20PLAN%20-%202009.pdf

Limestone District School Board http://www.limestone.on.ca/Programs/special_Education/documents/Special_Education_Plan.pdf

London District Catholic School Board

http://www.ldcsb.on.ca/schoolservices/programs/spec_ed/public/parentsupport/Spec_Ed_Plan.htm

Near North District School Board http://www.nearnorthschools.ca/docs/speced/special_education_plan.pdf

Niagara Catholic District School Board

http://www.niagararc.com/index.php?doc=/niagaraRC//Parents%20and%20Students/sss/spEdPlan/spEdToc.htm

Nipissing-Parry Sound Catholic District School Board

http://www.npsc.edu.on.ca/PDF%20document/Special%20Education%20Plan%202009.pdf

Northeastern Catholic District School Board

http://www.ncdsb.on.ca/board/pdfs/SpecialEdPlan2005-2009.pdf

Northwest Catholic District School Board

http://www.tncdsb.on.ca/resources/SPED%20Manual%200809.pdf

Ottawa Catholic District School Board

http://www.ottawacatholicschools.ca/content.php?doc=2744&xwm=true

Ottawa-Carleton District School Board

http://www.ocdsb.ca/Documents/OCDSB_Publications/Spec-Ed-Plan09.pdf

Peel District School Board http://www.peelschools.org/parents/facts/spec-edplan.htm

Peterborough Victoria Northumberland and Clarington Catholic District School Board

http://www.pvnccdsb.on.ca/library/Special%20Education/SpecialEducationPlan2009.doc

Rainbow District School Board Not on Their Website-Please contact directly at thirkih@rainbowschools.ca for more info

Rainy River District School Board http://www.rrdsb.com/sites/www.rrdsb.com/files//spec_ed/Special%20Education%20Plan%20Spring%202009.pdf

Renfrew County Catholic District School Board

http://www.rccdsb.edu.on.ca/Spec%20ed%20Plan%202004-2005.pdf

Renfrew County District School Board

http://www.renfrew.edu.on.ca/speced/Plan.htm

Simcoe County District School Board

http://scdsb.on.ca/media/files/programs-and-services/specialeducation/Special%20Education%20Plan%2009-10.pdf

Simcoe Muskoka Catholic District School Board

http://www.smcdsb.on.ca/UserFiles/Servers/Server_6/File/Archived/Parents%20and%20Students/Special%20Education/Spec%20Ed%20Plan

%2005-06.pdfSt Clair Catholic District School

Boardhttp://www.st-clair.net/specialed/plan/default.htm

Sudbury Catholic District School Board

http://www.scdsb.edu.on.ca/admin/reports/SpecialEducationPlan.pdf

Superior North Catholic District School Board

http://www.sncdsb.on.ca/article/policies-and-manuals-256.asp

Superior-Greenstone District School Board

http://www.sgdsb.on.ca/article/reports--publications-165.asp

Thames Valley District School Board

http://www.tvdsb.ca/programs.cfm?subpage=3806

Thunder Bay Catholic District School Board

http://www.tbcdsb.on.ca/departments/special_education/the_special_education_plan

Toronto Catholic District School Board

http://www.tcdsb.org/curriculum/special%20education/FINAL%20Sp.%20Ed.%20Plan%20NOV%202005.pdf

Toronto District School Board http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=10428&menuid=23230&pageid=20136

Trillium Lakelands District School Board

http://www.tldsb.on.ca/pdfs/tldsb_specedplan_2009.pdf

Upper Canada District School Board

http://www.ucdsb.on.ca/Programs+and+Initiatives/Special+Education/Boards+General+Model+of+Special+Education/

Our+Special+Education+Plan+and+Documents.htmUpper Grand District School

Boardhttp://www.ugdsb.on.ca/article.aspx?id=1076

Waterloo Catholic District School Board

http://www.wcdsb.ca/ss/spec-ed/pdf/Special-Education-Plan.pdf

Waterloo Region District School Board

http://www.wrdsb.ca/about-us/district-school-board/special-education-plan

Wellington Catholic District School Board

http://www.wellingtoncssb.edu.on.ca/sped.html

Windsor-Essex Catholic District School Board

http://www.wecdsb.on.ca/board-learningsupportservices-boardplan.asp

York Catholic District School Board

http://www.ycdsb.ca/departments/InstructionalServices/StudentServices/SpecEdPlan.htm

York Region District School Board http://www.yrdsb.edu.on.ca/pdfs/w/schools/speced/SC-speciaeducationplan.pdf

Teaching Strategy Pages

Behaviour Exceptionality

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of Behaviour.

Related Definition:Behaviour Modification: Using both positive and negative reinforcers/consequences to try and encourage positive behaviour.

Characteristics: Ontario Ministry of Education Definition: A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following:a) An inability to build or to maintain interpersonal relationships;b) Excessive fears or anxieties;c) A tendency to compulsive reaction; ord) An inability to learn that cannot be traced to intellectual, sensory, or other health factors

or any combination thereof. Teaching Strategies for Behaviour Difficulties: Instructional:

offer the student choices for learning activities and order in which to complete tasks break down multiple step instructions; consider the use of checklists make an effort to positively build rapport with the student when possible, speak to the student in private to avoid an audience develop alternate programming for the student that meet the student’s needs based

on current level of achievement/baseline develop a regular communication system with parents reinforce positive behaviours as much as possible

Environmental: post classroom rules and consequences seat the student In a spot to minimize negative behaviour provide a break/time out location use stress balls/fidget toys

Assessment: offer an alternative location for tests extended time for tests/assignments provide supervised physical break from testing allow the student to use a computer provide choice of assessments to demonstrate learning give advance notice of tests allow open book tests

Teaching Strategies for Specific Conditions: -Acquired Brain Injury-Alcohol-Related Neruordevelpmenal Disorder-Angelman Syndrome-Attention Defitit/Hyperactivity Disorder-Autism Spectrum Disorder-Asperger’s Disorder

-Bipolar-Conduct Disorder-Fetal Alcohol -Fetal Alcohol Spectrum Disorder (FASD)-Oppositional Defiant Disorder (ODD)-Obsessive Compulsive Disorder (OCD)-Post-Traumatic Stress Disorder

Teaching Strategies for Related Student Needs: -Aggression Management-Anger/Frustration Management-Attention Skills-Emotional Regulation -Listening Skills-Non-Verbal Reasoning-Personal Safety-Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills

Teaching Resources: http://snow.utoronto.ca/index.php?option=com_content&task=view&id=26&Itemid=38#teaching

See additional Behaviour strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

Each School Board has included students with Behaviour Exceptionalities in their Special Education Plan

http://snow.utoronto.ca/index.php?option=com_content&task=view&id=282&Itemid=38

School phobia Hospital for Sick Kids: http://www.aboutkidshealth.ca/HealthAZ/School-Phobia.aspx?articleID=8393&categoryID=AZ1b

Behaviour strategies for specific concerns: http://www.educationworld.com/a_curr/archives/behaviortips.shtml

Use for resources for each exceptionality and some needs (organization, etc), assistive tech

http://snow.utoronto.ca/index.php?option=com_content&task=view&id=24&Itemid=33

Self-harm list: http://www.brocku.ca/teacherresource/ABC/viewmap.php?cid=3&sid=1

Anger/Aggression Strategies: http://www.brocku.ca/teacherresource/ABC/map.php

All About Students with Behaviour Disorders:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=26&Itemid=38

Social Skills: http://www.socialskillbuilder.com/

ADHD: http://www.adhd.ca/portals/adhd/eng/

http://www.caddra.ca/cms4/http://www.caddac.ca/cms/page.php?2

Autism: http://www.autism.net/ http://www.aspergers.com/

Student and Family Resources to Share:Free family and individual counseling is available in Ontario:New Path: http://www.newpath.ca/ Kinark: http://www.kinark.on.ca/Kids Help Phone: http://www.kidsmentalhealth.ca/get_help/get_help_search.phpSelf harm must be reported to the child’s guardian

“If you’ve met one person with autism, you’ve met one person with autism.”Autism Spectrum Disorder

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of Communication and a diagnosed psychological condition.

Characteristics: Ontario Ministry of Education Definition: A severe learning disorder that is characterized by:a) Disturbances in:

Rate of educational development; Ability to relate to the environment; Mobility; Perception, speech and language;

b) Lack of the representational-symbolic behaviour that precedes language.

Definitions:

Augmentative and Alternative Communication (AAC): Communication using pictures, symbols or voice output devices to augment or act as an alternative to a student’s current or previous communication.

Antecedent, Behaviour and Consequence (ABC) Tracking: A strategy often used with ABA methods or behaviour modification to record and later analysis what occurred prior to the behaviour being targeted (antecedents), the actual behaviour and the outcome/reinforcer (consequence). Consequence in ABC tracking does not usually mean the discipline measure put into place following a behaviour, unless its function is the reinforcing element to the behaviour.

Applied Behaviour Analysis (ABA): A systematic and individualized method of teaching based on principles of learning and behaviour, to reduce undesirable and increase adaptive behaviour. The ABA process begins defining the behaviour to be changed, which is then specifically tracked with antecedents and reinforcers of the behaviour. ABC tracking sheets are often utilized and analysis of the tracking helps to develop specific strategies to develop shape the desired outcome. ABA can be implemented in schools by teachers and school teams.

Asperger’s Disorder (AS): One of the five Autism Spectrum Disorders as outlined in the DSM-IV. Asperger’s is characterized by a social interaction impairment, limited or preoccupying interests and difficulty with non-verbal communication skills. Some with Asperger’s may refer to themselves as “Aspies”.

Autism Spectrum Disorders (ASD): A set of five diagnosed conditions of the Pervasive Developmental Disorders (PDDs) as indicated in The Diagnostic and Statistical/ Manual of Mental Disorders (DSM-lV). While ranging in severity, these disorders all have three common characteristics: impaired social skills, impaired verbal and nonverbal communication and restricted/repetitive interests or behaviours. The five disorders under the ASD “umbrella” are: Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder and Pervasive Development Disorder Not Otherwise Specified including Atypical (PDD-NOS).

Autistic Disorder: One of the five Autism Spectrum Disorders as outlined in the DSM-IV. Autistic Disorder is characterized by severe impairment in social interaction, communication

(could be non-verbal) and repetitive and restrictive patterns of behaviour that are non-functional.

Childhood Disintegrative Disorder: One of the five Autism Spectrum Disorders as outlined in the DSM-IV. Childhood Disintegrative Disorder is characterized by normal development until the age of two then a significant loss of social and communication skills with a development of restricted and repetitive behaviours occurring before the age of ten.

Echolalia: The repetition of words of phrases, often by students with ASD.

Functional Behaviour Assessment (FBA): An examination of the function of a student’s behaviour in an attempt to develop strategies to alter the behaviour. FBA is often utilized with students with ASD.

Intensive Behavioural Intervention (IBI): A program of instruction for younger children diagnosed with autistic spectrum disorders (ASD). IBI is based Applied Behaviour Analysis (ABA) to teach children and involves twenty to forty hours per week of intervention by a trained therapist to address skills deficits to develop more positive behaviour. Pervasive Developmental Disorder Not Otherwise Specified Including Atypical Autism (PDD-NOS): One of the five Autism Spectrum Disorders as outlined in the DSM-IV. PDD-NOS is characterized by severe and persistent impairments in social interaction skills, communication skills, with steotypical behaviour, but do not meet the criteria for another PDD disorder.

Policy/Program Memorandum 140 (PPM 140): A policy/program directive issued by the Ontario Ministry of Education for all school boards to follow pertaining to the teaching of students with Autism Spectrum Disorder (ASD) utilizing Applied Behaviour Analysis (ABA). PPM 140 mandates that students with ASD be offered an individualized program, based on positive reinforcement, data collection, with the transfer of skills and transition planning.

Rett’s Disorder: One of the five Autism Spectrum Disorders as outlined in the DSM-IV. Rett’s is characterized by normal development up to five months of age then deceleration of head growth and loss of social engagement. Those with Rett’s have severely impaired expressive and receptive language skills.

Splinter skills: Well developed skills in a specific area.

Teaching strategies for specific ASD conditions: -Asperger’s Syndrome-Autistic Disorder-Childhood Disintegrative Disorder-Pervasive Development Disorder Not Otherwise Specified (PDD-NOS)-Rett’s Disorder

Teaching Strategies for associated student needs: -Aggression Management-Anger Management-Articulation Skills-Attention Skills-Emotional Regulation-Executive Functions-Fine Motor Skills-Frustration Management -Gross Motor Skills-Listening Skills-Memory Skills

-Metacognition Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sequencing Skills-Sensory Integration Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills

Resources: See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

Teaching Students with Autism: A Resource Guide for Schools: http://www.bced.gov.bc.ca/specialed/docs/autism.pdf

http://www.researchautism.org/resources/links/Education.asp

Melt down video: http://www.youtube.com/watch?v=X089khw18CE&feature=fvw

http://education.qld.gov.au/students/disabilities/adjustment/verification/asd.html

See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

Making a Difference For Students with Autism Spectrum Disorders in Ontario Schools: From Evidence to Action (2007), Ministry of Educationhttp://www.edu.gov.on.ca/eng/document/nr/07.02/autismFeb07.pdfHospital for Sick Kids About Kids http://www.aboutkidshealth.ca/HealthAZ/Autism-and-Pervasive-Developmental-Disorder.aspx?articleID=8265&categoryID=AZ1b

Autism Overview: http://www.nichd.nih.gov/health/topics/asd.cfmDr.Temple Grandin (diagnosed with autism): http://www.youtube.com/watch?v=2wt1IY3ffoUReinventing Autism: http://www.youtube.com/watch?v=iAu6_Llfh2A

Information on all types of ASD and Applied Behaviour Analysis: http://library.lambton.on.ca/autism_spectrum_disorders.htm

Registration and information on the April Autism Awareness program "Together for Autism":  Together for Autism -- Autism Ontario

Information from Health Canada about Autism Spectrum Disorders and inks to Canadian and International Websites:  Health Canada -- Autism

Professional Development opportunities and resources for teachers and educational assistants:  The Geneva Centre

Symptoms of Autism Specturm Disorder in a young child:  Red flags for ASD

The perspective of a child with autism: 10 Things Every Child with Autism Wishes You Knew

Classroom application of Applied Behaviour Analysis (ABA) video: The BC Provincial Outreach Program

ASD: Paula Kluth's Home PagePaula Kluth documentary: http://www.paulakluth.com/articles/Voices_dvd.html

Focus on students with Aspreger Syndrome: Tony Attwood's Website

Asperger Sydrome Info:  O.A.S.I.S.

Peter Vermeulen's book titled "I'm Special”: I'm Special  Teaching Tips for ASD by Temple Grandin Tips and accommodations for working with students with Asperger’s in the classroom: Supporting Students with Asperger's Syndrome in General Education

 Autism Awareness Centre Wils Paper Cutouts

Board Special Education Plans link

Agency Contacts

Autism Ontario: http://www.autismontario.com/Client/ASO/ao.nsf/web/ASD+An+Overview

Deaf and Hard of Hearing Exceptionalities

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of Communication and a medical diagnosed condition.

Characteristics: Ontario Ministry of Education DefinitionAn impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound. Teaching Strategies: -Hearing-Social Skills

Resources: See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf-Board Special Education Plans link-Agency Contactshttp://www.bbc.co.uk/health/conditions/deafness1.shtml

General Info:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=31&Itemid=44

Hearing and Communication (All Divisions) Resource Guide, 1992 with definitions and strategies: Hearing and Communication Resource Guide

Eschool Desk - Phonak CanadaVideo demonstrations on how FM system works and answers to frequently asked questions about FM systems

The Listening RoomDeveloped by an Auditory-Verbal Therapist, site provides ready to use activities that encourage language and speech development.

Front Row Sound Field SystemGeneral information, video clips and a user guide for Front Row amplification system.

Supportive Hearing SystemsInformation about soundfield amplification system with specific product information.

Cochlear CorporationInformation about cochlear implants.

Ushers Syndrome: http://www.bbc.co.uk/health/conditions/ushers1.shtml

Language Impairment Exceptionality

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of Communication.

