DRAFT Feb 15
Alone we can do so little; together we can do so much.
-Helen Keller
Ontario Teachers’
Special Education Starting Point
for
Effective Teaching of Students with Special Needs
Home Page
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need and
condition
Special
Education
Processes
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Glossary
of Terms
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Special
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Welcome to the Ontario Teachers’ Federation website for Enhanced/Effective
Teaching of Students with Special Needs in elementary and secondary schools in
Ontario! All students can make gains with the use of specific teaching strategies that meet
each students’ unique learning needs. Teaching strategies (2) can be implemented for any
student who needs them, regardless of formal identification. This site serves as a collection
of the best available resources for teachers to easily access and immediately implement
with their students and school teams.
Please use the share page to submit your favourite strategies and resources for teaching
students with special needs. We welcome your feedback to make this a useful and useable
resource for all educators.
We all know that the internet is overflowing with information of use to teachers. At times,
though, it can feel a little overwhelming, since there is so much “stuff” to wade through. To
help you out, we’ve gone ahead and done some of the groundwork for you. Web-based
resources are included in each section.
Please note that OTF does not necessarily endorse the websites listed, nor their sponsoring
organization(s). OTF cannot accept liability for errors or omissions in any of the information
provided, nor for changes to the website addresses.
*Note: Items in Red denotes links to other pages. Print in green will denote messages to the
writing and/or web development team.
Any page numbers following links indicate the page number where it is found in this
document.
Teaching Strategies for Students with Special Needs
“Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence.”
-Helen Keller
All students with special needs are unique. Their needs may be realized by teacher/parent
observation/assessment or a diagnosed condition by a certified professional. Some students may
have their needs formally identified as an exceptionality through an Identification Placement and
Review Committee (IPRC). Regardless of the way needs are determined, teachers can implement
strategies soon as a student need is realized. It is important to document and assesses the
effectiveness of strategies employed and tweak the strategies to achieve success.
Teaching Strategy Pages
Student Needs (6)
Formal Exceptionalities
Determined by IPRC (4)
Diagnosed Medical/
Psychological Conditions
(3)
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Blind
-Central Auditory Processing
-Emotional Regulation
-English Language Skills
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Hearing
-Intellectual Ability – High
-Intellectual Ability – Low
-Listening Skills
-Low Vision
-Memory Skills
-Metacognition Skills
-Mobility Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
(pages located in middle of
teaching strats pages)
-Autism Spectrum Disorder (ASD)
-Blind and Low Vision
-Behaviour
-Deaf and Hard of Hearing
-Giftedness
-Mild Intellectual Disability (MID)
-Developmental Disability (DD)
-Language Impairment
-Learning Disabilities (LD)
-Physical
-Speech Impairment
-Multiple
(pages located at beginning of
teaching strategy pages)
-Acquired Brain Injury
-Alcohol-Related Neurodevelopmental Disorder (ARNO)
-Angelman Syndrome
-Attention Deficit/Hyperactivity
Disorder (AD/HD)
-Asperger’s Syndrome
-Autism Spectrum Disorder (ASD)
-Bipolar Disorder
-Blindness
-Brain Injury
-Central Auditory Processing
Disorders (CAP)
-Cerebral Palsy (CP)
-Childhood Disintegrative Disorder
-Conduct Disorder (CD)
-Cystic Fibrosis (CF)
-Deafness
-Depression
-Down Syndrome
-Epilepsy
-Fetal Alcohol Spectrum Disorder
(FASD/ARNO)
-Fragile X Syndrome
-Klinefelter’s Syndrome
-Muscular Dystrophy (MD)
-Mutism
-Neurological Disabilities
-Oppositional Defiant Disorder
(ODD)
-Obsessive-Compulsive Disorder
(OCD)
-Pervasive Development Disorder
(PDD)
-Post-Traumatic Stress Disorder
(PTS)
-Prader-Willi Syndrome
-Reactive Attachment Disorder
(RAD)
-Rett’s Disorder
-Seizure Disorders
-Spina Bifida
-Tourette Syndrome
-Turner Syndrome
-Usher Syndrome
-Other conditions not listed here
(link below)
Resources on other conditions, some not addressed here:
http://www.aboutkidshealth.ca/HealthAZ/Conditions-and-Diseases-Gallery.aspx?articleID=&categoryID=AZ1
Diagnosed Medical/ Psychological Conditions
What are they: Medical and psychological conditions are diagnosed by a variety of doctors.
