Teaching Strategies & Resources

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 Practices

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

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

Glossary

FAQs

Speech Impairment Exceptionality

What it is

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

Teaching Strategies

See the teaching strategies for these areas of student need:
• Anger/Frustration Management Skills
• Articulation Skills
• Hearing
• Self-Advocacy Skills
• Self-Esteem
• Verbal Ability

Ontario Ministry of Education Definition notebook pencil

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.

Board Special Education Plans

Agency Contacts

Resources

Articulation Strategies for Teachers

Special Education in Ontario K-12 Policy and Resource Guide, p. A14-16, Section C and Section E

Teacher Strategies for Teachers of Students with Speech Needs