Characteristics: Ministry Definition A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may: a) Involve one or more of the form, content and function of language in communication;

and b) Include one or more of the following:

Language delay; Dysfluency; Voice and articulation development, which may or may not be organically or

functionally based. Teaching Strategies: -Articulation Skills-Attention Skills-Executive Functions-Anger/Frustration Management -Listening Skills-Metacognition Skills-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Verbal Skills

Resources: See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

Hospital of Sick Kids info page: http://www.aboutkidshealth.ca/HealthAZ/Speech-and-Language-Disorders.aspx?articleID=8870&categoryID=AZ1b

Students with Language Problems:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=28&Itemid=4

-Board Special Education Plans link-Agency Contacts

Speech Impairment Exceptionality

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of Communication.

Characteristics: Ministry Definition A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be characterized by impairment in articulation, rhythm and stress. Teaching Strategies: -Articulation Skills-Anger/Frustration Management -Hearing -Self-Advocacy Skills-Self-Esteem-Verbal Skills

Resources: (links) Augmentative Communication: http://learningdisabilities.about.com/od/ac/g/augmentative.htm

Augmentative and Assistive Communication: http://specialed.about.com/od/assistivetechnology/a/aac.htm

See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

General characteristics and Strategies:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=32&Itemid=45

Ontario Association for Families with Communication Disorders: http://www.oafccd.com/factshee/factshee.htm

-Board Special Education Plans link-Agency Contacts

Learning Disabilities

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of communication. Learning Disabilities are also a diagnosed condition.

Definition:Learning Disability (LD): A diagnosed psychological condition and IRPC exceptionality. Specialized professionals, including psychologists and psychological associates, evaluate and diagnose Learning Disabilities. Significantly low achievement (based on age, education and intelligence) in reading, mathematics and/or writing standardized tests are seen as the fundamental attribute of a learning disability when intelligence is within normal ranges.

Characteristics: Ministry Definition A learning disorder evident in both academic situations and social perception and social interaction. Learning disabilities may also cause difficulties with organizational skills. It involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication and that is characterized by a condition that: a) Is not primarily the result of:

impairment of vision; impairment of hearing; physical handicap; developmental disability; primary emotional disturbance; cultural difference.

b) Results in a significant discrepancy between academic achievement and assessed intellectual ability with deficits in one or more of the following: receptive language (listening, reading); language processing (thinking, conceptualizing, integrating); expressive language (talking, spelling, writing); mathematical computations; and

c) may be associated with one or more conditions diagnosed as: a perceptual handicap; a brain injury; minimal brain dysfunction; dyslexia; developmental aphasia.

Teaching Strategies: -Attention Skills-Executive Functions-Fine Motor Skills-Anger/Frustration Management -Listening Skills-Memory Skills-Metacognition Skills-Non-Verbal Reasoning-Organization Skills-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Sequencing Skills-Task Initiation-Time Management Skills-Verbal Skills

-Visual Spatial Processing

Resources: See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

About Kids Info Page, hospital of sick kids: http://www.aboutkidshealth.ca/HealthAZ/Learning-Disabilities.aspx?articleID=8698&categoryID=AZ1b

www.ldac-taac.ca The Learning Disabilities Association of Canada

LD Edge Newsletter: http://www.atn.on.ca/ServicesPrograms/LDEdge/tabid/91/Default.aspx

www.ldao.ca  Learning Disabilities Association of Ontario

www.nichcy.org  National Info Centre for Children and Youth with Disabilities

www.ldonline.org Learning Disabilities OnlineSign up for a monthly newsletter, seach archives for specific topics

www.ldonline.org/kidzone/7165 Learning Disabilities Online for kidsA page for kids/written by kids

www.nld-bprouke.ca  Nonverbal Learning Disabilities (NLD)Canadian site on nonverbal learning disabilities

www.allkindsofminds.org All Kinds of MindsExplores different areas of importance to students with learning differences, articles, audio and video clips

www.interdys.org The International Dyslexia Association

www.integra.on.ca Integra Children's mental health centre dedicated to helping children and adolescents who experience social, emotional and behavioural problems related to their learning disabilities

 Reading RocketsGreat web site for info on struggling readers and resources

-Agency Contacts

http://www.bbc.co.uk/health/conditions/dyslexia2.shtml

http://www.bbc.co.uk/health/conditions/dyspraxia2.shtml

Hospital of Sick Kids Info page on ADHD: http://www.aboutkidshealth.ca/HealthAZ/Attention-DeficitHyperactivity-Disorder-ADHD.aspx?articleID=8272&categoryID=AZ1b

General Info: http://www.ldac-taac.ca/indepth/background_understanding-e.asp

Learning Disabilities online..#1 in the world: http://www.ldonline.org/index.php

General Info, Types and Strategies:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=25&Itemid=41

Giftedness Exceptionality

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of Intelligence.

Characteristics: Ontario Ministry of Education Definition An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated. Teaching Strategies: Associated student needs: -Intellectual Ability – High -Organization Skills-Social Skills-Time Management Skills

Resources: See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

Teaching Gifted Students:http://www.prufrock.com/client/client_pages/teacher_introduction.cfm

http://snow.utoronto.ca/index.php?option=com_content&task=view&id=34&Itemid=47

FCPSTeach Gifted and TalentedExtension activities organized by subject, topic and grade.

Association for Bright Children

Educators for the Gifted OrganizationOntario based organization.

Planning For Students Who Are GiftedAlberta Ministry of Education document with some excellent smart goals for gifted students

Making Goals Meaningful, Measureable and ManageableAlberta Ministry of Education document.

Canadian National Math LeagueOrder contests and find practice materials

National Library of Virtual Manipulatives

Special Needs Ontario WindowGuidelines for program development for gifted students.

Lambton Kent District School BoardGrade and subject specific enrichment opportunities.

Gifted E learningE-learning centre site with resources for teachers, parents and students.

Scratch ProgrammingCreate your own interactive stories, games, music, art and animation.

Center for Digital Story TellingUse of media tools to share and record stories.

-Agency Contacts

Mild Intellectual Disability

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of Intellect and also a psychological diagnosed intellectual condition.

Definition:Mild Intellectual Disability (MID): A diagnosed psychological condition and IPRC exceptionality characterized by below average intelligence.

Characteristics: Ontario Ministry of Education DefinitionA learning disorder characterized by:a) An inability to profit educationally within a regular class without the need of considerable

curriculum modification and supportive service;b) An inability to profit educationally within a regular class because of slow intellectual

development; c) A potential for academic learning, independent social adjustment and economic self-support.

Teaching Strategies: -Anger/Frustration Management-Articulation Skills-Attention Skills-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Intellectual Ability – Low -Listening Skills-Memory Skills-Metacognition Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sequencing Skills-Sensory Integration Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

General Info and Strategies:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=25&Itemid=41

Slow Learners Strategies and Characteristics:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=27&Itemid=39

About.com http://specialed.about.com/od/handlingallbehaviortypes/a/MID.htm

Developmental Disability

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of intelligence and also a psychological diagnosed condition.

Defintion:Developmental Disability (DD): Characterized by significantly below average intellectual ability approximately the 2nd percentile or below. Deficits in adaptive functioning must also be present.

Characteristics: A severe learning disorder characterized by: a) An ability to profit from a special program for students with mild intellectual disabilities because

of slow intellectual development; b) An ability to profit from a special education program that is designed to accommodate slow

intellectual development; c) A limited potential for academic learning, independent social adjustment and economic self

support. Teaching Strategies by Related Conditions: -Acquired Brain Injury-Alcohol-Related Neuro-developmental Disorder (ARNO)-Angelman Syndrome-Brain Injury-Down Syndrome-Fetal Alcohol Spectrum Disorder (FASD/ARNO)-Fragile X Syndrome-Neurological Disabilities-Prader-Willi Syndrome

Teaching Strategies By Related Area of Student Needs: -Aggression Management-Anger Management-Articulation Skills-Attention Skills-Emotional Regulation-Fine Motor Skills-Frustration Management -Gross Motor Skills-Intellectual Ability – Low -Listening Skills-Low Vision-Memory Skills-Metacognition Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sequencing Skills-Sensory Integration Skills

-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

General Info and Strategies for Slow Learners:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=27&Itemid=39

Special Education Technology - BCWebsite containing printable visual supports for students K - 12. - behaviour - scheduling - curriculum supports

Do2LearnPrintable visual resources, teaching strategies, activities, games, and loads of information on various exceptionalities.

Special Needs Ontario Window (SNOW)Characteristics and classroom strategies for students who are slower learners.

Elements to consider in planning students' instruction- Modification vs. Accommodation - comprehensive list of considerations when programming for students with special needs

Teaching Children with DD - Classroom Ideas

Agency Contacts

http://www.bbc.co.uk/health/conditions/fragilex1.shtml

The goal you set must be challenging. At the same time, it should be realistic and attainable, not impossible to reach. It should be challenging enough to make you stretch, but not so far that you break??? Check

Rick Hanson

Physical Disability ExceptionalityWhat is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of physical

Characteristics: Ontario Ministry of Education Definition: A condition of such severe physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age or developmental level.

Teaching Strategies for Related Conditions:-Acquired Brain Injury-Angelman Syndrome-Brain Injury-Cerebral Palsy (CP)-Cystic Fibrosis (CF)-Klinefelter’s Syndrome-Muscular Dystrophy (MD)-Spina Bifida

Teaching Strategies for Areas of Student Needs: -Fine Motor Skills-Gross Motor Skills-Personal Care-Personal Safety-Mobility-Self-Advocacy Skills-Self-Esteem-Social Skills-Visual-Motor Skills

Resources: See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

Community Living SkillsInformation on organization skills, transportation, public services, community services. Advancing the Inclusion of People with Disabilities (2008) Canadian Paraplegic Association Ontario March of Dimes Children's TreatmentWilliam’s Syndrome: http://www.bbc.co.uk/health/conditions/williams1.shtml

-Agency Contacts

Acrodysostosishttp://www.bbc.co.uk/health/conditions/acrodysostosis1.shtml

Cystic Firbosishttp://www.bbc.co.uk/health/conditions/cystic1.shtml

Students With Physical Exceptionalities Characteristics and Strategies:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=29&Itemid=42

Blind and Low Vision

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of physical and a diagnosed medical condition.

Characteristics: Ontario Ministry of Education Definition:A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely. Ministry Policy/Program Memorandum No. 76C describes criteria for the approval of an alternate education program for blind pupils who are "educationally blind, with a need to use Braille and other tactile formats as other prime educational media".

Teaching Strategies for Associated Student Needs: -Low Vision-Personal Care-Personal Safety-Self-Advocacy Skills-Self-Esteem-Social Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

 Texas School for the Blind and Visually Impaired American Foundation for the Blind Canadian National Institute for the Blind Resource Services at the W. Ross Macdonald School for the Blind Internet Resources for Special Children

IRSC: Blind and Visually Impaired Glossary of Eye Terminology

Agency Contacts

http://www.bbc.co.uk/health/conditions/blindness1.shtml

Hospital for Sick Kids: http://www.aboutkidshealth.ca/HealthAZ/Eye-Disorders-Gallery.aspx?articleID=&categoryID=AZ1f

Students Who are Blind or Who Have Limited Vision:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=30&Itemid=43

Ushers Syndrome: http://www.bbc.co.uk/health/conditions/ushers1.shtml

Multiple Exceptionalities

What is it: A formal exceptionality identified by a school based Identification Placement and Review Committee (IPRC), in the category of multiple which indicates that the student’s needs are in two or more categories of exceptionality.

Related Definition:Comorbid: More than one debilitating condition occurring at the same time. See the strategy pages for each condition a student is diagnosed with.

Characteristics: Ontario Ministry of Education Definition: A combination of learning or other disorders, impairments, or physical disabilities, that is of such nature as to require for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorders, impairments, or disabilities.

Teaching Strategies: Please see each exceptionality/needs/condition page that the student exhibits.

Resources: See additional strategies in the Ministry of Education’s Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

-Board Special Education Plans link

Student Needs PagesAggression Management

What is it: An area of student need based on his/her demonstrated verbal or physical behaviour. Characteristics: Acts of frustration and anger either verbally (insults, name calling, threatening) and/or physically (deliberately vandalize property, physical confrontations with others, kicks, hits, throws, bites, etc).

Teaching Strategies: Instructional:

use direct instruction/social skills lessons in appropriate ways to express anger establish baseline of current frequency of aggression and develop alternative

programming goal on the student’s IEP use of an ABC chart involve the in-school support team for collaboration establish a written outline of what is and isn’t acceptable for the student, parents,

teachers and administrators (specific rules with predetermined consequences) involved the student as part of the problem solving team implement a home-school communication book for tracking focusing on instances

that the student demonstrated positive anger management skills attempt to help the student determine the cause of the aggression provide a “time out” or "cool down" after aggression - consider an in and out of

classroom location for the student to use that is predetermined and supervised – use could be student or teacher initiated

use visuals to direct behaviour when escalating (cards with “stop” or pictures of prosocial behaviour)

if the student refuses to leave the situation, consider removing others involved redirect the precursors to aggressive behaviour consider the use of careful humour (not sarcasm) to redirect/defuse frequently reward positive anger management, even small advances by the student converse with the student privately (not in front of peers) offer choices to avoid aggression and give the student some control use clear and concise language use repetition of instructions teach social skills lessons directly to the whole class develop and post social skills steps for positively handling aggression use social stories to teach appropriate responses use modeling and vocalize steps and choices use role playing to provide practice of prosocial behaviour use instructions with “first ____, then _____” modify tasks, if related to aggression teach peer relation skills if related to aggression for physical aggression develop a predetermined “Safety Plan” for staff response to

deescalate situation

Environmental: establish a “time-out”/”cool-down” area(s) and protocol for use keep scissors or other potentially dangerous items in a teacher controlled area post classroom rules, routines and schedule teach entire class emergency exit procedures and have a predetermined location

evacuation provide calming tools (stress balls, "fidget" toys, drawing, music/ipod)

post and refer to social skills charts outlining prosocial responses use preferential seating and close proximity to the teacher

Assessment:

give advance notice of tests and assignments give a choice in assessment options give an option for open book tests minimize distractions/ consider an alternative testing location chunk tests and assignments into small tasks and provide feedback as each

component is completed reduce quantity of test/assignment items provide additional time provide periodic supervised breaks

Resources: Various resources on classroom management and discipline:http://www.theteachersguide.com/ClassManagement.htm

Strategies: http://www.brocku.ca/teacherresource/ABC/map.php http://www.angriesout.com/index.htm#teachers

ADD RESOURCES FROM BEHAVIOUR EXCEPTIONALITY PAGE

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Be Cool Video series – teaches “cool” way to handle anger at all division levels with video enactments: http://www.stanfield.com/conflict.html

Social Skill Builder.com

Anger/Frustration Management Skills

What is it: An area of student needs, based on his/her demonstrated behaviour. Characteristics: Acts of frustration and aggression either verbally (insults, name calling, yells, swears) and/or physically (physical confrontations with others or objects: kicks, hits, throws, bites, etc; temper outbursts) and/or inward (self-harm, non-compliance, refusal to move/speak, etc.)

Teaching Strategies:Instructional:

direct instruction/social skills lessons on methods to appropriately deal with anger (could be full class, small group or individual lessons)

use role play to practice appropriate responses to anger, including a cool down period and labeling of feelings

vocalize your own steps to dealing with potential anger use literature and current events to discuss positive choices pertaining to anger

management of others use modeling and vocalize your prosocial choices use social stories use role play provide a “time-out”/cooling down location develop a small attainable goal for the student involve the in-school team and consider the development of alternative programming

goals on an IEP for proactive ways for the student to deal with anger positively reinforce/reward appropriate behaviour, even small steps use specific comments to reinforce the positive choices/actions of the student implement a behaviour management plan involving student and parents develop home-school communication and tracking

Environmental Strategies: preferential seating, close to teacher and away from peer sources of conflict, when

possible provide a cool-down/time-out location and discuss with student how it will be

accessed speak privately to the student when possible provide anger reduction tools (doodle pad, stress ball, ipod) post clear and descriptive classroom rules that focus on what students are expected

to do to behave appropriately in class

Assessment Strategies: give advance notice of tests and assignments provide a choice in assessment options give an option for open book tests minimize distractions/ consider an alternative testing location chunk tests and assignments into small tasks if necessary reduce quantity of test/assignment items provide additional time provide periodic supervised breaks

Resources:

Additional information and strategies on anger management: http://www.unf.edu/dept/fie/sdfs/notes/anger.pdf

Lesson plan for teaching anger management: http://www.internet4classrooms.com/character_ed.htmhttp://www.pbs.org/inthemix/educators/lessons/schoolviol3/

http://www.workshopsinc.com/manual/Ch1L2.4.html

http://www.educationworld.com/a_curr/strategy/strategy049

For purchase: Be Cool Video series – teaches “cool” way to handle anger at all division levels with video enactments: http://www.stanfield.com/conflict.html

ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Anxiety Management Skills

What is it: An area of student need involving frequent worry and nervousness.