Often the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM –IV),
published by the American Psychiatric Association. The DSM-IV provides criteria for the
diagnoses of all mental health disorders for children and adults along with some common
treatments.
Characteristics: Each condition has criteria of specific characteristics as outlined in the
DSM-IV.
Teaching Strategies: While each student has unique learning needs, teaching strategy
pages (2) are provided for a variety of common conditions with some common instructional,
environmental and assessment strategies to act as a starting point for supporting student
individual needs. Additional information and resources are provided on the teaching strategy
pages as well.
Resources:
Information on the DMS-IV: http://allpsych.com/disorders/dsm.html
Information and strategy pages for other conditions (not included on this site):
http://www.bbc.co.uk/health/conditions/index.shtml?children
Diagnosis Dictionary, links to numerous conditions:
http://www.psychologytoday.com/conditions
DSM-IV http://www.chapters.indigo.ca/books/Diagnostic-Statistical-Manual-MentalDisorders-American-Psychiatric/9780890420256item.html?pticket=rkvjxyetsme0hz550rkxnr2a4Q6wLxMOuX2ZF4QnTvfz4abKAIk%3d
Other conditions, including some not included in this site:
http://www.aboutkidshealth.ca/HealthAZ/Conditions-and-DiseasesGallery.aspx?articleID=&categoryID=AZ1
Formal Exceptionalities Determined by
Identification Placement and Review Committee (IPRC)
What they are: The designation of an identified exceptionality is determined by an
Identification Placement and Review Committees (IPRC) which is made up of at least three
people, with one being a principal or superintendent. The committee determines if a student
meets the established criteria for one of the twelve recognized exceptionalities, as
determined by the Ministry of Education and their school board special education plan.
Related Definitions:
Exceptional Pupil: A student is regarded as exceptional or identified only after an
Identification Placement and Review Committee (IPRC) has determined that the student
meets the criteria for a specific exceptionality in their school board.
Identification, Placement and Review Committee (IPRC): A group of at least three,
including a principal or supervisory officer from a board of education, hat evaluates and
decides if a student meets the criteria of being an exceptional pupil based on the Education
Act and each school board’s identification criteria. If a student has been identified as
exceptional the IPRCD group then determines the best educational placement to meet the
student’s needs. The identification and placement are reassessed every year.
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.
Characteristics: The IRPC members meet initially to determine:
1) if the student should be identified as exceptional and if so, with what category and
exceptionality
2) the appropriate educational placement
Thereafter the IPRC reviews the identification (category and exceptionality) and placement
annually.
Categories and Exceptionalities:
Categories
Behaviour
Communication
Intellectual
Physical
Multiple
Exceptionalities
Behaviour disability
Autism, Deaf and Hard of Hearing, Speech
Impairment, Language Impairment, Learning
Disabilities
Gifted, Mild Intellectual Disability,
Developmental Disability
Physical Disability, Blind and Low Vision
Multiple Exceptionalities (2 or more
prominent)
Placement Options:




regular class with indirect support : special education teacher consultation with
regular teacher
regular class with resource assistance :direct student instruction for part of the day in
the regular classroom by a qualified special education teacher
regular class with withdrawal assistance : direct student instruction for less than 50
percent by a qualified special education teacher
special education class with partial integration : direct student instruction by a
qualified special education teacher for at least 50 per cent of the day in a class

where there is reduced student to teacher ratios and the student is integrated into a
regular class for at least one instructional period a day
full-time special education class :direct student instruction by a qualified special
education teacher for the entire day in a class where there is reduced student to
teacher ratios
Teaching Strategies:


Students who are identified as exceptional must receive a Special Education
Program that includes: an Individual Education Plan (put into place within 30 days
of the original IPRC and within 30 days of each school year)
See the teaching strategy pages (p.2) for each exceptionality for specific strategies
and additional information.
