Each area of student need has its own characteristics. The Student Needs Teaching Strategies pages of this website identify the separate teaching strategies that can be used for any student with the area of need, independent of IRPC exceptionality and/or diagnosed condition.
Student needs are deficits in specific skills that impede academic, physical, behavioural, and self help activities in daily living or social achievement. Student needs are determined by teachers and/or other professionals (sometimes through formal assessments) and in consultation with parents/guardians. Student needs can be effectively addressed through appropriate teaching strategies.
While every student has unique learning needs, you will find in this section a collection of effective teaching strategies for a variety of common areas of need, including some common instructional, environmental and assessment strategies to act as a starting point for supporting the individual needs of students. You can also find additional information and resources for each area of need. An Individual Education Plan (IEP) does not have to be in place to determine student need nor to put teaching strategies into practice, so long as curriculum expectations are not altered significantly.
• We recommend assessment and tracking of teaching strategies to support student needs.
• See the Special Education Process section for more information.
Scroll down to see the full list of student needs addressed on this website:
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Student deficits in specific skills that impede academic, physical, behavioural, and self help activities in daily living or social achievement. Student needs are determined by teachers and/or other professionals (sometimes through formal assessments) and in consultation with parents/guardians.
An area of student need involving thoughts, feelings, statements and/or actions of harming or killing oneself.
An area of student need, involving difficulty with organizing and rotating visual information.
An area of student need where students demonstrate either victim, bystander or bulling behaviours. Bullying behaviours involve using strength or influence with the deliberate intent of making the target victim feel uncomfortable, verbally, physically, socially and/or over social media. Students may frequently switch between roles, depending on the social situation.
An area of student need of any deliberate student absence from school, often referred to as truancy and/or chronic absenteeism that is not due to legitimate illness.
An area of student need involving an unsatisfactory psychological state, in terms of emotional, behavioural, physical and/or social well-being.
An area of student need, involving difficulty with coordination between hands and eyes to produce accurate physical movements.
An area of student need, involving difficulty with understanding and/or expressing oral language.
An area of student need involving students who do are not engaged behaviourally (do not participate in school activities), emotionally (feel exclude or separate from the school), nor cognitively (tend not to take ownership for their learning).
An area of student need, involving difficulty with understanding and/or expressing oral language.
An area of student need, involving difficulty with using time effectively.
An area of student need, involving difficulty with changes.
An area of student need, involving difficulty starting work.
An area of student need, involving difficulty with following logical steps to solve a problem.
An area of student need, involving difficulty with the way that the brain takes in information from the senses.
An area of student need, involving difficulty with using appropriate behaviours for a given situation.
An area of student need, involving a negative concept of one’s abilities and worth.
An area of student need, involving difficulty with the self-expression of one’s needs.
An area of student need, involving difficulty with the speed and automaticity of cognitive skills.
An area of student need, involving detecting and discriminating differences in speech sounds. This is an oral skill and is not based on the student’s knowledge of letters.
An area of student need, involving a student’s own personal safety and/or the safety of others.
An area of student need, involving hygiene, dressing, toileting and/or eating.
An area of student need, involving difficulty in following or developing a system of managing materials and ideas.
An area of student need, involving a difficulty with recognizing and understanding concepts, especially with relations between patterns and complex problems.
An area of student need, involving difficulty with physically moving.
An area of student need, involving difficulty with understanding and effective use of one’s mental strengths and weaknesses.
An area of student need, involving difficulty remembering.
An area of student need, involving reduced vision, even when corrected with glasses.
An area of student need, involving difficulty with receptive processing of oral information.
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.
An area of student need, involving advanced cognitive ability for the student’s age/grade level.
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.
An area of student need, involving gross (large) physical motor skills.
An area of student need, involving fine (small) physical motor skills of the fingers and hands.
An area of student need, involving challenges in prioritizing, organizing and completing tasks, especially when dealing with timelines, unexpected events, problems, and/or new challenges.
An area of student need, involving the acquisition of the English language. While not officially part of special education, English Language Learners will have special education needs in the same proportion as students whose first language is English.
An area of student need, involving difficulty with expression of feelings appropriately.
An area of student need involving a self-imposed restricted diet or refusal to eat and/or purging after eating.
A diagnosed condition, where there is a complete loss of the ability to hear from one or both ears.
An area of student need characterized by chronic sadness and feelings of inadequacy. Students may have low moods that negatively impact their thoughts, feelings, behaviours, views and physical well-being.
An area of student need, involving attentive listening comprehension skills amongst background noise/conversations and/or processing to understand information given orally.
A medical condition of the eyes that involves a severe impairment in vision, not corrected by glasses.
An area of student need, involving difficulty with maintaining concentration, especially on non-preferred activities, while ignoring distractions.
An area of student need, based on his/her speech pronunciation.
An area of student need, involving frequent worry and nervousness.
An area of student need, based on his/her demonstrated behaviour.
An area of student need based on his/her demonstrated verbal, non-verbal or physical actions.
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Resources
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Just click the area of need and the grade! |
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219 specific student needs with strategies for each. |
