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

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

Glossary

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Safety/Emergency Response/Crisis Response Plans :

A predetermined plan of action to address potential student safety concerns to minimize risk for the student and others.

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.

Selective Mutism :

A diagnosed condition in which an individual cannot or will not speak, in specific situations that usually contain conversation.

Self-Advocacy Skills :

An area of student need, involving difficulty with the self-expression of one’s needs.

Self-Esteem :

An area of student need, involving a negative concept of one’s abilities and worth.

Self-Harm/Suicide Management :

An area of student need involving thoughts, feelings, statements and/or actions of harming or killing oneself.

Self-Regulatory Skills :

An area of student need, involving difficulty with using appropriate behaviours for a given situation.

Sensory Integration Skills :

An area of student need, involving difficulty with the way that the brain takes in information from the senses.

Sequencing Skills :

An area of student need, involving difficulty with following logical steps to solve a problem.

SMART Goal Setting :

An acronym often used in the development of modified and alternative learning expectations to ensure they are Specific, Measurable, Attainable, Reasonable and Time limited.

Social Skills :

An area of student need, involving difficulties with social interactions.

Special Equipment Amount (SEA) :

Funding that helps provide the assistive equipment prescribed to help a student. The funding is supplied by the Ontario Ministry of Education.

Special Incidence Portion (SIP) :

The finical support from the Ontario Ministry of Education in response to exceptionally high needs students.

Speech Impairment Exceptionality :

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

Speech to Text Programs :

Speech to text (STT) software is a type of assistive technology program that converts words that are spoken aloud to electronic written text to support increased demonstration of learning and independence. SST can also be referred to as dictation or Speech Recognition Programs.

Spina Bifida :

A diagnosed medical condition that occurs when a serious birth abnormality in the spinal cord occurs, leaving the spinal cord lacking in its usual protective skeletal and soft tissue coverings.

Splinter Skills :

Well developed skills in a specific area, often associated with those who have ASD.

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.

Student Needs :

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.

Substance Abuse and Addictions (Drugs and Alcohol) Strategies :

An area of student need involving students taking illegal drugs, over-taking legal drugs/medications and/or consuming alcohol. Students may abuse drugs/alcohol for purposes of recreation and/or for other purposes, like laxatives for weight control, simulants to improve performance in school or sports, or steroids for growth.

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Glossary