Resources:
Ministry of Education website with IPRC information including timelines and appeals:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html
IPRC Protocols, Special Education: A Guide for Educators:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf
Board specific IPRC information: School Board’s Special Education Plans
Student Needs
What are they: Student deficits in specific skills that impede academic or social
achievement. Student needs are determined by teachers in consultation with parents and
students and can be immediately addressed through teaching strategies.
Characteristics: Each student need has its own characteristics as outlined on each
teaching strategy page. Student needs teaching strategy pages address skills needed for
students identified with an exceptionality and/or diagnosed with conditions.
Teaching Strategies: While each student has unique learning needs, teaching strategy
pages (p.2) are provided for a variety of common skill deficits with some common
instructional, environmental and assessment strategies to act as a starting point for
supporting student individual needs. Additional information and resources are provided on
the teaching strategy pages as well. An Individual Education Plan (IEP) does not have to be
in place to determine need nor put teaching strategies into practice so long as curriculum
expectations are not altered.


Assessment and tracking of teaching strategies to support student needs are
recommended.
See the Special Education Process section for more information
Resources:
Please see the resources section on each teaching strategy page (p.2).
Ontario Ministry of Education, Funding for Meeting Student Needs:
http://www.edu.gov.on.ca/eng/document/discussi/meeting1.html
For Purchase:
Pre-referral Intervention Manual (for 219 strategy pages on specific student needs)
http://www.hes-inc.com/hes.cgi/00670.html
ETFO Special Education Handbook: A Practical Guide for All Teachers
http://www.etfo.ca/Resources/ForTeachers/Documents/2009%20Professional%20Resource
%20Catalogue.pdf
Special Education Processes
For the Effective Teaching of Students with Special Needs
What it is: Best practices for the instruction of students with special needs.
Characteristics:
 Differentiate Instruction (DI) (p.8)
Teachers should differentiate their instruction for the whole class, small group or individual
student based on content, process and product for optimal achievement. Strategies and
links for DI instruction are here.
 Teacher Assessment (p.10)
Teachers and the in-school team can assess students’ skills utilizing a variety of tools.
 Implement a Teaching Strategy (link to p.2)
Various instructional, environmental and assessment strategies are provided for student
needs, identified exceptionalities and conditions.
 Track/Document (p.12)
Documentation methods and templates are available for immediate use.
 Consult in-school team and consider developing an IEP (p.13)
Best practices for in-school collaboration and initiation of resources are shared.
 Plan for Transitions (p.16)
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.
 Consider/Utilize Non-Teacher Professional Assessments(p.18)
An overview of non-teacher professional assessments is provided.
 Consider/Utilize Assistive/Adaptive Technology (p.21)
Process for attaining assistive/adaptive technology is provided as well as information on
common ones utilized in Ontario schools.
 Consult Ministry Resources and Board Special Education Plans(p.28)
Link for all Board Special Education Plans province wide.

Consider Formal Identification of an Exceptionality and placement via
Identification Placement and Review Committee ( p.4)
IRPC procedures, exceptionalities and placements.
 Report and Revise Goals (p.14)
Reporting procedures and best practices for students on IEPs.
 Consider Community Resources(p.22)
Links to various community organizations that can be utilized for strategies by teachers and
passed on to parents for supports.
Resources for Special Education Processes:
Ministry of Education, Education For All: http://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf
Ministry of Education, Special Education A Guide for Educators (2001)
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf
Differentiate Instruction
What is it: Teaching methods that focus on a variety of techniques to meet student learning
needs by varying the content, process or products of the learning based on the learner’s
readiness and interests.