Characteristics: A student with anxiety management needs may display physical and/or verbal signs of unease. These may include: frequently talking about an upcoming event, fears, skin/nail picking/biting, pacing, avoidance of certain situations, upset stomach, headaches, nausea and/or diarrhea. Anxiety negatively influences a student’s ability to think and function at school. Teaching Strategies:Instructional:

directly teach anxiety management/stress reduction strategies teach labeling of feelings use literature and multi-media examples to teach anxiety management determine triggers and reduce as much as possible coach student to demonstrate positive strategies use modeling use role play develop a positive rapport with the student implement a time to talk privately positively reinforce improvements and efforts develop and maintain frequent home communication develop and implement alternative programming on the student’s IEP with an

attainable goal related to anxiety reduction speak calmly and concisely use social stories provide advance notice of changes connect student with counselor check with the student for understanding at the beginning of tasks encourage the student to self-advocate needs appropriately pair oral with visual instructions

Environmental Strategies: use preferential seating to avoid anxiety triggers provide a time-out area provide stress reduction tools (stress ball, doodling paper, ipod)

Assessment Strategies: provide advance notice for tests/assignments offer an alternative location use extra time chunk the test into parts allow for reference materials to be used provide written instructions for assignments with rubrics provide choice of assignments

Resources: Specific types of anxiety disorders: http://www.keepkidshealthy.com/welcome/conditions/Anxiety_Disorders.html

Strategies: http://www.brocku.ca/teacherresource/ABC/map.php

Strategies: http://cognitive-psychology.suite101.com/article.cfm/how-can-i-reduce-anxiety

In the class: http://www.healthcentral.com/anxiety/school-258065-5.html

http://www.thehealthcenter.info/child-anxiety/

http://www.thehealthcenter.info/child-separation-anxiety/

Phobias: http://www.bbc.co.uk/health/conditions/phobias1.shtml

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Articulation Skills

What is it: An area of student need, based on the sound of his/her speech pronunciation. Characteristics:Errors in speech pronunciation like sound substitutions, distortions (lisps) and/or omissions, that are not age appropriate. Students could speak softly or avoid speaking to avoid embarrassment/being misunderstood. Articulation difficulties can exist on their own and may or may not be associated with other issue, like speech production and intelligence.

Teaching Strategies:Instructional:

implement strategies from speech-language pathologists/communication disorder assistants (CDA)

focus on one particular sound as per the speech and language pathologist’s direction

often the sound working on is in a specific position within a word (beginning, middle or end)

use visual pictures with words for specific sound working on model correct speech to the student, emphasizing the misarticulated word use a slower pace of speech pronounce the particular sound longer and slower to the student coral reading use printed words and letters with correct articulation to clarify

mispronounced/substituted sounds provide access to technology, like text to speech, that allows student to hear

proper articulation consider the establishment of alternative programming on the student’s IEP for

articulation goals, developed with parents, student and speech support staff

Environmental: use preferential seating so that the student can see the teacher’s mouth when he/she

is speaking reduce background noise in classroom use preferential seating so that the teacher can more privately model correct

articulation to the student

Assessment Strategies: give additional time for the student to speak ignore articulation errors and focus on content for assessments provide advance notice and specific expectations for presentations in front of the

class allow for use of written prompts when the student presents in front of the class allow the student to chose an oral presentation to a small group or just the teacher,

instead of whole class provide spell checker access and additional time

Resources: Q and A’s on Articulation problems: http://www.kidsource.com/asha/articulation.html Lesson Plans: http://www.lessonplanet.com/search?keywords=articulation+skills&rating=3&search_type=related

General Info: http://www.speech-language-development.com/articulation-skills.html

General Info and Strategies:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=32&Itemid=45

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Attention Skills

What is It: An area of student need involving difficulty with maintaining concentration, especially on non-preferred activities, while ignoring distractions.

Characteristics:Students in need of attention skills may be often off topic and have difficulty sitting still. They may be disorganized and have trouble controlling their impulses, resulting in frequent calling out or off topic talking in class.

Teaching Strategies:Instructional:

provide frequent physical breaks, especially after long periods of sitting or being physically inactive; ask the student to collect/distribute materials

give specific instructions with a check list for the student to check off when each item is finished

alternate between sitting and active classroom tasks provide a “leadership” role for the student in class so that he or she is responsible for

repeating instructions or writing them on the board give few instructions at a time use graphic organizers for the student to collect or interpret information chunk assignments into parts and provide feedback when each step is finished post the daily schedule and review it with the whole class teach organizational lessons teach social skill lessons to the student and/or small group on appropriately asking

for help in the classroom, completing work, etc. consider the development of an alternative programming page for the student’s IEP communicate regularly with parents and focus on positive behaviours reward on task behaviours use a timer for the student to monitor the amount of on-task behaviour allow the student to earn a reward for a set amount of on-task behaviour use differentiated teaching methods frequently with various media forms have the student use computers with text to speech for reading have the student use computers with speech to text for writing activities use a colour coding system for organization and/or learning activities use an overhead projector so the student can better follow the lesson provide a list of tasks that need to be accomplished during a set period and allow the

student to choose the order, or go between activities with the student develop a non-verbal signal for the teacher to give him/her to

redirect behaviour

Environmental Strategies:

post simple and action focused rules and consequences use preferential seating to reduce distractions for the student provide a choice of work areas for the student to move between in the classroom provide for the student to take a physical break (delivering material to another class

or to the office) consider the uses of music and headphones if it helps the student to concentrate provide items that a student can physically manipulate (stress ball, chewing gum)

Assessment Strategies:

provide choice in assessment activities, including use of various media forms use oral tests chunk tests/assignments allow breaks during tests (consider giving the student only one page of a multiple

page test with a walk break in-between receiving the next page) use a variety of methods on written tests (short answer, matching, fill in the blank,

long answer) provide printed assignment requirements and rubrics provide an alternate testing location that is free from distractions prompt the student to return to task if seems to be off task allow additional time

Resources:

Strategies and information on student attention problems: http://www.brocku.ca/teacherresource/ABC/viewsection.php?cid=9&sid=1

Strategies: http://www.etfo.ca/MULTIMEDIA/WEBCASTS/SPECIALEDUCATION/Pages/Attention%20Skills.aspx

http://specialed.about.com/cs/behaviordisorders/a/behav.htm

Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Blind

What is it: A medical condition of the eyes that involves a severe impairment in vision, not corrected by glasses.

Characteristics:A student may be fully or partially visually impaired. Those functionally blind maybe able to see light and darkness, but not printed letters. Teaching Strategies:Instructional:

provide copies of written texts and handouts in Braille; use Braille assistive technology

implement strategies from a Teacher of the Blind use other media sources for information (audio cassette, voice file) use physical models and/or concrete materials when ever possible to help the

student understand the concept describe items and instructions in detail frequently ask the student questions to ensure proper understanding teach new vocabulary in advance of the lesson read out loud what is written on the board use a auditory signal for class attention and to signal change of activities encourage self-advocacy; consider the development of an alternative programming

goal

Environmental: consistently keep items in predictable/predetermined places (desks, chairs, scissors,

etc.) give the student warning of changes to the classroom set up and support in

familiarizing with new set up use preferential seating so that the student is close to the teacher for additional

instructions reduce auditory noise in classroom provide easy access for Braille equipment provide elevator access if available develop and practice a plan for emergency evacuations to ensure safety

Assessment: use assistive technology and Braille materials provide extra time use oral tests/scribe provide choices for projects/assignments

Resources: Teaching strategies: http://snow.utoronto.ca/index.php?option=com_content&task=view&id=30&Itemid=43

http://www.uni.edu/walsh/blindresources.html

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Central Auditory Processing

What is it: An area of student need involving listening skills amongst background noise/conversations and/or processing to understand information given orally.

Characteristics:Students with central auditory processing often experience difficulty in the classroom when they have to listen while other sounds are present. They may or may not be able to locate the source of the sound or the correct sound that is made. Predicting speech is also a difficulty along with determining rhyming words.

Teaching Strategies:Instructional:

use FM system, if prescribed develop alternative programming goals to teach the student active listening skills use the student’s name or a visual signal to prompt listening attention before

speaking frequently use questioning to check for student’s understanding pair oral instructions with visual, especially for new vocabulary and letter

patterns/rhymes provide copies of notes so that the student can focus attention on listening and

understanding during lessons use a visual signal for class to stop and listen before giving instructions ensure adequate volume in the class; repeat questions/comments of soft spoken

students reward the student for extra efforts in concentrating on oral information

Environmental Strategies: minimize background noise (tennis balls on chairs) have students wait to be acknowledged before contributing to classroom discussions provide physical break/change of activities after periods of concentration on oral

information use visual schedule post written copies of orally given information (class calendar) use preferential seating that the student is at the front

Assessment Strategies: provide extra time provide a quiet environment ensure understanding of test instructions provide written copies of assignment instructions and rubrics

Resources: General Info: http://www.bbbautism.com/auditory_processing_disorder.htm

http://www.learningabledkids.com/learning_disability_LD/central_auditory_processing_disorder_resources.html

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Emotional Regulation

What is It: An area of student needs involving difficulty with expression of feelings.

Characteristics:Students with emotional needs may inappropriately express their feelings. They may get suddenly angry or sad or have trouble with mood regulation. They may laugh when something sad has occurred.

Teaching Strategies:Instructional:

develop a positive rapport with the student directly teach lessons on feelings and social skills give the student advance warning of changes have regular home communication track behaviours to determine triggers positively reinforce efforts and improvements focus on the student’s strengths and provide opportunities for success include a variety of DI teaching methods provide frequent breaks with physical activity use talk aloud to model appropriate ways to deal with feelings develop a list with the student of appropriate responses to feelings teach stress reduction methods provide a time-out/cool down location for the student access/provide counseling information implement strategies from other professionals that may be working with the student

Environmental Strategies: use preferential seating to avoid triggers use stress reduction aids (doodling paper, ipod, stress balls) post classroom rules and consequences

Assessment Strategies: provide extra time to reduce anxiety with completion provide an alternate location chunk tests and assignments into parts provide a variety of assignment options reduce the quantity required allow for oral/scribed tests

Resources: http://www.thehealthcenter.info/child-separation-anxiety/

teaching Resources: http://www.teachervision.fen.com/emotional-development/teacher-resources/32913.htmlArticle: http://www.aboutourkids.org/articles/social_emotional_learning_what_it_how_can_we_use_it_help_our_childrenSchool Phobias Hospital for Sick Kids About Kids Health:http://www.aboutkidshealth.ca/HealthAZ/School-Phobia.aspx?articleID=8393&categoryID=AZ1bFor Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

English Language Skills

What is it: An area of student need involving the acquisition of the English language, which in itself is not officially part of special education, however some English Language Learners will have special education needs in the same proportion as students whose first language is English. ELL students often benefit from some of the resources related to special education.

Related Definitions: English Language Learner (ELL): A student who is learning English. These students do not fall under special education services, but are not excluded if their needs indicate. The prevalence of an ELL student requiring special education services is the same as for non-ELL students. Sometimes an ELL has been referred to as English Second Language.

English as a Second Language (ESL): A program that aims to teach English to someone who has a different first language. The program could be taught during specific periods while for the rest of the day the student will most likely be placed in a regular classroom, an immersion program, or a bilingual educational environment.

Characteristics: A student with English language skill needs will not fluently speak or understand English, but another language.

Teaching Strategies: Instructional:

provide direct instruction in English language (oral, written and reading) use computers and dictionaries for translation and language acquisition (games) use assistive technology for speech to text allow for extra time for processing and responses reduce quantity of work use a translator for parent meetings have reports (if any) translated use visuals with oral instructions speak slow and concisely use simple vocabulary use word walls preteach vocabulary access ESL teacher and implement strategies

Environmental: use preferential seating so that student is close to assistive devices

Assessment: use extra time allow translation supports offer an alternative location ensure student understands directions read questions to the student, provide prompts and scribe chunk tests/assignments and give feedback for each part offer choice of assessments and include maps and charts to support language

Resources: Strategies and resources: http://www.eslsite.com/http://eslus.com/eslcenter.htm

Executive Function

What is It: An area of student need involving prioritizing, organizing and completing tasks, especially when dealing with unexpected events, problems, and/or new challenges.

Characteristics:Students with executive functioning needs may have difficulty starting new tasks, developing goals or solutions to problems. They may not be able to curb their immediate impulses and focus on the task at hand. Working memory skills may be weak along with time management. Behaviour issues may arise. A number of related area of needs may be applicable (see list below). Teaching Strategies:Instructional:

pair oral with visual instructions repeat information/instructions and ask the student to repeat them back and explain chunk information/instructions use checklists and agenda develop and support the student in maintaining an organizational system directly teach lessons in prioritization and strategies to stay on task reward efforts in organization, work completion and prioritization by specifically

outlining the student’s positive actions/choices reduce number of tasks assigned at once pre-teach new vocabulary conference frequently with the student to check on understanding role play situations to improve student response develop and teach a specific alternative programming expectation in the student’s

IEP use computer and assistive technology

Environmental Strategies:

use preferential seating to avoid distractions use a visual and auditory signal to get attention before speaking post rules, consequences and a schedule

Assessment Strategies: provide extra time for tests and assignments provide written copies of assignment instructions and rubrics chunk assignments and tests give breaks during tests allow for oral testing/scribe check for understanding of test questions use computer for work processing

Resources: See related areas of need that may pertain to students with executive functioning needs:-Frustration Management -Listening Skills -Memory Skills-Metacognition Skills-Organization Skills-Personal Safety-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sequencing Skills

-Task Initiation-Time Management Skills

Overview: http://www.aboutkidshealth.ca/News/Executive-Function-Part-One-What-is-executive-function.aspx?articleID=8024&categoryID=news-type

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Fine Motor Skills

What is It: An area of student need with fine (small) physical motor skills of the fingers and hands. Characteristics:Students with fine motor skills needs have difficulty printing and writing legibly. They often have difficulty paining and cutting and sometimes with zippers and buttons too. Combination locks may also be problematic as could their endurance for fine motor activities as they may tire more easily. Because of their difficulties, they may seem disinterested or give up easily on fine motor tasks.

Teaching Strategies:Instructional:

implement strategies from an Occupational Therapist use assistive devices, like pencil grips and various sizes of writing instruments use assistive technology and computers provide copies of notes chunk written work into parts use of larger lined paper or paper with raised lines practice in making particular letters of difficulty teach cursive writing if printing especially problematic teach keyboarding skills and/or use of speech to text software provide a physical mouse instead of touch pad on lap tops (larger/specialized

mousse are available) develop and teach alternative programming expectations with respect to the

student’s fine motor development reward student efforts

Environmental Strategies: preferential seating to use assistive technology (near plug) provide larger or slanted work surface use of stress balls to massage tired hands/strengthen allow lock with a key for locker monitor for safety with science or art materials, especially if new

Assessment Strategies: provide extra time give oral tests/scribe answers for the student give tests with a variety of formats to reduce writing (true/false, multiple choice) use assistive devices (computer, assistive programs, specific paper/writing tools) provide choice in assignments including some with less writing demands (power

point presentation, for example)

Resources:

General Info: http://learningdisabilities.about.com/od/df/p/finemotorskills.htm

Activities to develop: http://www.teachingexpertise.com/articles/activities-to-develop-fine-motor-skills-2578

http://www.shirleys-preschool-activities.com/fine-motor-skills.html

For Purchase:ETFO Special Education Handbook

http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Gross Motor Skills

What is It: An area of student need with gross (large) physical motor skills.

