Behaviour Exceptionality

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

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; or

d) An inability to learn that cannot be traced to intellectual, sensory, or other health factors or any combination thereof.

Board Special Education Plans

Agency Contacts

What it is

A formal exceptionality, identified by an Identification Placement and Review Committee (IPRC), in the category of Behaviour.

Teaching Strategies

Instructional

• Offer the student choices for learning activities and the 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/guardians.
• Reinforce positive behaviours as much as possible.
• Consider referral to a non-teacher professional for assessment.

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.

• Allow extended time for tests/assignments.

• Provide a 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.

See also the teaching strategies for these related diagnosed conditions: (show/hide)

See also the teaching strategies for these related areas of student need: (show/hide)• Aggression Management
• Anger/Frustration Management Skills
• 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 Ability

Student and Family Resources to Share: Free family and individual counseling is available in Ontario
• New Path
• Kinark
• Children’s Mental Health Ontario
• Hincks-Dellcrest Center for the Treatment of Mental Health
• Kids' Help Phone

Resources

• ABC’s of Mental Health: The Defiant or Misbehaving Child	• Class Management
• DSM-v Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition Used by non-teacher medical and/or psychological professionals to diagnosis various conditions.	• How Can I Help My Child Cope with Anger
• Ontario’s Safe and Caring Schools Resource	• Pre-Referral Intervention Manual (PRIM) Learning and behaviour checklist
• Special Education in Ontario K-12 Policy and Resource Guide, p. A14-16, Section C and Section E	• Supporting Minds, Ontario Ministry of Education, p. 75-87
• Think Kids Collaborative Problem Solving Strategies for Students with Behaviour Needs	• Understanding and Finding Help for Self-Harm What to watch for and communicate immediately to administrator, if observed.
• Workshops for Teachers on Strategies to Deal with Student Behaviours Tips on programming, teaching, preventing, transitioning, expectations and consequences.

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