Related Definitions:
Differential Instruction (DI): A method of instruction that is aimed at maximizing each
student’s development. The method looks at the individual needs and the level of
development and then offers a learning experience that works with the student’s specific
needs.
Error Analysis: The analysis of mistakes to determine why and how students make them in
order to determine what needs to be taught and how.
Inclusive Education: Including all students in the regular class so that each student attains
to their fullest. Inclusive education’s foundation is based on the human right to quality
education and social acceptance.
Multiple Intelligence (MI): The belief that a larger group of intelligences other than just IQ
testing is more accurate in showing the ability of both children and adults. Teaching and
assessment in multiple intelligences would include linguistic, logical-mathematical, spatial,
bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist activities. MI is often
addressed in differential instruction (DI).
Ontario Education Resource Bank: A password protected site for educators to find
resources by grade, subject/course, strand, overall expectations, and/or keywords.
Passwords are provided by school boards.
Scaffolding: New learning built on previous knowledge. This is an educational method that
focuses on teacher support leading to the student being self-sufficient.
Universal Design for Learning (UDL): A term borrowed from architecture and applied to
education that involves offering a variety of accommodations to all students in order to
maximize on the various styles of learning, including those with special needs.
Characteristics:
 Offering students choice in what they are going to learn (content), the learning
activities (processes) and/or the result of the learning (products).
 Variety of student groupings and learning environments
 Variety of instructional and assessment techniques related to student learner profiles
Strategies:
 Use a variety of learning materials
 Create instructional activities using multiple intelligences (linguistic, logical,
mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal,
naturalistic)
 Create a positive student centred learning environment
 Use multiple resources (including technology) and texts
 Give students a choice in learning and assessment activities
 Encourage individual projects
 Increase the use of Bloom’s Taxonomy (knowledge, comprehension, application,
analysis, synthesis and evaluation)
 Encourage personal connections to the new learning
Resources:
Steps and strategies for DI: http://www.ualberta.ca/~jpdasddc/incl/difinst.htm
Steps, strategies and links: http://www.teachnology.com/tutorials/teaching/differentiate/planning/
See DI in action with this clip: http://www.youtube.com/watch?v=FJMkcL6Do0Q
Ministry of Education, Education For All (2006):
http://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf
Teacher Math Reflection on DI:
http://www.edu.gov.on.ca/eng/studentsuccess/lms/differentiatedInstruction.pdf
Reach Every Student Gr. 7 and 8:
http://www.edu.gov.on.ca/eng/teachers/buildingfutures/files/pdf/differentiated7and8.pdf
Curriculum Services Canada DI Webcast: DI:
http://www.curriculum.org/secretariat/march29.shtml
CSC DI Webcast – Quality Teaching:
http://www.curriculum.org/secretariat/april21_differentiated.shtml
Differentiating Math:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/different_math.pdf
Strategies and links: http://www.members.shaw.ca/priscillatheroux/differentiatinglinks.html
Strategies and print resource list:
http://education.alberta.ca/apps/aisi/literature/pdfs/FINAL_Differentiated_Instruction.pdf
DI Video English class: http://video.google.com/videoplay?docid=4171206737458657618#
Graphic Organizers:
http://homepage.mac.com/bobbdarnell/Show/Web%20page/graporgtemplist.htm
Video: http://www.youtube.com/watch?v=FJMkcL6Do0Q
Teacher Assessment to Find
Student Current Level of Achievement to Determine Appropriate Strategies and Goals
What is it: Determining current knowledge and skills of a student in a particular area using
measurable terms to direct future learning.
Characteristics: Assessment is initially conducted by classroom teachers. If concerns arise
or persist, a student may be assessed using a more formalized assessment tool by the inschool-team staff comprised of a special educator. Further referral to a non-teacher
professional may be an option as well.