Characteristics:Students with gross motor skills needs may avoid physical activities and/or seem uncoordinated and clumsy. Their muscle tone may seem weak and they may become tired quickly. Their posture may seem unbalanced and stairs may be difficult.

Teaching Strategies:Instructional:

implement recommendations by Occupational and Physical Therapists use assistive devices as prescribed (orthopedic chair, desk, etc) develop and teach alternate programming expectations for the student reward efforts provide frequent breaks to avoid fatigue specifically teach physical education skills that are attainable by the student focus on successes and improvements teach and encourage self-advocacy for the student to articulate needs to avoid

injuries

Environmental Strategies: preferential seating so that the student is close to supplies ensure safety with adequate space for the student to walk to desk ensure adequate space in coat/locker area (end locker may give additional room) provide elevator access if available develop and practice a plan for emergency evacuations to ensure safety

Assessment Strategies: use assistive devices provide breaks for physical education assessment, reduce demonstration expectations

Resources:

General Info: http://www.shirleys-preschool-activities.com/gross-motor-skills.htmlhttp://familyfitness.about.com/od/preschoolers/a/grossmotorskill.htm

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Hearing

What is It: : An area of student need involving a medical condition of the ears that involves a severe impairment in hearing, not corrected fully by hearing aids.

Characteristics:A student with hearing needs has difficulty detecting speech at conversational levels and/or at louder levels. They will have difficulty with oral instructions and often have reduced class participation. Some will have delayed social skills and speech problems.

Teaching Strategies:Instructional:

implement strategies from Teacher of the Deaf, who may work directly with the student

develop and implement alternative programming expectation as part of the student’s IEP involving self-advocacy, learning to sign, speech, etc.

use FM system (microphone that a teacher wears for students with some hearing) pair oral instructions with visual (written or pictures) face the student when speaking (do not talk when writing on the board) frequently check with the student for understanding allow additional time for the student to speak select closed captioning when ever available on DVDs and/or computer options pre-teach new vocabulary use clear and concise language use assistive technology and computer options use sign language, if the student uses provide copies of notes use visual cues for getting the class’ attention and for instruction

Environmental Strategies: use preferential seating to reduce auditory distractions and place student in position

to hear the teacher use FM system reduce background noise (tennis balls on chair legs, close classroom doors) develop a preplanned response for emergency evacuation post visual schedule

Assessment Strategies: provide choice for assignments (oral and written presentations) check that the student understands the test questions provide additional time use assertive technology provide written instructions

Resources: Teaching Strategy: http://www.as.wvu.edu/~scidis/hearing.htmlhttp://snow.utoronto.ca/index.php?option=com_content&task=view&id=31&Itemid=44FM systems info: http://www.babyhearing.org/HearingAmplification/AidChoices/FMSystem.asp

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9\

Intellectual Ability – High

What is It: An area of student need involving advanced cognitive ability for the student’s age/grade level.

Characteristics:A student with high intellectual needs will be able to learn and apply information quickly. They are often intellectually curious and have advanced thinking skills to connect and apply ideas. They may seek to continually advance their knowledge and could have an advanced sense of humour. Teaching Strategies:Instructional:

pretest new information to determine what information the student does not yet know compact the curriculum and offer various learning activities increase the pace of instruction for the student focus instruction on higher order thinking skills (analysis, synthesis, divergent

thinking, and evaluation) increase the breadth and depth of the curriculum content by involving more abstract

concepts, connections and methods of learning provide leadership opportunities provide opportunity for self-directed research implement strategies from board resource teachers (if involved) develop and implement IEP modified curriculum expectations

Environmental Strategies: provide access to computers and library for research

Assessment Strategies: give choice for assignments that involve higher order thinking skills give choice for assignments in method of presentation

Resources: Teaching in a regular classroom: http://www.cmu.edu/cmites/giftedstudents.htmlStrategy: http://snow.utoronto.ca/index.php?option=com_content&task=view&id=34&Itemid=47

Society: http://www.nagc.org/IEP development: http://www.abcontario.ca/images/stories/pdf/IEP_documents/iep_guide_rev_dec_17_lr.pdf

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Intellectual Ability – Low

What is It: An area of student need that involves low levels of cognition. Reduced intellectual ability reduces the understanding and functioning of a student compared to age/grade peers.

Characteristics:A student with low intellectual ability needs may have difficulty with abstract concepts and think more concretely. They may have difficulty applying knowledge to new situations and generally learn at a slower pace. Teaching Strategies:Instructional:

assess to determine current level of achievement use instructional methods related to the student’s strengths and interests analyze errors to determine gaps in learning develop and implement IEP programming (accommodations, modifications and/or

alternative programming as determined from assessment of the student) use concrete pictures, models and hands on materials to increase understanding use DI methods frequently use repetition use realistic examples that the student has experienced re-teach/regularly review previously learned vocabulary and concepts frequently check for understanding use computers and assistive technology establish and use a home communication system chunk new information into steps reduce the quantity of work allow for additional learning time for new information reduce memory expectations and focus on use of information

Environmental Strategies: reduce visual and auditory distractions use preferential seating so that the student is close to the teacher post reference material in the class for student use (math facts, alphabet, periodic

table)

Assessment Strategies: provide additional time offer a quiet work location allow for oral/scribed tests ensure understanding of test questions allow for a reference sheet to be used for tests provide choice of assignments so student can choose an area of strength provide written instructions for assignments and rubric chunk assignments into parts and provide feedback as each part is completed

Resources: Info and strategies: http://specialed.about.com/od/handlingallbehaviortypes/a/MID.htmTeaching strategies: http://www.interventioncentral.org/htmdocs/interventions/specialneeds/specialneedsideas.phpWeb based assessment tool: http://www.ldao.ca/WBTT/index.php

For Purchase:

ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Listening Skills

What is It: An area of student need involving difficulty with processing of oral information.

Characteristics:A student with listening skills needs may not understand oral instructions and ask for information to be repeated, sometimes by saying “huh?”. They may take increased time in responding to oral requests and could have a reduced vocabulary. Teaching Strategies:Instructional:

provide extra time for processing of oral information pair oral instructions with visual (writing or symbols) develop a cue for the student to focus on listening before important information is

given (“stop, look and listen” or turning the lights off and on) pre-teach new vocabulary and regularly review previously taught vocabulary frequently check with the student for understanding use DI to teach lessons in a variety of ways use repetition frequently and ask the student to repeat information back in his/her

own words provide copies of notes use graphic organizers reward efforts for increased listening develop and implement an alternative programming goal for the student to increase

listening skills teach direct lessons in listening skills (likely the whole class would benefit) use clear and concise language

Environmental Strategies: reduce auditory distractions in classroom preferential seating to limit distractions post reference information for student to use (charts, schedule, etc.)

Assessment Strategies: ensure student understands test/assignment questions provide written instructions for assignments and rubrics provide choice of assessment activities so student can select one related to his/her

strengths provide a reference sheet or vocabulary and/or a dictionary for tests

Resources:

General info: http://www.ccsf.edu/Services/LAC/lern10/listening.html

Develop better: http://www.focusas.com/ListeningSkills.html

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Low Vision

What is It: An area of student need involving reduced vision, even when corrected with glasses.

Characteristics:A student with low vision needs may be sensitive to light and glare. He/she may squint, turn their head in an attempt to see better and/or rub their eyes frequently. They may have difficulty with colour differentiation and have headaches. They may bump into things in dim light.

Teaching Strategies:Instructional:

implement strategies from a Teacher of the Blind provide copies of notes use white chalk on a black board or black marker on a white board provide oral instructions with visual use an auditory cue to get class attention use assistive technology (CCTV) and computers to enlarge and darken print to the

student’s needs provide enlarged print texts and handouts frequently check with the student for understanding encourage the student to be a self-advocate for his/her needs; consider the

development of an alternative programming goal use magnifier reduce visual distractions

Environmental Strategies preferential seating near the front and near assistive technology use of a slant board to reduce glare dim or brighten the lighting according to the needs of the student; a desk lamp may be

needed with access to outlet (consider window lighting too) develop plan for the safe moving through the school and evacuation

Assessment Strategies use assistive technology/computers for enlargement provide enlarged copies of tests allow extra time allow oral tests and/or scribing allow break to refocus/rest eyes

Resources: Teaching Strategy: http://www.as.wvu.edu/~scidis/vision.html

http://blind-students.suite101.com/article.cfm/teaching_students_with_low_vision

CCTV: http://www.nanopac.com/Optelec.htm

Astigmatism: http://www.bbc.co.uk/health/conditions/astigmatism2.shtml

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Memory

What is It: An area of student needs involving difficulty remembering.

Characteristics:A student with memory needs may not be able to recall information that they have just received as well as previously learned material. Often following directions is difficult as is listening comprehension especially involving details. They may also take longer to recall information such as names or specific vocabulary.

Teaching Strategies:Instructional:

establish and use home communication system and student agenda for accurate relay of homework, projects, tests

use repetition frequently check with the student for understanding use graphic organizers use concise and simple instructions use computers and assistive technology (graphic organizers) use DI and pair verbal and visual teaching methods provide a checklist of tasks for the student teach memory strategies, like rehearsal, association and mnemonics use of calculator use of notebook/scrap paper so student doesn’t have to hold information in head use of formula/reference sheets teach skill of locating information and using it with reference materials follow a predictable schedule use colour coding system for note books and notes (one colour for “how to” pages

and another colour for practice/application pages) use sticky notes/hilighters and a colour system for the student to locate key

information and find it again

Environmental Strategies use preferential seating to reduce distractions post reference material to act as an external memory aid

Assessment Strategies: provide extra time for tests and assignments focus assessment on concepts/application of knowledge allow calculators, dictionaries, formula sheets, definition sheets during tests allow for the retaking of unsuccessful tests/assignments to demonstrate learning of

those skills provide written instruction sheets and rubrics for assignments provide templates for the student to complete for assignments chunk tests and assignments and give feedback

Resources: Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx

Strategies: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Memory%20Skills.aspx

http://specialneedseducation.suite101.com/article.cfm/memory_techniques_for_kids_with_disabilities

Web based assessment tool: http://www.ldao.ca/WBTT/index.php

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Metacognitive Skills What is It: An area of student need involving difficulty with understanding and effective use of one’s mental strengths and weaknesses.

Related Definitions:Metacognition: The awareness and analysis of one’s own thoughts with the capability to observe one’s own learning.

Characteristics:Students with metacognitive needs may have trouble with goal setting, work initiation and self-correction. They are often unable to complete work independently nor generate ideas for problem solving. They have difficulty asking for help.

Teaching Strategies:Instructional:

use step by step instructions pair oral instructions with visuals use checklists for work completion frequently check with the student for understanding question the student on his/her process of problem solving model effective problem solving strategies use graphic organizers to outline steps for tasks and to reinforce problem solving

skills (define the problem, determine options, evaluate options, choose an option, reflect on choice)

provide examples help the student make connections to effective thinking skills use of a chart for reflection on effective choices teach how to appropriately ask for help have the student vocalize his/her thoughts use computers and assistive technology (graphic organizers)

Environmental Strategies: use preferential seating to avoid distractions use visual timer post and refer to reference materials pertaining to starting work and problem solving

Assessment Strategies:

provide extra time provide alternative location provide proof reading and problem solving reference materials and/or checklists prompt student for timelines for tests chunk assignments and give feedback for each segment

Resources:

Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx

Strategies: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Metacognitive%20Skills.aspx

Web based assessment tool: http://www.ldao.ca/WBTT/index.php

For Purchase:ETFO Special Education Handbook

http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Mobility Skills

What is It: An area of student need involving difficulty with physically moving. Characteristics:Students with mobility needs have difficulty with walking, running and moving their bodies. Some may require wheel chairs, walkers and/or canes.

Teaching Strategies:Instructional:

implement strategies from Physical and/or Occupational Therapist based on recommendations, develop an alternative programming goal related to

acquiring, improving and/or maintaining mobility skills plan activities that will ensure the students inclusion and safety ensure choice of learning activities so that student can select area of strength modify physical education expectations to meet student’s needs; consider greater

focus on knowledge teach self-advocacy skills use assistive and mobility devices consider accessibility needs when planning fieldtrips provide breaks to combat fatigue

Environmental Strategies: use preferential seating for easy entry and exit provide additional room for student to move between desks provide access to elevators and ramps determine emergency evacuation procedures and post provide extra time for transition between classes/locations in the school allow the student to go through the halls when less congested (slightly before or after

bell) provide access to lockers with extra space provide access to accessible washrooms ensure materials are reachable provide large/table desk to accommodate wheel chair ensure accessible transportation, including fieldtrips

Assessment Strategies: use of assistive devices provide choice of assessment activities for student to utilize strengths

Resources:

Wheel chairs/ramps, etc: http://www.miusa.org/ncde/tipsheets/mobdistips

Standers: http://www.originsofcerebralpalsy.com/08-equipment/02-standers-walkers.html

Non-Verbal Reasoning

What is It: An area of student needs involving a difficulty with recognizing and understanding concepts, especially with relations between patterns and complex problems.

Characteristics: A student with non-verbal reasoning needs may have difficulty making inferences and applying concepts to other situations. Mathematics is often a challenge as following a logical sequence tends not to be a strength. Teaching Strategies:Instructional:

use language based instructions frequently (oral and written) directly teach problem-solving methods encourage the student to use oral and written methods to solve non-verbal problems

(talking to self, writing steps) frequently check for level of understanding chunk non-verbal tasks and give feedback frequently allow for additional time use reference materials (formula sheets) use step by step instruction and develop “how to” references for the student use of calculators use highlighters to promote pattern skills use a home communication book/agenda use manipulatives with oral instructions provide direct instruction for attaining information from diagrams, maps and charts

Environmental Strategies: use preferential seating to limit distractions seat student close to posted reference materials

Assessment Strategies: provide additional time ensure student understands test questions provide choice of assignments with written outline

Resources:

Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx

Strategies: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Non-Verbal%20Reasoning.aspx

Test: http://www.kent.ac.uk/careers/tests/spatialtest.htmWeb based assessment tool: http://www.ldao.ca/WBTT/index.php

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Organizational Skills

What is It: An area of student needs involving difficulty in following or developing a system of managing materials and ideas. Characteristics:A students with organizational skills needs may not have or be able to locate necessary materials and looses things easily. Their papers may be crinkled and seem uncared for. Their written work may be disorganized and jump from idea to idea without regard for the main idea. Time management is also often a difficulty.

Teaching Strategies:Instructional:

develop, provide time and prompts for the student to use a system of organization reward efforts use a home communication book/agenda where the student records the necessary

information and the teacher checks for accuracy provide direct instruction in organizational methods consider developing and implementing an alternative programming goal pertaining to

organization use a colour coding system for notebooks provide graphic organizers to support writing idea development use a checklist for the student to ensure required materials are present use computers and assistive technology with graphic organizers

Environmental Strategies: preferential seating close to teacher for prompts post and refer to a daily/lesson schedule provide additional space for organization (file or magazine holder for work instead of

in desk or locker) have a clean-up period for desk and locker and directly instruct use a visual timer

Assessment Strategies: provide extra time provide graphic organizers use of computers and assistive technology use of hilighters provide necessary materials for test (pencil, ruler, etc) use visual timer

Resources: For Gifted Children http://parentingagiftedchild.suite101.com/article.cfm/organizational_skills_of_gifted_children

Tips: http://www.ldail.org/organiz.cfm

Teaching Students How to Study and How to Organize their Workhttp://snow.utoronto.ca/index.php?option=com_content&task=view&id=36&Itemid=49

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Personal Care

What is It: An area of student need involving hygiene, dressing, toileting and/or eating. Characteristics:A students with personal care needs will need support for their physical care. They may utilize assistive equipment. Teaching Strategies:Instructional:

implement strategies suggested by Occupational and/or Physical Therapists develop and implement alternate programming on the student’s IEP pertaining to

personal care, self advocacy, peer social skills, etc. provide extra time for personal care needs to be met develop a schedule for staff support for the student assess current level of functioning and plan for tasks that the student can do allow extra time for task completion use assistive technology encourage and reward efforts in self care privately talk to student about self care

Environmental Strategies:

use preferential seating so that the student has extra room and can easily enter and exit

provide access to elevators provide access to lockers with extra space provide access to accessible washrooms ensure staff for toileting provide necessary supplies in washroom post visual/written steps for self care steps in washroom ensure materials are reachable develop emergency evacuation procedures and post provide large/table desk to accommodate wheel chair

Assessment Strategies: provide extra time use computers and assistive equipment/technology use oral tests and/or scribe allow breaks for self care and/or to combat fatigue provide choice in assessments so that the student can utilize strengths

Resources: Strategies: http://www.disabilityresource.uic.edu/viewer.asp?tab=0&label=Physical%20_%20Mobility%20DisabilitiesToileting: http://www.bellaonline.com/articles/art17322.aspHelping Students with Bowl/Bladder problems: http://www.promocon.co.uk/PromoconBooklet.pdfDressing: http://www.drspock.com/article/0,1510,6052,00.htmlHygiene: http://www.hygiene-educ.com/en/learn/personal/personal.htmhttp://www.cybraryman.com/hygiene.htmlhygiene strategies for children and teens: http://www.hygieneexpert.co.uk/TeachingChildrenAboutHygiene.htmlFeeding: http://www.comeunity.com/premature/child/growth/index.html

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Personal Safety

What is It: An area of student needs involving a student’s own personal safety and/or the safety of others.

