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 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

Plan for Transitions

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.

For Students with ASD

Resource:

http://www.youtube.com/watch?v=pkqmm7cPOu4

Heading:

Secondary to Post-Secondary Transition Strategies

Media Type:

Video

Special Education Processes:

Plan for Transitions

Read more about For Students with ASD

Project Advance Summer Program

Resource:

http://lds.info.yorku.ca/project-advance-2/

Heading:

Secondary to Post-Secondary Transition Strategies

Media Type:

Web Page

For students with learning disabilities transitioning to York University.

Special Education Processes:

Plan for Transitions

Read more about Project Advance Summer Program

Transitioning to College

Resource:

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

Heading:

Secondary to Post-Secondary Transition Strategies

Media Type:

Web Page

Special Education Processes:

Plan for Transitions

Read more about Transitioning to College

Planning Entry to School

Resource:

http://www.edu.gov.on.ca/eng/parents/planningentry.html

Heading:

Transition to Kindergarten Strategies

Media Type:

Web Page

Ontario Ministry of Education document.

Special Education Processes:

Plan for Transitions

Read more about Planning Entry to School

From Activity to Activity

Resource:

http://www.iidc.indiana.edu/index.php?pageId=399

Heading:

Daily Transition Strategies

Media Type:

Web Page

Special Education Processes:

Plan for Transitions

Read more about From Activity to Activity

Effective Educational Practices for Students with Autism Spectrum Disorder: A Resource Guide

Resource:

http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf

Heading:

Ministry Resources

Media Type:

PDF

Ontario Ministry of Education document.

Special Education Processes:

Plan for Transitions

Read more about Effective Educational Practices for Students with Autism Spectrum Disorder: A Resource Guide

EduGains Transition Resources

Resource:

http://www.edugains.ca/newsite/SpecialEducation/board_developed_resources.html

Heading:

Ministry Resources

Media Type:

Web Page

Special Education Processes:

Plan for Transitions

Read more about EduGains Transition Resources

Ontario Ministry of Education Special Education Site

Resource:

http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti.html

Heading:

Ontario Ministry of Education

Media Type:

Web Page

Special Education Processes:

Plan for Transitions

Read more about Ontario Ministry of Education Special Education Site

Special Education in Ontario K-12 Policy and Resource Guide, Section C and Section E

Resource:

http://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

Heading:

Ministry Resources

Media Type:

PDF

Special Education Processes:

Plan for Transitions

Read more about Special Education in Ontario K-12 Policy and Resource Guide, Section C and Section E

Pages