Strategies:
 Examine the errors and why they were made to direct the next steps in teaching
(error analysis)
 Use various forms of assessment to accurately measure what you intend (a poor
math test of word problems may seem like a difficulty with math when it may be a
reading issue)
 Allow students a choice in assessment options to test the same skill
 Allow for retaking of tests or improving of assignments to demonstrate improved
learning
 Review and document a summary of the student’s Ontario School Record for past
information; consider strengths and needs. Be sure to examine the documentation
file in the OSR for previous assessments. Please see the non-teacher assessment
pages for information on how to use professional reports.
 Use tracking and documentation of assessment
 Develop a learner profile from your assessments (See Education for All for
template/rubric)
 Meet with parents to discuss concerns and get information
Resources:
Web based assessment tool: http://www.ldao.ca/WBTT/index.php
Student Profile and Strengths and Needs:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html#2.
Education for All: http://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf
Phonemic assessment: http://www.youtube.com/watch?v=_KSwoyLgv0o
Whiteboards: http://www.youtube.com/watch?v=zkpbbu4QC3M
Rubrics/Student conferences: http://www.youtube.com/watch?v=Pad1eAcsHho
Rubrics: http://www.youtube.com/watch?v=yBHduc9GOnM
Various teacher assessment templates:
http://teams.lacoe.edu/documentation/classrooms/patti/k1/teacher/assessment/assessment.html
Antecedent, Behaviour, Consequence (ABC) Tracking:
http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=behavior&section=main&subsection=fba/abc
Reading Assessments (DRA/PM Benchmarks, running records, CASI):
http://faculty.uoit.ca/hughes/Reading/AssessingReading.html
For Purchase:
ETFO Special Education Handbook: A Practical Guide for All Teachers
http://www.etfo.ca/Resources/ForTeachers/Documents/2009%20Professional%20Resource
%20Catalogue.pdf
Track and Document
Strategies and Progress
What is it: The systematic gathering of data to document student progress and the
effectiveness of a strategy.
Characteristics: Data collection would include a focus of what is being tracked with the
date for each entry. Tracking can be done for any academic expectation as well as for
behaviour.
Teaching Strategies:
 Develop a chart or form to easily and quickly jot in data
 Develop a clear focus for the data collection
 Track at predetermined intervals, not constantly
 Consider the method of tracking and if it fits with what you are tracking (eg. anecdotal
vs checklist)
 Examples of tracking methods could include rubrics, checklists, marks, anecdotal
observations, portfolios, tests, Antecedent, Behaviour and Consequence (ABC) chart
(please note that the “C” means what occurred immediately after and not the
consequence put into place as a discipline measure).
 Included student self-assessments
Resources:
Rubrics, anecdotal records, and portfolios:
http://newteachersupport.suite101.com/article.cfm/methods_for_documenting_student_prog
ress
E-Portfolios: http://science.nsta.org/enewsletter/2003-08/sc0305_22.pdf
Antecedent, Behaviour and Consequence Chart: http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=behavior&section=main&subsection=fba/abc
Variety of Printable Teacher Assessment Forms:
http://www.teachervision.fen.com/assessment/resource/5815.html
Effective Educational Practices for Students with Autism Spectrum Disorder (p. 172-183):
http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf
The Assessment of Basic Language and Learning Skills (ABLLS):
http://www.trackingsheets.net/
Individual Education Plan (IEP)
What is it: A written plan for learning, developed for students with special needs, who may
or may not be formally identified as exceptional, that outlines special education
programming with accommodations and/or modifications of curriculum. The plan may also
include alternative programming and transition plans.
Related Definitions:
Accommodations: Specific and individualized instructional, environmental and
assessment teaching strategies required for a student to meet curriculum expectations for a
grade/course. Examples of accommodations include: extra time for tests/assignments,
scribing of answers, use of assistive technology, preferential seating, chunking of
information, frequent breaks and human resources.