Characteristics:Personal safety needs may result from physical issues and/or behaviours of the student and may be directed at others or to the student him/herself, which is referred to as self-injurious behaviour or self harm. Possible personal safety issues include: balance/falling, choking/eating non-food items, running into danger, hitting, throwing objects, head banging, biting, hair pulling and self-cutting.

Teaching Strategies:Instructional:

develop a baseline of the current behaviour using an ABC chart develop and implement alternative programming in collaboration with other

professionals, teachers and parents reward positive behaviours and improvements directly teach and practice alternate behaviours develop a consistent method of handling inappropriate behaviours use social stories to teach positive/alternate behaviours use visuals (photos of the student doing the preferred behaviour and/or other

pictures) use the students name and/or a key word to divert behaviour focus on preventing the behaviour by determining function and triggers (time of day,

location, stress level, etc.) redirect when a trigger is present, preferable visually and/or orally teach the student to self-monitor with a checklist to prevent behaviours teach the student to recognize emotions model the preferred behaviour and vocalize steps use a home communication system access counselor support

Environmental Strategies: provide constant supervision use preferential seating use specialized equipment as prescribed to the student keep potentially dangerous items in a secure location (scissors, etc.) plug electrical outlets post visuals of steps for appropriate behaviour post “stop” signs on areas that are not to be accessed by the student

Assessment Strategies: provide extra time chunk assessments into small parts alternating with breaks and/or preferred activities use resource materials/visual cues during testing use various forms of assessment focusing on demonstration of skills conduct assessments at various times of the day if possible

Resources: Cutting: http://www.helpguide.org/mental/self_injury.htmSelf-injury warnings: http://www.cmha.ca/bins/content_page.asp?cid=3-1036Managing Difficult Behaviour (chapter 5): http://www.bced.gov.bc.ca/specialed/docs/autism.pdf

Strategies for stopping head banging: http://www.ehow.com/how_2131849_stop-head-banging.htmlSelf Injury Information and Strategies: http://www.healthyplace.com/abuse/self-injury/self-injury-homepage/menu-id-65/

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Phonological Processing

What is It: An area of student need involving difficulty with way sound functions in oral and/or written language.

Characteristics:A students with phonological processing needs may have limited sound to symbol (written letter) skills, take longer or be unable to recognize sounds and identify parts of words (rhymes, blends, syllables etc.), make errors in speech and/or written language and not be able to remember things presented orally. Teaching Strategies:Instructional:

assess students current level of functioning to determine a baseline of what phonological information the student knows (sounds of letters, blends, suffixes, etc)

develop and implement modified language expectations on the student’s IEP pair visuals with oral instructions provide direct instruction in phonological processes by using visuals and/or concrete

materials use concrete objects (blocks with letters on them) for the student to physically move

when saying and reading a word use highlighting and clapping to identify parts of words use multi-media sources for phonological awareness instruction (board games, Leap

Frog DVDs, computer games –www.starfall.com) use assistive technology (speech to text and text to speech programs) regularly review sound symbol skills directly teach and practice suffix and prefix skills reinforce efforts

Environmental Strategies: preferential seating to avoid distractions, close to access assistive technology and

manipulatives post reference information relating to phonology (word walls, word families, suffix and

prefix rules, etc.)

Assessment Strategies: provide additional time use oral testing and/or scribing allow use of reference materials (dictionary) ensure student understands questions provide opportunities for student to demonstrate learning by concrete application

Resources: Web Based Assessment Tool: http://www.ldao.ca/WBTT/index.phpDyslexia: http://www.dys-add.com/define.htmlStrategies: http://www.ldonline.org/article/Phonological_Awareness:_Instructional_and_Assessment_GuidelinesPhonemic activities: http://www.earlyliterature.ecsd.net/phonemic%20phonic%20awareness.htmSongs to build phonemic awareness: http://www.songsforteaching.com/phonemicawareness.htmAssessing phonemic awareness: http://newteachersupport.suite101.com/article.cfm/phonological_awareness_activities

Computer games for students: http://www.starfall.com/Lesson plans: http://www.instructorweb.com/resources/phonics.aspStrategies for teens: http://www.ehow.com/how_5081993_teaching-teens-phonics.htmlYou Tube Vowel sounds demo lesson: http://www.youtube.com/watch?v=pLJe7IQtoeMVideo: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspxStrategies: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Phonological%20Processing.aspx

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Leap Frog DVDs: http://www.amazon.ca/Leapfrog-Learning-DVDs-5-Pack/dp/B000EHQU1W

Processing Speed

What is It: An area of student needs involving difficulty with the speed and automaticity of cognitive skills.

Characteristics:Students with processing speed needs may need increased time to calculate simple mathematics, location visual information, read, copy and/or make decisions.

Teaching Strategies:Instructional:

assess the student to determine greatest area of need with processing and to determine an attainable goal for the student to work on

provide additional time for the student to respond and complete work pair oral with visual instructions give the student advanced warning of a question for him/her to answer reduce the quantity of work expected teach the student to ask questions to clarify understanding provide copies of notes have the student highlight important items on notes teach phonemic skills and sight words to strengthen automaticity use a calculator/multiplication table use math fact drill practice use a visual timer or stop watch for student to increase speed on learned skills use assistive technology and/or computer programs for basic skills develop and use home communication tool

Environmental Strategies: use preferential seating to reduce distractions post reference materials for the student post and refer to daily/class schedule use visual timer

Assessment Strategies: provide additional time chunk assignments and tests into parts with dates/times due provide choice in assessment provide written instructions for assignments and rubrics use of computers/assistive technology check to ensure that student understands questions use of reading to/oral testing/ scribing avoid the use of timed tests use a variety of test questions (short answer, true false, matching, fill in the blank)

Resources: Video:http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx

Strategy: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Processing%20Speed.aspx

Strategies: http://www.etfo.ca/MULTIMEDIA/WEBCASTS/SPECIALEDUCATION/Pages/Processing%20Speed.aspx

General Info: http://www.bianys.org/learnet/tutorials/slow_information_processing.html

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Self-Advocacy Skills

What is It: An area of student needs involving difficulty with the self-expression of ones needs.

Characteristics:Students with self-advocacy skills needs may not ask for help for academic and/or personal needs. They may seem shy or withdrawn and/or easily frustrate.

Teaching Strategies:Instructional:

provide direct instruction in how to self-advocate role play model asking for help develop a signal for the student to use to ask for help (coloured sticky note on his/her

desk) recognize when others in the class effectively self-advocate frequently check with the student for level of understanding positively reinforce efforts and improvements regularly conference with the student on self-advocacy

Environmental Strategies: preferential seating close to teacher or peers that the student would be comfortable

asking for help post steps on how to ask for help in the classroom

Assessment Strategies: ensure student understands the questions ensure student has the necessary materials for tests/assignments chunk assignments into parts and provide feedback on each part

Resources:

General Info: http://www.ldonline.org/article/7757

Strategies: http://www.autism.com/individuals/selfadvocacy.htm

http://www.autism.com/individuals/learningselfadvocacy.htm

http://www.ldonline.org/article/Transition_and_Self-Advocacy

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Self-Esteem

What is It: An area of student needs involving a negative concept of ones abilities and worth.

Characteristics:Students with self-esteem needs may think and feel negatively about his/herself. They may seem withdrawn or shy, may not have positive peer relations, blame others and/or display negative behaviours.

Teaching Strategies:Instructional:

directly teach strategies and vocabulary related to self-esteem develop and implement an alternative programming goal in the student’s IEP focus on successes and strengths reinforce small improvements and efforts predetermine peer groupings to maximize chances of success provide opportunities for the student to demonstrate and recognize strengths use a journal for the student to focus on strategies and strengths use multi-media and verily literature to highlight others’ self-esteem use strengths profiles and personality inventories provide replacement behaviours/language for negative comments to self or others use an ABC chart to determine patterns and develop proactive strategies with the

student

Environmental Strategies: preferential seating so that the student is in close proximity to peer whom the student

would be most likely to be successful with post classroom rules, including “no put downs to others or self”

Assessment Strategies: ensure the student is in a positive frame of mind at the time of a test allow for flexible timelines provide choice of assignments so the student can select an area of strength reduced quantity check for student understanding of questions reduce distractions/offer an alternative location for testing

Resources: Strategies: http://learningdisabilities.about.com/od/instructionalmaterials/tp/selfesteem.htm

http://www.ldonline.org/article/6151

Information on self-esteem and ten steps to teach: http://www.childdevelopmentinfo.com/parenting/self_esteem.shtmlBuilding self-esteem in teens: http://life.familyeducation.com/self-esteem/parenting/34401.htmlElementary class wide self-esteem builders: http://www.cln.org/themes/self_esteem.html

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Self-Regulatory Skills

What is It: An area of student need involving difficulty with using appropriate behaviours for a given situation.

Characteristics:Students with self-regulatory needs may exhibit a variety of inappropriate behaviours including: repetitive actions, physically touching others, inappropriate language, speaking out of turn, being self-injurious, acting aggressive, crying, and yelling. They may have difficulty with changes and have immature or unusual fears.

Teaching Strategies:Instructional:

determine baseline of current level of self-regulation (ABC chart/frequency chart) determine function and triggers of behaviours develop and implement alternative programming goals on the student’s IEP directly teach self-regulation methods for calming and pausing before acting to make

a better choice positively reinforce appropriate behaviour and/or use of self-regulation strategies –

use formalized chart/tracking redirect student on onset of behaviours or when triggers are present reduce/remove triggers use daily home communication use of computer and/or assistive technology teach and use calming strategies role play/reenact situations model use of positive behaviours use visual cues for steps of prosocial behaviours give advance warning of changes to schedule and with staff use social stories teach specific social skills allow for frequent breaks (physical walk or activity) regularly review classroom rules and consequences consistently apply rules and consequences calmly redirect behaviours label and acknowledge choices that the student makes

Environmental Strategies: use preferential seating close to the teacher for prompts and near assistive

technology reduce visual and auditory distractions provide stress reduction aids (stress ball, doodling paper, ipod) post visual schedule use visual timer post classroom rules and consequences

Assessment Strategies: provide alternative setting for tests allow extra time allow breaks during testing use oral testing/scribing use computers/assistive technology give advance notice of tests allow for reference materials to be used during testing provide choice of assignments teacher select students for group projects

chunk assignments into parts and give feedback at each step

Resources:

Self-harm list: http://www.brocku.ca/teacherresource/ABC/viewmap.php?cid=3&sid=1

Strategies: http://udlguidelines.wordpress.com/principle-iii/guideline-9-provide-options-for-self-regulation/

http://www.foreverfamilies.net/xml/articles/teaching_children_self_regulation.aspx

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Sensory Integration Skills

What is it: An area of student needs involving difficulty with the way that the brain takes in information from the senses.

Characteristics: Students with sensory integration skill needs are usually either over (hyper) or under (hypo) sensitive to input from the environment that comes visually, auditorally, kinesthetically (touch), by taste and/or smell. The student may exhibit a range of behaviours to either block out over stimulation or to get stimulation from a sense. These behavious could include hitting/pinching of self, plugging ears, closing eyes, screaming, repetitive behaviours, rocking, over eating, difficulty transitioning from or to activities, inability to concentrate, distractibility, headaches, task avoidance, withdrawal, etc.

Teaching Strategies:Instructional:

consult and implement strategies from Occupational, Physio and/or Speech Therapist

develop alternative programming in student’s IEP with attainable goal related to sensory integration

track behaviours to determine sensory needs communicate regularly with parents and other staff directly teach calming strategies and appropriate sensory seeking/avoidance consider the triggers and function of behaviours to develop and teach replacements use visuals use social stories give advance warning for fire drills and other changes watch for onset of sensory issues and redirect use calm, directive language model strategies and regularly practice teach language/communication to deal with sensory seeking/overload positively reinforce use of strategies schedule sensory breaks

Environmental: access sensory room, if available reduce trigger sensory input provide a calming/time-out space provide assistive devices to support sensory needs (task lighting, coloured paper,

items with preferred textures, roller boards, etc.) provide relaxation tools (stress balls, material in different textures, etc.)

Assessment: minimize triggers and maximize appropriate sensory strategies as per the student’s

needs accommodate student’s sensory needs break tests/assignments into chunks allow for frequent breaks encourage stress reduction strategies during testing

Resources: Various strategies by topic: http://www.childrensdisabilities.info/sensory_integration/index.html

Information and strategies: http://school.familyeducation.com/sensory-integration/parenting/36660.html

Sensory information and devices: http://specialchildren.about.com/od/gettingadiagnosis/g/DSI.htm

Sensory room: http://www.communitylivingwestnorthumberland.ca/services/multisensoryroom.aspx

Video: http://survivethrive.on.ca/en/node/222

Sequencing Skills

What is It: An area of student needs involving difficulty with following logical steps to solve a problem.

Characteristics:Students with sequencing needs may not be able to retell parts of a story or event in order. They may not be able to apply steps to solve problems, especially involving more than one step, in math and/or in writing.

Teaching Strategies:Instructional:

pair visual/concrete objects with ordering activities develop and use “how to” steps for curriculum expectations use mnemonics for the student to remember steps use graphic organizers for the student to record ordered information use prediction questions involving sequencing use computers and/or assistive technology (Inspirations for graphic organizers to text

development) use numbers and letters to represent order use colour coding for ordering story parts (beginning=green, middle=yellow, end=red) use cloze activities where one part is missing for student to complete and gradually

increase number of missing parts

Environmental Strategies: preferential seating near reference materials, manipulatives and computers

Assessment Strategies: use of graphic organizers for written responses use a variety of test questions (matching, true-false, fill in the blank) provide choice in assignments with demonstration option provide extra time use computers/assistive technology

Resources:

Strategies for Reading: http://www.teachervision.fen.com/reading/resource/48646.html

Strategies: http://www.ehow.com/how_5304146_teach-sequencing-skills.html

Subject specific strategies: http://www.eduref.org/Virtual/Lessons/Interdisciplinary/INT0202.html

Strategies for teaching auditory sequencing: http://www.cumbria.gov.uk/elibrary/Content/Internet/537/705/1109/1290/1292/3824615854.pdf

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Social Skills

What is It: An area of student needs involving difficulties with social interactions.

Characteristics:Students with social skills needs may have problems interacting with peers and/or adults. They may misinterpret social situations and seem uncomfortable with others and may feel victimized.

Teaching Strategies:Instructional:

directly teach lessons to the whole class on specific social skills determine student’s baseline of current functioning and next step in social skill

development (see list of social skills below) develop an alternative programming goal for the student on an attainable social skill

improvement use media/literature examples to highlight prosocial skills and positive choices of the

characters develop “how to” charts on various social skills of need use positive reinforcement for improvements use modeling with articulation of social skills steps use social stories use visuals use role play teach character traits coach student to follow steps when in real situations teach meaning of classroom rules and consequences and consistently apply select student groupings and set roles to establish best chances for success use a journal for the student to reflect on positive interactions and strategies develop strategies for recess/lunch/unstructured times

Environmental Strategies: use preferential seating to place student near others that would foster positive

interactions and close to teacher for coaching post rules and consequences post social skills visuals/charts with strategies provide activities for unstructured times (ball, game, etc.)

Assessment Strategies:

for group projects/presentations, provide structure and chunking of requirements with frequent feedback

assess student in area of strength (oral, written, with computer, etc.)

Resources: List of social skills: http://www.teachchildrenesl.com/filez8932/lesson%20plans/social_skills_list.pdf

16 Basic Social Skills with Steps: http://www.parenting.org/behavior/socialskills/

Peer relations: http://www.bced.gov.bc.ca/specialed/sid/40.htmTeaching students to make friends: http://learningdisabilities.about.com/od/instructionalmaterials/tp/tchkdssocskills.htmHow to teach social skills: http://home.att.net/~clnetwork/socialsk.htm

Social skill strategies: http://www.brocku.ca/teacherresource/ABC/map.php

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Skillstreaming – Resources outlining various social skills steps and how to teach them to different ages of students: http://www.skillstreaming.com/

Be Cool video series – dvds outlining various social skills for various ages of students: http://www.stanfield.com/conflict.html

Social Skill Builder Computer games for the development of social skills: http://www.socialskillbuilder.com/

Sandbox Learning for the development of customized social stories: http://www.sandbox-learning.com/

Task Initiation

What is It: An area of student need involving difficulty starting work.

Characteristics:Students with task initiation needs don’t start tasks once assigned. They may not plan their work or use problem solving strategies. They may frequently ask for help and not meet deadlines.

Teaching Strategies:Instructional:

chunk working into parts frequently check with the student to get him/her started use a key word and visual signal to indicate that work is to be started provide oral and visual instructions and examples use graphic organizers to outline steps for work completion and timelines use a visual timer and/or stop watch for the student have the student use an agenda to plot out work set an attainable goal with the student related to task initiation and measure

successes reinforce improvements and efforts develop an organizational system for the student to easily restart work at another

time check for homework completion daily use another work space to signal independent work verses whole class lessons use checklists

Environmental Strategies: use preferential seating to avoid distractions use visual timer provide alternative work space

Assessment Strategies: use oral and visual prompts to begin tests use visual timer provide an alternate location for tests to avoid distractions provide organizers for assignments chunk assignments with timelines and give feedback frequently

Resources: http://www.learningworksforkids.com/EF/task.html

Tips for Avoiding Procrastination: http://hubpages.com/hub/overcome-procrastination

Strategies http://www.ehow.com/how_2108252_stop-child-procrastinating.html

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Time Management Skills

What is It: An area of student need involving difficulty with using time effectively.

Characteristics:Students with time management skills needs may not compete work on time, be off task and/or be disorganized.

Teaching Strategies:Instructional:

provide direct instruction in methods of managing time use visual timer break tasks into parts with time lines frequently check on work completion and give feedback teach and prompt student to use agenda use checklists reduce the quantity of work use work completion contracts with clear consequences use visual and oral prompts with respect to time management provide a reward/break when each segment of work is completed.

Environmental Strategies: use preferential seating to avoid distractions provide alternative work space

Assessment Strategies: provide additional time chunk test questions/assignments use checklists for assignments provide feedback for each part of assignment provide choice of assignments

Resources: Teaching time management: http://www2.scholastic.com/browse/article.jsp?id=4153

Strategies for students with special needs: http://www.timemanagementhelp.info/Articles/Teaching_your_Disabled_Students_about_Time_Management.php

Strategies: http://www.additudemag.com/adhd/article/991.html

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Transition Skills

What is It: An area of student needs involving difficulty with changes.

Characteristics:Students with transition skills needs may have difficulty changing between tasks and/or locations. They may also need support for larger transitions like to a new grade or school. When faced with changes they may exhibit stress or anxiety.

Teaching Strategies:Instructional:

determine the student’s transition needs and develop a transition plan on the student’s IEP with parents and student

use a visual schedule and timer for daily transitions provide advance notice of changes teach calming strategies use photos of new places visit website of fieldtrips locations to familiarize student visit new environments many times ahead of the change use a calendar or agenda to plan for changes use social stories have familiar staff accompany student in new environments take familiar items to new situations

Environmental Strategies: use preferential seating in predictable location use visual schedule provide calming tools (stress ball, sensory activity, etc.)

Assessment Strategies:

provide advance notice of tests/assignments provide additional time provide an familiar alternative location provide choice of assessment chunk assignments/test questions reduce the number of questions provide breaks

Resources: Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx

Strategy: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Transition%20Skills.aspx

IEP Requirements: http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html#8. Ministry of Education Spec Education site: http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti.html

Transition Planning: A Resource Guide (2002) Ontario Ministry of Education: http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.pdf

Effective Educational Practices for Students with Autism Spectrum Disorder: A Resource Guide, 2007, Ministry of Education: http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf

Strategies – daily transitions: From Activity to Activity: http://www.iidc.indiana.edu/irca/education/TransitionTime.html

For students with ASD: http://www.youtube.com/watch?v=pL4CpC8Fggk

Strategies for transition into Kindergarten: http://users.stargate.net/~cokids/transition.htmlhttp://www.recognitionandresponse.org/content/view/23/108/

Planning Entry to School, Ministry of Education: http://www.edu.gov.on.ca/eng/parents/planningentry.html

Strategies – elementary to secondary: http://www.centerforcsri.org/index.php? option=com_content&task=view&id=669&Itemid=5

Gr. 8-9 Transition, Ministry of Ed: http://www.edu.gov.on.ca/eng/teachers/studentsuccess/grade8to9.pdf

101 Transitioning Activities: http://www.ihdi.uky.edu/ktcp/materials/download%20version.ppt#422,1,101 Transition Activities for the Classroom

Transitioning to Post-Secondary:http://ezinearticles.com/?Strategies-in-Transitioning-to-College&id=3668355

http://books.google.ca/books?id=oLt9lUi84Z4C&pg=PA27&lpg=PA27&dq=strategies+for+transitioning+to+postsecondary&source=bl&ots=nCwNiSp-DT&sig=E-_qSt4kcZUlVJ94Wm62BPlFlfk&hl=en&ei=CgtrS93AGY20tge71ISLBg&sa=X&oi=book_result&ct=result&resnum=8&ved=0CCIQ6AEwBw#v=onepage&q=strategies%20for%20transitioning%20to%20postsecondary&f=false

Project Advance summer program for students with Learning Disabilities transitioning to University: http://www.yorku.ca/cdc/ldp/projectadvance.html

For Students with ASD: http://www.youtube.com/watch?v=pkqmm7cPOu4Video: http://www.youtube.com/watch?v=D0P93zn5OZ8

For Gifted Students:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=34&Itemid=47

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Verbal Ability

What is It: An area of student needs involving difficulty with understanding and/or expressing oral language.

Characteristics:Students with verbal ability needs have trouble expressing themselves orally and/ or receiving information. They often have a reduced vocabulary and knowledge.

Teaching Strategies:Instructional:

pair oral with visual instructions preteach vocabulary with concrete materials and visuals use clear and concise language use repetition check with the student to ensure correct understanding of instructions teach the student to ask for clarification chunk activities into parts and provide feedback at each stage use graphic organizers use colour coding build on current knowledge of student use DI and multi-media use home communication tool use computers and assistive technology use augmentative communication for students who cannot communication verbally

(see links below for more information) Environmental Strategies:

use preferential seating near the teacher post reference materials and vocabulary words with definitions

Assessment Strategies: provide extra time use computers/assistive technology ensure student understands test questions provide options for assignments for student to choose strengths reduce oral presentations

Resources: Strategies: http://www.earlyliterature.ecsd.net/oral.htm

http://www.ldcsb.on.ca/ntip/assessment/of%20learning/Oral%20Language%20Strategies%20in%20Checking%20for%20Understandingrev.doc

Oral-Reading: http://www.literacyconnections.com/OralLanguage.php

Augmentative Communication: http://learningdisabilities.about.com/od/ac/g/augmentative.htm

Augmentative and Assistive Communication: http://specialed.about.com/od/assistivetechnology/a/aac.htm

For Purchase:ETFO Special Education Handbook

http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Visual-Motor Skills

What is It: An area of student needs involving difficulty with coordination between hands and eyes to produce accurate physical movements.

Characteristics:Students with visual-motor skill needs may have fine motor difficulty, especially with copying and cutting. They often have poor pencil grasp and don’t write on preprinted lines. They may seem clumsy and have slower response time for physical activities.

Teaching Strategies:Instructional:

implement recommendations by Physical/Occupational Therapist develop and implement alternative programming goals on the student’s IEP relating

to visual-motor development use computers/assistive technology (voice to text) provide copies of notes teach cursive writing and allow student to choose printing or writing reduce amount of writing reduce expectations in physical education and monitor safety

Environmental Strategies: use preferential seating close to assistive technology

Assessment Strategies: use assistive technology use oral testing/scribing use a variety of testing questions (true-false, matching, fill in the blank) provide extra time

Resources: Activities to strengthen visual-motor: http://www.sandersonnewhaven.com/resources.cfm?subpage=389511

http://www2.ccsd.ws/k4/ot/visual-motor_activities.htm

http://teachers.hopatcongschools.org/phutchinson/Visual%20Perceptual%20Motor.doc

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Visual-Spatial Processing

What is It: An area of student needs involving difficulty with organizing and rotating visual information.

Characteristics:Students with visual-spatial processing needs may have trouble with remembering left from right and not be able to see visual patterns. They may have difficulty mentally seeing how pieces would fit together, make mistakes with estimating distance, have difficulty with reading information from visual sources like maps and charts. Copying can be challenging as well.

Teaching Strategies:Instructional:

provide clear and concise oral instructions pair oral with visual/concrete manipulatives check with the student for level of understanding encourage the student to ask questions for clarification use of speech to text assistive technology teach the student to self talk to problem solve provide copies of notes use graph paper to line up math questions develop a reference sheet on how to read maps

Environmental Strategies: use preferential seating to reduce visual distractions

Assessment Strategies:

use assistive technology provide extra time use oral testing/scribing offer choice of assessments/assignments provide a lot of space for answers

Resources: Indicators and Instructional, Environmental and Assessment Strategies: http://www.etfo.ca/MULTIMEDIA/WEBCASTS/SPECIALEDUCATION/Pages/Visual-Spatial%20Processing.aspx

Information and strategies: http://www.ldonline.org/article/Visual_and_Auditory_Processing_Disorders

Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx

Strategy: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Visual-Spatial%20Processing.aspx

For Purchase:ETFO Special Education Handbook http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9

Conditions Teaching Strategy Pages

Acquired Brain Injury

What is it: A diagnosed medical condition of damage to the brain resulting from a traumatic or non-traumatic injury occurring after birth. Traumatic brain injuries involve an external force, like a fall, hit or motor vehicle accident. Non-Traumatic brain injuries could result from loss of oxygen, a brain lesion, toxins or illness, like meningitis. Temporary or permanent cognitive, emotional, behavioural or physical impairments are symptoms of acquired brain injuries. Acquired brain injuries do not include degenerative conditions like Parkinsons, Alzheimers, Huntingtons Diseases or Multiple Sclerosis (MS) nor congenital conditions like Fetal Alcohol Syndrome (FAS).

Teaching Strategies for Associated Student Needs: -Aggression Management-Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Central Auditory Processing-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Intellectual Ability – High -Listening Skills-Memory Skills-Metacognition Skills-Mobility Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: Ontario Brain Injury Association http://www.obia.ca/

http://biac-aclc.ca/en/

http://www.obia.ca/

Education and Brain injury: http://learningdisabilities.about.com/od/publicschoolprograms/a/braininjuryprgm.htm

Alcohol-Related Neuro-developmental Disorder (ARND)

What is it: A diagnosed condition related to the numerous neurological problems that can result when a child is exposed to alcohol before birth.

Teaching Strategies for Associated Student Needs:

-Aggression Management-Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Central Auditory Processing-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Intellectual Ability – Low -Listening Skills-Low Vision-Memory Skills-Metacognition Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: Canadian Government Website: http://www.phac-aspc.gc.ca/fasd-etcaf/index-eng.php

http://www.faslink.org/ Hospital for Sick Kids: http://www.aboutkidshealth.ca/HealthAZ/Fetal-Alcohol-Spectrum-Disorder-FASD.aspx?articleID=13466&categoryID=AZ1c

Diagnosis: http://www.cmaj.ca/cgi/content/full/172/5_suppl/S1

Video:

http://www.youtube.com/watch?v=JLvie-vqX0g

http://www.youtube.com/watch?v=uc027AeFVJs --- Symptons

Angelman Syndrome

What is it: A diagnosed genetic condition that mainly affects the nervous system. Related characteristics include delayed development, intellectual deficits, severe communication problems and difficulty with movement and stability (ataxia). Symptoms are apparent by six to twelve months of age. Many with Angelman Syndrome also have seizures or epilepsy and an abnormally small head (microcephaly).

Teaching Strategies for Associated Student Needs: -Aggression Management-Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Central Auditory Processing-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Intellectual Ability – Low -Listening Skills-Low Vision-Memory Skills-Metacognition Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: Canadian Chapter: http://www.angelmancanada.org/

http://www.dmoz.org/Health/Conditions_and_Diseases/Neurological_Disorders/Movement_Disorders/Angelman_Syndrome/

http://www.bbc.co.uk/health/conditions/angelman1.shtml

Attention Deficit/Hyperactivity Disorder (AD/HD)

What is it: A diagnosed condition that is life long. The characteristics of AD/HD include attention, impulsivity and over-activity problems. The condition affects somewhere between five to eight percent of children still in school.

Definition:Attention Deficit Hyperactivity Disorder (AD/HD): A diagnosed neurobiological condition that is characterized by chronic and persistent inattention, poor impulse control and over-activity. ADHD can be diagnosed in three types: inattentive, hyperactive-impulsive and combined. ADHD is not a learning disability, but can commonly occur with learning disabilities (comorbid in about 30-40% of instances). Teaching Strategies for Associated Student Needs: -Anger/Frustration Management-Attention Skills-Executive Functions-Listening Skills-Memory Skills-Metacognition Skills-Organization Skills-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills

Resources: ADHD information and strategies: http://www.naset.org/adhd3.0.html

Hospital for Sick Kids Info page: http://www.aboutkidshealth.ca/HealthAZ/Attention-DeficitHyperactivity-Disorder-ADHD.aspx?articleID=8272&categoryID=AZ1b

Myths about ADHD:http://www.aboutkidshealth.ca/HealthAZ/Myths-and-Facts-about-ADHD.aspx?articleID=6878&categoryID=AZ1b

http://www.help4adhd.org/about

http://www.ldawe.ca/About.html#ADHD

http://www.thehealthcenter.info/child-add-adhd/

http://www.bbc.co.uk/health/conditions/attention2.shtml

Classroom: http://www.caddac.ca/cms/page.php?66

Instructional: http://www.caddac.ca/cms/page.php?57

Asperger’s Syndrome

What is it: A diagnosed condition that is one of the five Autism Spectrum Disorders as outlined in the DSM-IV. Asperger’s is a more mild form of Autism and is characterized by a social interaction impairment, limited or preoccupying interests and difficulty with non-verbal communication skills. Students with Asperger’s Syndrome may exhibit ritualistic behaviours and speak in a monotone and formal tone. They often take things literally and have difficulty with peer relations. Students with Asperger’s typically are stronger with visual skills. Some with Asperger’s may refer to themselves as “Aspies”. Sometimes Asperger’s is abbreviated to AS.

Teaching Strategies for Associated Student Needs: -Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Emotional Regulation-Executive Functions-Listening Skills-Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Social Skills-Transition Skills

Resources: Canadian Chapters http://www.aspergers.ca/

Symptoms: http://www.webmd.com/brain/autism/tc/aspergers-syndrome-symptoms

ADD RESOURCES FROM ASD EXCEPTIONALITY PAGE

Autism Spectrum Disorder (ASD)

What is it: A set of five diagnosed conditions of the Pervasive Developmental Disorders (PDDs) as indicated in The Diagnostic and Statistical/ Manual of Mental Disorders (DSM-lV). While ranging in severity, these disorders all have three common characteristics: impaired social skills, impaired verbal and nonverbal communication and restricted/repetitive interests or behaviours. Students with ASD often think in pictures. The five disorders under the ASD “umbrella” are: Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder and Pervasive Development Disorder Not Otherwise Specified including Atypical (PDD-NOS).

Teaching Strategies for Associated Student Needs: -Aggression Management-Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Intellectual Ability – Low -Listening Skills-Memory Skills-Metacognition Skills-Mobility Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills

Resources: Use of Visual Strategies for students with ASD: http://www.usevisualstrategies.com/VisualStrategiesInformation.aspx

http://www.autismsocietycanada.ca/understanding_autism/what_are_asds/index_e.html

F.A.Q. ---- http://www.medicinenet.com/autism/article.htm

How to use Picture Exchange Communication System (PECS): http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs

For Purchase:Visual cards: http://www.thinkinpictures.com.au/Visual-Packages.htmlPicture Exchange Communication System (PECS): http://www.pecs-canada.com/

Bipolar Disorder

What is it: A diagnosed medical condition that involves intense phases of depression and mania that impairs daily functioning.

Teaching Strategies for Associated Student Needs: -Aggression Management-Anger/Frustration Management-Anxiety Management-Attention Skills-Emotional Regulation-Executive Functions-Listening Skills-Memory Skills-Metacognition Skills-Non-Verbal Reasoning-Organization Skills-Personal Safety-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Social Skills-Transition Skills

Resources:

http://www.camh.net/About_Addiction_Mental_Health/Mental_Health_Information/Bipolar_Disorder/index.html

General Info: http://chealth.canoe.ca/channel_condition_info_details.asp?disease_id=240&channel_id=11&relation_id=54591

Blindness

What is it: A diagnosed medical condition that impairs the ability to see.

Teaching Strategies for Associated Student Needs: -Blind-Mobility Skills-Self-Advocacy Skills-Self-Esteem-Social Skills

Resources: http://www.cnib.ca/en/Default.aspx

Teaching strategies: http://www.as.wvu.edu/~scidis/text/vision_impair.html

Brain Injury

Link to Acquired Brain Injury page

Central Auditory Processing Disorders (CAP)

What is it: A diagnosed receptive language disorder which makes it difficult to process sounds in speech.

Teaching Strategies for Associated Student Needs: -Anger/Frustration Management-Attention Skills-Central Auditory Processing-Listening Skills-Memory Skills-Metacognition Skills-Organization Skills-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills

Resources: http://www.asha.org/

General Info And Strategies:http://snow.utoronto.ca/index.php?option=com_content&task=view&id=32&Itemid=45

Education : http://specialneedseducation.suite101.com/article.cfm/auditory_processing_disorder

Deafness

What is it: A diagnosed condition where there is a complete loss of the ability to hear from one or both ears.

Teaching Strategies for Associated Student Needs: -Articulation Skills-Hearing -Metacognition Skills-Self-Advocacy Skills-Self-Esteem-Social Skills

Resources: http://www.who.int/topics/deafness/en/

Strategies:

http://snow.utoronto.ca/index.php?option=com_content&task=view&id=31&Itemid=44

Education: http://www.deafeducation4parents.com/

Depression

What is it: A diagnosed psychological condition characterized by chronic sadness and feelings of inadequacy.

Teaching Strategies for Associated Student Needs: -Anxiety Management-Emotional Regulation-Personal Care-Personal Safety-Self-Advocacy Skills-Self-Esteem-Social Skills-Transition Skills

Resources:

Strategies: http://www.brocku.ca/teacherresource/ABC/map.php

http://www.thehealthcenter.info/child-depression/

http://www.bbc.co.uk/health/conditions/depression2.shtml

Cerebral Palsy (CP)

What is it: A diagnosed condition affecting body movement and muscle co-ordination resulting from an anomaly during brain development.

Teaching Strategies for Associated Student Needs: -Fine Motor Skills-Gross Motor Skills-Mobility Skills-Personal Care-Personal Safety-Self-Advocacy Skills-Self-Esteem-Transition Skills

Resources: http://www.ofcp.on.ca/index.html

In the classroom: http://physically-challenged-students.suite101.com/article.cfm/how_to_help_students_with_cerebral_palsy

Conduct Disorder (CD)

What is it: A diagnosed psychiatric condition characterized by a pattern of behaviour where the rights of others or social norms are violated. Symptoms include verbal and physical aggression toward others and/or animals, destructive behaviour, lying, truancy, vandalism, and stealing.

Teaching Strategies for Associated Student Needs: -Aggression Management-Anger/Frustration Management-Anxiety Management-Attention Skills-Emotional Regulation-Executive Functions-Personal Safety-Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Social Skills-Transition Skills

Resources: http://www.acposb.on.ca/cd.html

video: http://www.videojug.com/interview/conduct-disorders-and-education

Cystic Fibrosis (CF)

What is it: A diagnosed condition that impairs the body's ability to move salt and water in and out of cells which causes the lungs and pancreas to secrete thick mucus, blocking passageways and preventing proper function.

Teaching Strategies for Associated Student Needs:-Fine Motor Skills-Gross Motor Skills-Mobility Skills-Personal Care-Personal Safety-Self-Advocacy Skills-Self-Esteem

Resources: http://www.cysticfibrosis.ca/en/index.php

Video: http://www.videojug.com/interview/cystic-fibrosis-2

Down Syndrome

What is it: A diagnosed medical condition caused by extra genetic material resulting in impaired development, both mentally and physically. It affects about 1 in every 800 babies.

Teaching Strategies for Associated Student Needs: -Anxiety Management-Articulation Skills-Attention Skills-Central Auditory Processing-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Intellectual Ability – Low -Listening Skills-Memory Skills-Metacognition Skills-Mobility Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: http://www.cdss.ca/

In the class: http://specialed.about.com/od/disabilities/a/downs.htm

Videos:

http://www.youtube.com/watch?v=9tTBSUPM_3U

Epilepsy

What is it: A diagnosed medical condition characterized by recurrent seizures that may include repetitive muscle jerking called convulsions, caused by a disruption of the brain's normal electrical activity.

Teaching Strategies for Associated Student Needs:-Mobility Skills-Personal Safety-Self-Esteem

Resources: http://www.epilepsyontario.org/client/eo/eoweb.nsf/web/Home

Coping: http://epilepsy.about.com/od/epilepsyandyourlifestyle/a/copeepilepsy.htm

Video: http://www.youtube.com/watch?v=t4u1hYsVmfs

Fetal Alcohol Spectrum Disorder (FASD/ARNO)

Link to ARNO

Fragile X Syndrome

What is it: A diagnosed inherited condition caused by a 'fragile' or broken site on the X chromosome resulting in mental and physical impairment.

Teaching Strategies for Associated Student Needs: -Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Central Auditory Processing-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Hearing -Intellectual Ability – Low -Listening Skills-Low Vision-Memory Skills-Metacognition Skills-Mobility Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources:

http://www.fragilexcanada.ca/index.php?home&lng=en

Strategies: http://www.fpg.unc.edu/~fx/Pages/edtreat.htm

Klinefelter’s Syndrome

What is it: A diagnosed condition that occurs in boys who have an extra X chromosome in most of their cells. Klinefelter’s Syndrome is also referred to as XXY. The syndrome can affect different stages of physical, language and social development.

Teaching Strategies for Associated Student Needs: -Anger/Frustration Management-Anxiety Management-Emotional Regulation-Executive Functions-Fine Motor Skills-Intellectual Ability – Low -Listening Skills-Memory Skills-Metacognition Skills-Non-Verbal Reasoning-Organization Skills-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sequencing Skills-Social Skills-Task Initiation-Transition Skills-Verbal Skills

Resources: Information and additional links: http://www.nlm.nih.gov/medlineplus/klinefelterssyndrome.html

Information pertaining to language development: http://www.medicinenet.com/klinefelter_syndrome/page2.htm

Muscular Dystrophy (MD)

What is it: A diagnosed condition for a group of inherited disorders in which strength and muscle bulk gradually decline over time.

Teaching Strategies for Associated Student Needs: -Fine Motor Skills-Gross Motor Skills-Mobility Skills-Personal Care-Personal Safety-Self-Advocacy Skills-Self-Esteem-Social Skills

Resources: http://muscle.ca/ Many other links: http://www.dmoz.org//Health/Conditions_and_Diseases/Neurological_Disorders/Muscle_Diseases/Muscular_Dystrophies//

JMDhttp://www.bbc.co.uk/health/conditions/jmd.shtmlhttp://www.bbc.co.uk/health/conditions/muscular1.shtml

http://www.bbc.co.uk/health/conditions/scoliosis2.shtml

http://www.bbc.co.uk/health/conditions/spinabifida2.shtml

http://www.bbc.co.uk/health/conditions/tourette1.shtml

Selective Mutism

What is it: A diagnosed condition in which an individual cannot or will not speak in specific situations that usually contain conversation.

Teaching Strategies for Associated Student Needs: -Anxiety Management-Articulation Skills-Emotional Regulation-Self-Advocacy Skills-Self-Esteem-Social Skills

Resources: http://www.acposb.on.ca/mutism.html

Other Links: http://www.dmoz.org/Health/Mental_Health/Disorders/Anxiety/Selective_Mutism/

Neurological Disabilities

What is it: A diagnosed condition where damage to the nervous system has resulted in the loss of some physical or mental functions. A neurological disability may affect a person's capacity to move or manipulate things or the way they act or express their feelings.

Teaching Strategies for Associated Student Needs: -Aggression Management-Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Central Auditory Processing-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Intellectual Ability – Low -Listening Skills-Low Vision-Memory Skills-Metacognition Skills-Mobility Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: Links to may sites: http://www.dmoz.org/Health/Child_Health/Conditions_and_Diseases/Neurological_Disorders/

Oppositional Defiant Disorder (ODD)

What is it: A diagnosed psychological condition that hinders the acceptance of authority and is characterized by rebellious disobedience. A professional will diagnose the disorder based on the criteria including symptoms for at least six months.

Teaching Strategies for Associated Student Needs: -Aggression Management-Anger/Frustration Management-Anxiety Management -Attention Skills-Emotional Regulation-Executive Functions-Listening Skills-Memory Skills-Metacognition Skills-Mobility Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills

Resources: http://www.mayoclinic.com/health/oppositional-defiant-disorder/DS00630

Links: http://www.dmoz.org/Health/Mental_Health/Disorders/Child_and_Adolescent/Disruptive_Behavior_Disorders/Oppositional_Defiant_Disorder/

http://www.myoptumhealth.com/portal/ADAM/item/Oppositional+defiant+disorder

http://specialed.about.com/od/specialedacronyms/g/ODD.htm

Obsessive-Compulsive Disorder (OCD)

What is it: A diagnosed anxiety disorder condition based on unreasonable thoughts, fears and/or worries (obsessions), that makes the sufferer perform routines (compulsions) in an attempt to manage the anxieties. Cognitive therapy is suggested to help deal with OCD.

Teaching Strategies for Associated Student Needs: -Anger/Frustration Management-Anxiety Management-Emotional Regulation-Metacognition Skills-Personal Safety-Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Social Skills-Transition Skills

Resources: http://www.ocdontario.org/index.html

Links: http://www.dmoz.org/Health/Mental_Health/Disorders/Anxiety/Obsessive-Compulsive/

Pervasive Development Disorder (PDD)

What is it A diagnosed condition that includes five different conditions: Asperger's syndrome, autistic disorder, childhood disintegrative disorder (CDD), pervasive developmental disorder not otherwise specified (PDDNOS), and Rett's syndrome. They are grouped together because of the similarities between them. The three most common shared problems involve communication skills, motor skills, and social skills. Since there are no clear diagnostic boundaries separating these conditions it is sometimes difficult to distinguish one from the other for diagnostic purposes.

Teaching Strategies for Associated Student Needs: -Aggression Management-Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Central Auditory Processing-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Hearing -Listening Skills-Low Vision-Memory Skills-Metacognition Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: Link to ASD exceptionality page

Post-Traumatic Stress Disorder (PTS)

What is it: A diagnosed anxiety condition that can develop after exposure to any event which results in psychological trauma.

Teaching Strategies for Associated Student Needs: -Anger/Frustration Management-Anxiety Management-Attention Skills-Emotional Regulation-Listening Skills-Memory Skills-Metacognition Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills

Resources: Information and video: http://www.anxietybc.com/parent/post.php

What classroom teachers need to know: http://www.ericdigests.org/2002-3/post.htm

Information and symptoms: http://www.emedicinehealth.com/post-traumatic_stress_disorder_ptsd/article_em.htm

Prader-Willi Syndrome (PWS)

What is it: A diagnosed genetic condition caused by the absence of chromosomal material. Characteristics include developmental impairments, poor muscle tone, short stature, small hands and feet, abnormal sexual development and distinguishing facial features. Insatiable appetite is a feature of PWS and this can lead to health problems with obesity and with the consumption of non-food items.

Teaching Strategies for Associated Student Needs: -Aggression Management-Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Intellectual Ability – High -Listening Skills-Memory Skills-Metacognition Skills-Mobility Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: http://www.opwsa.com/

Information: http://www.sess.ie/categories/assessed-syndromes/prader-willi-syndrome

Background and links: http://eric.hoagiesgifted.org/faq/praderwl.html

Info and strategies:http://www.bbc.co.uk/health/conditions/praderwilli1.shtml

Reactive Attachment Disorder (RAD)

What is it: A diagnosed condition where a problem with social interaction that occurs when a child's basic physical and emotional needs are neglected, particularly when the child is an infant.

Teaching Strategies for Associated Student Needs: -Anger/Frustration Management-Anxiety Management-Attention Skills-Emotional Regulation-Executive Functions-Memory Skills-Metacognition Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Social Skills-Time Management Skills-Transition Skills

Resources:

Symptoms: http://emedicine.medscape.com/article/915447-overview

Teaching Strategies: http://specialchildren.about.com/od/rad/a/RADschool.htm

http://www.shakeyourshyness.com/teachingshychildren.htm

Strategies: http://www.attachmentdisorder.net/Letter_to_Teacher.htm

Working With: http://www.ericdigests.org/1997-3/shy.html

Rett’s Disorder

What is it: A diagnosed neurological and developmental condition that is one of the five Autism Spectrum Disorders as outlined in the DSM-IV. Rett’s is characterized by normal development up to five months of age then deceleration of head growth and loss of social engagement. Those with Rett’s have severely impaired expressive and receptive language skills and occurs more often in females.

Teaching Strategies for Associated Student Needs: -Aggression Management-Anger/Frustration Management-Anxiety Management-Articulation Skills-Attention Skills-Central Auditory Processing-Emotional Regulation-Executive Functions-Fine Motor Skills-Gross Motor Skills-Intellectual Ability – Low -Listening Skills-Low Vision-Memory Skills-Metacognition Skills-Mobility Skills-Non-Verbal Reasoning-Organization Skills-Personal Care-Personal Safety-Phonological Processing-Processing Speed -Self-Advocacy Skills-Self-Esteem-Self-Regulatory Skills-Sensory Integration Skills-Sequencing Skills-Social Skills-Task Initiation-Time Management Skills-Transition Skills-Verbal Skills-Visual-Motor Skills-Visual Spatial Processing

Resources: http://www.rettsyndrome.org/index.php?option=com_frontpage&Itemid=1

LINK to ASD Exceptionality resources

Seizure Disorders

Link to epilepsy or vice versa

Spina Bifida

What is it: A diagnosed medical condition that occurs when a serious birth abnormality in the spinal cord is malformed and lacks its usual protective skeletal and soft tissue coverings.

Teaching Strategies for Associated Student Needs: -Fine Motor Skills-Gross Motor Skills-Mobility Skills-Personal Care-Personal Safety-Self-Advocacy Skills-Self-Esteem-Transition Skills

Resources:

http://www.ifglobal.org/

Teaching implications and links: http://www.brighthub.com/education/special/articles/30340.aspx

Tourette Syndrome (TS)

What is it: A diagnosed condition of the nervous system, characterized by a variable expression of unwanted movements and noises (tics).

Teaching Strategies for Associated Student Needs: -Anxiety Management-Self-Advocacy Skills-Self-Esteem

Resources: http://www.tourette.ca/

I Have Tourette's but Tourette's Doesn't Have MeVideo made by children with Tourette’s: http://www.youtube.com/watch?v=qjWdnQZGScs

Information for Teachers and Links: http://www.tourettesyndrome.net/education.htm

Strategies and Accommodations: http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=2494

Turner Syndrome (TS)

What is it: A medical condition affecting girls resulting from only having one intact X chromosome. Characteristics of Turner Syndrome include short stature, drooping eye lids and abnormal bone development.

Teaching Strategies: -Fine Motor Skills-Gross Motor Skills-Self-Esteem

Resources: General information: http://kidshealth.org/teen/diseases_conditions/genetic/turner.html

Turner Syndrome Society of Canada: http://www.turnersyndrome.ca/

Usher Syndrome

What is it: A medical inherited condition resulting in hearing and vision loss.

Teaching Strategies: -Blind-Hearing -Low Vision-Personal Care-Personal Safety-Self-Advocacy Skills-Self-Esteem-Social Skills

Resources: Information and strategies: http://www.deafblind.com/usher.html

See Usher Children at School section for strategies: http://www.lea-test.fi/en/eyes/usher.html

Glossary of Special Education Terms

Accommodations: Specific and individualized instructional, environmental and assessment teaching strategies required for a student to meet curriculum expectations for a grade/course. Examples of accommodations include: extra time for tests/assignments, scribing of answers, use of assistive technology, preferential seating, chunking of information, frequent breaks and human resources.

Adaptive Technology: Also known as assistive technology. Adaptive technology allows people to adapt successfully to their environment to meet their needs.

Augmentative and Alternative Communication (AAC): Communication using pictures, symbols or voice output devices to augment or act as an alternative to a student’s current or previous communication.

Alternative Program: In response to a student’s need, individualized alternative programming is develop and taught for the acquisition of knowledge and skills that are not specifically part of the Ontario curriculum. Examples of alternative programs may include: speech remediation, social skills, self-help/personal skills and/or personal care programs. Alternative programming is individualized and documented on a student’s IEP. Alternative programming goals are assessed, communicated at reporting periods and regularly revised.

Antecedent, Behaviour and Consequence (ABC) Tracking: A strategy often used with ABA methods or behaviour modification to record and later analysis what occurred prior to the behaviour being targeted (antecedents), the actual behaviour and the outcome/reinforcer (consequence). Consequence in ABC tracking does not usually mean the discipline measure put into place following a behaviour, unless its function is the reinforcing element to the behaviour.

Applied Behaviour Analysis (ABA): A systematic and individualized method of teaching based on principles of learning and behaviour, to reduce undesirable and increase adaptive behaviour. The ABA process begins defining the behaviour to be changed, which is then specifically tracked with antecedents and reinforcers of the behaviour. ABC tracking sheets are often utilized and analysis of the tracking helps to develop specific strategies to develop shape the desired outcome. ABA can be implemented in schools by teachers and school teams.

Asperger’s Disorder (AS): One of the five Autism Spectrum Disorders as outlined in the DSM-IV. Asperger’s is characterized by a social interaction impairment, limited or preoccupying interests and difficulty with non-verbal communication skills. Some with Asperger’s may refer to themselves as “Aspies”.

Assistive Technology (AT): Assistive Technology (AT) is any technology that helps a student improve or maintain their level of functioning. AT, also referred to as adaptive technology, supports cognitive, physical, communication and/or learning needs. Low, medium and high technology are available and can act as accommodations.

Attention Deficit Hyperactivity Disorder (AD/HD): A diagnosed neurobiological condition that is characterized by chronic and persistent inattention, poor impulse control and over-activity. ADHD can be diagnosed in three types: inattentive, hyperactive-impulsive and combined. ADHD is not a learning disability, but can commonly occur with learning disabilities (comorbid in about 30-40% of instances).

Autism Spectrum Disorders (ASD): A set of five diagnosed conditions of the Pervasive Developmental Disorders (PDDs) as indicated in The Diagnostic and Statistical/ Manual of

Mental Disorders (DSM-lV). While ranging in severity, these disorders all have three common characteristics: impaired social skills, impaired verbal and nonverbal communication and restricted/repetitive interests or behaviours. The five disorders under the ASD “umbrella” are: Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder and Pervasive Development Disorder Not Otherwise Specified including Atypical (PDD-NOS).

Autistic Disorder: One of the five Autism Spectrum Disorders as outlined in the DSM-IV. Autistic Disorder is characterized by severe impairment in social interaction, communication (could be non-verbal) and repetitive and restrictive patterns of behaviour that are non-functional.

Baseline: Determination of the current level of functioning as documented by type, frequency and duration. Often used with determining current level of behaviour.

Behaviour Modification: Using both positive and negative reinforcers/consequences to try and encourage positive behaviour.

Childhood Disintegrative Disorder: One of the five Autism Spectrum Disorders as outlined in the DSM-IV. Childhood Disintegrative Disorder is characterized by normal development until the age of two then a significant loss of social and communication skills with a development of restricted and repetitive behaviours occurring before the age of ten.

Communication Disorder Assistant (CDA): A speech and language professional who works under the supervision of a Speech and Language Pathologist, often servicing students with articulation and speech difficulties, in schools.

Comorbid: More than one debilitating condition occurring at the same time. See the strategy pages for each condition a student is diagnosed with.

Conduct Disorder (CD): A diagnosed condition made by a certified professional that is characterized by a consistent pattern of behaviour in which the basic rights of others or societal norms or rules are violated.

Current Level of Achievement: The baseline or current functioning of a student in a particular area. Current level of achievement is part of modified and alternative program plans on IEPs for students who are not utilizing the Ontario curriculum. Current level of achievement provides the basis for goal and expectation setting.

Developmental Disability (DD): Characterized by significantly below average intellectual ability approximately the 2nd percentile or below. Deficits in adaptive functioning must also be present.

Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM –IV): Published by the American Psychiatric Association, the DSM-IV provides criteria for the diagnoses of all mental health disorders for children and adults, along with some common treatments.

Differential Instruction (DI): A method of instruction that is aimed at maximizing each student’s development. The method looks at the individual needs and the level of development and then offers a learning experience that works with the student’s specific needs.

Echolalia: The repetition of words of phrases, often by students with ASD.

Educational Assistant (EA): Are members of the educational system who work in schools to support student needs. Educational Assistants work with teachers to ensure the safety and medical needs of students are met. EAs also implement accommodations and support students with their modified and/or alternative programming goals.

English Language Learner (ELL): A student who is learning English. These students do not fall under special education services, but are not excluded if their needs indicate. The prevalence of an ELL student requiring special education services is the same as for non-ELL students. Sometimes an ELL has been referred to as English Second Language.

English as a Second Language (ESL): A program that aims to teach English to someone who has a different first language. The program could be taught during specific periods while for the rest of the day the student will most likely be placed in a regular classroom, an immersion program, or a bilingual educational environment.

Education Quality and Accountability Office (EQAO): A provincial agency that provides province wide examinations for students in grades 3, 6, 9, and 10 for the purpose of collecting information and statistics about annual student achievement. The information is for parents, teachers and the public. Along with collecting information, EQAO also proposes strategies to parents and educational personnel to better educate students. Specific accommodations are permitted as per EQAO guidelines for students on IEPs who require them.

Error Analysis: The analysis of mistakes to determine why and how students make them in order to determine what needs to be taught and how.

Exceptional Pupil: A student is regarded as exceptional or identified only after an Identification Placement and Review Committee (IPRC) has determined that the student meets the criteria for a specific exceptionality in their school board.

Full Scale Intelligence Quotient (FSIQ): A numeric value given to overall intelligence on the standardized Wechsler Intelligence Scale for Children (WISC). The FSIQ is determined by ten core subtests and up to five supplemental tests. The FSIQ is comprised of four scores: verbal comprehension, perceptual reasoning, processing speed and working memory.

Functional Behaviour Assessment (FBA): An examination of the function of a student’s behaviour in an attempt to develop strategies to alter the behaviour. FBA is often utilized with students with ASD.

General Ability Index (GAI): An alternative overall score to the Full Scale Intelligence Quotient (FSIQ) for the Wechsler Intelligence Scale for Children (WISC). The GAI is a useful estimate of a student’s overall ability if better overall indicator of a student’s functional ability If a great deal of difference exists between the four scores that make up the FSIQ: verbal comprehension, perceptual reasoning, processing speed and working memory.

Inclusive Education: Including all students in the regular class so that each student attains to their fullest. Inclusive education’s foundation is based on the human right to quality education and social acceptance.

Identification, Placement and Review Committee (IPRC): A group of at least three, including a principal or supervisory officer from a board of education, hat evaluates and decides if a student meets the criteria of being an exceptional pupil based on the Education Act and each school board’s identification criteria. If a student has been identified as

exceptional the IPRCD group then determines the best educational placement to meet the student’s needs. The identification and placement are reassessed every year.

Individual Education Plan (IEP): A written plan for learning, developed for students with special needs, who may or may not be formally identified as exceptional, that outlines special education programming and accommodations and/or modifications of curriculum. The plan may also include alternative programming and transition plans.

In-school team: A group of educators (teachers, special education teachers, administrators, guidance teachers, student success teachers and/or educational assistants) that meet to review data and develop next steps for student achievement.

Intelligence Quotient (IQ): Intelligence quotient is a score obtained from the standardized intelligence tests. Frequently the standardized Wechsler Intelligence Scale for Children, fourth edition (WISC-iv) or the Stanford Binet Intelligence scale is used. IQ tests often examine mathematical and spatial reasoning, language skills and logical abilities. IQ tests are conducted by a registered psychologist.

Intensive Behavioural Intervention (IBI): A program of instruction for younger children diagnosed with autistic spectrum disorders (ASD). IBI is based Applied Behaviour Analysis (ABA) to teach children and involves twenty to forty hours per week of intervention by a trained therapist to address skills deficits to develop more positive behaviour.

Learning Disability (LD): A diagnosed psychological condition and IRPC exceptionality. Specialized professionals, including psychologists and psychological associates, evaluate and diagnose Learning Disabilities. Significantly low achievement (based on age, education and intelligence) in reading, mathematics and/or writing standardized tests are seen as the fundamental attribute of a learning disability when intelligence is within normal ranges.

Metacognition: The awareness and analysis of one’s own thoughts with the capability to observe one’s own learning.

Mild Intellectual Disability (MID): A diagnosed psychological condition and IPRC exceptionality characterized by below average intelligence.

Minister’s Advisory Council on Special Education (MACSE): A committee that advises the Minister of Education with regard to special education programs and the services for students with special needs, including the identification and provision of early intervention programs.

Modifications: Adjustments made to age-appropriate curriculum to better fit a student’s specific educational needs. The changes may sometimes include a different grade level, higher or lower.

Multiple Intelligence (MI): The belief that a larger group of intelligences other than just IQ testing is more accurate in showing the ability of both children and adults. Teaching and assessment in multiple intelligences would include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist activities. MI is often addressed in differential instruction (DI).

Obsessive-Compulsive Disorder (OCD): An anxiety disorder based on unreasonable thoughts, fears and/or worries (obsessions), that makes the sufferer perform routines (compulsions) in an attempt to manage the anxieties. Cognitive therapy is suggested to help deal with OCD.

Occupational Therapist (OT): A therapist that works in the area of rehabilitative services which range from, improving a student grip of a pen to routines that improve strength and dexterity.

Ontario Education Resource Bank: A password protected site for educators to find resources by grade, subject/course, strand, overall expectations, and/or keywords. Passwords are provided by school boards.

Ontario School Record (OSR): A file of educational achievement for every student in Ontario schools, including a listing of schools attended, copies of report cards, Individual Education Plans and assessments, if any. A Ministry of Education document on OSRs outlines procedures.

Ontario Software Acquisition Program Advisory Committee (OSAPAC): free software for publicly funded schools. Teachers can install on home computer for educational purposes: http://www.osapac.org/db/software_search.php?lang=en

Oppositional Defiant Disorder (ODD): A diagnosed psychological condition that hinders the acceptance of authority and is characterized by rebellious disobedience. A professional will diagnose the disorder based on the criteria including symptoms for at least six months.

Perceptual Reasoning Index (PRI): One of the four components of the Full Scale Intelligence Quotient (FSIQ) as determined by the standardized Wechsler Intelligence Scale for Children, fourth edition (WISC-iv). The PRI is a measure of visual perception, organization and reasoning using only visually (nonverbal) material.

Pervasive Developmental Disorder Not Otherwise Specified Including Atypical Autism (PDD-NOS): One of the five Autism Spectrum Disorders as outlined in the DSM-IV. PDD-NOS is characterized by severe and persistent impairments in social interaction skills, communication skills, with steotypical behaviour, but do not meet the criteria for another PDD disorder.

Processing Speed Index (PSI): A measure of cognitive efficiency, one of the four main components measured by the WISC-iv that makes up a student’s Full Scale Intelligence Quotient (FSIQ). Processing speed measures the automatic skills pertaining to attention and concentration.

Physical Therapist (PT): Trained in the instructional support and treatment of people with physical disabilities, mainly in improving muscle, bone, joint and nerve usage. A doctor's prescription or referral is usually needed in order to obtain support of a physical therapist. Some PTs support students within schools.

Policy/Program Memorandum 140 (PPM 140): A policy/program directive issued by the Ontario Ministry of Education for all school boards to follow pertaining to the teaching of students with Autism Spectrum Disorder (ASD) utilizing Applied Behaviour Analysis (ABA). PPM 140 mandates that students with ASD be offered an individualized program, based on positive reinforcement, data collection, with the transfer of skills and transition planning.

Rett’s Disorder: One of the five Autism Spectrum Disorders as outlined in the DSM-IV. Rett’s is characterized by normal development up to five months of age then deceleration of head growth and loss of social engagement. Those with Rett’s have severely impaired expressive and receptive language skills.

Scaffolding: New learning built on previous knowledge. This is an educational method that focuses on teacher support leading to the student being self-sufficient.

Section Classes (23): A governmentally approved, specialized class that students may attend when he/she is unable to attend schools in their area because of the care needs and/or treatment the programs. The number “23” refers to the related section in the Grants for Student Needs and the number could be revised at any time.

Special Education Advisory Committee (SEAC): A committee that exists in every school board. Members include representatives from different associations in the area and employees from the board itself. The committee’s role is to advise the board on issues concerning special education and serves.

Special Education Resource Teacher (SERT): A teacher who has qualifications in special education. Additional qualification courses are available in special education.

Special Education Per Pupil Amount (SEPPA): An amount of funding that is determined based on the number of students in a school board.

Special Equipment Amount (SEA): Funding that helps provide the assistive equipment prescribed to help a student. The funding is supplied by the Ministry of Education.

Special Incidence Portion (SIP): The finical support from the Ministry of Education in response to exceptionally high needs students.

Splinter skills: Well developed skills in a specific area.

Strengths and Needs Committee (SNC): An in-school team meeting of educators, possibly including parents and students, intended to determine the next steps in meeting the student’s needs.

Transition Plan: A set of activities to prepare a student to make a change.

Verbal Comprehension Index (VCI): A measure of skills that includes: verbal fluency and ability to understand and use verbal information. It is one of the four components that makes up an individual’s Full Scale Intelligence Quotient (FSIQ) on the Wechsler Intelligence Scale for Children (WISC-iv).

Wechsler Individual Achievement Test (WIAT): A standardized assessment of academic achievement based on comparisons to students of like age. Reading, math, written and oral language are assessed.

Working Memory Index (WMI): One of the four components of a student’s Full Scale Intelligence Quotient (FSIQ) as assessed by the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-iv). The WMI determines the ability to memorize, to hold and manipulate information in short-term memory and concentrate.

Wechsler Intelligence Scale for Children, Fourth Edition (WISC-iv): A commonly administered cognitive assessment, performed by psychologists to determine intellectual functioning. A Full Scale Intelligence Quotient (FSIQ) or General Ability Index (GAI) is determined based on subtests.

Universal Design for Learning (UDL): A term borrowed from architecture and applied to education that involves offering a variety of accommodations to all students in order to maximize on the various styles of learning, including those with special needs.