Alternative Program: In response to a student’s need, individualized alternative
programming is develop and taught for the acquisition of knowledge and skills that are not
specifically part of the Ontario curriculum. Examples of alternative programs may include:
speech remediation, social skills, self-help/personal skills and/or personal care programs.
Alternative programming is individualized and documented on a student’s IEP. Alternative
programming goals are assessed, communicated at reporting periods and regularly revised.
Baseline: Determination of the current level of functioning as documented by type,
frequency and duration. Often used with determining current level of behaviour.
Current Level of Achievement: The baseline or current functioning of a student in a
particular area. Current level of achievement is part of modified and alternative program
plans on IEPs for students who are not utilizing the Ontario curriculum. Current level of
achievement provides the basis for goal and expectation setting.
Education Quality and Accountability Office (EQAO): A provincial agency that provides
province wide examinations for students in grades 3, 6, 9, and 10 for the purpose of
collecting information and statistics about annual student achievement. The information is
for parents, teachers and the public. Along with collecting information, EQAO also proposes
strategies to parents and educational personnel to better educate students. Specific
accommodations are permitted as per EQAO guidelines for students on IEPs who require
them.
Individual Education Plan (IEP): A written plan for learning, developed for students with
special needs, who may or may not be formally identified as exceptional, that outlines
special education programming and accommodations and/or modifications of curriculum.
The plan may also include alternative programming and transition plans.
Modifications: Adjustments made to age-appropriate curriculum to better fit a student’s
specific educational needs. The changes may sometimes include a different grade level,
higher or lower.
Special Education Resource Teacher (SERT): A teacher who has qualifications in special
education. Additional qualification courses are available in special education.
Educational Assistant (EA): Are members of the educational system who work in schools
to support student needs. Educational Assistants work with teachers to ensure the safety
and medical needs of students are met. EAs also implement accommodations and support
students with their modified and/or alternative programming goals.
Characteristics:
IEP’s may use the Ministry of Education template (found in the IEP Resource Guide, below)
or on templates developed by school boards. IEPs must be developed for students who are
identified as exceptional by an IPRC. Other students who are not identified as exceptional
may also have an IEP as determined by student needs in consultation with the in-school
team and parents/guardians. IEPs are initially put into place as the need indicates and for
certain 30 days after an IPRC and/or the begging of each school year. IEPs are regularly
updated throughout the year, often at reporting periods or when the student reaches a goal.
IEPs are retained in students’ Ontario School Record (OSR).
Strategies for effective IEP development:
 Collaborate with in-school team of teachers and administrators
 Establish set meeting times for IEP collaboration with staff
 Collaborate with student and parent
 Use assessment data (teacher based and professional, if available)
 Develop specific accommodations (PASTE IN HERE FROM glossary) are prevalent
in most IEPs, with the exception of some students who are solely identified with
giftedness and who are on extended programs
 If needed, develop specific modifications (FROM GLOS), with an annual and term
goals, which are changes to the curriculum for the student’s grade level, using the
Ontario Curriculum when possible
 Do not include the specific expectations items of the regular grade curriculum, if the
student will be working at the grade level or accommodated
 If needed, develop alternative programming (FROM GLOS), to teach the student
skills not represented in the Ontario Curriculum (social skills and self-help related
skills)
 Develop a transition plan for students with transition needs. All students on IEPs who
are fourteen years and older, unless solely identified with giftedness require a
transition plan to prepare for post-secondary activities. Transition plans are part of
IEPs for students of any age with Autism Spectrum Disorder to plan for daily
transitions.
 Determine and document how the student’s progress will be reviewed and
documents. The Provincial Report card is utilized most often as well as the Report
card addendum to report on alternative programming. Individual school boards may
use an additional report card for some students on IEPs.
 Revise IEPs at each reporting period or when goals need to be altered
Strategies for effective implementation of an IEP
 Collaborate with other teachers, including the special education resource teacher
 Develop a schedule and tracking to ensure that IEP modified expectations are being
addressed each day
 Assess regularly and re-establish student goals once obtained
 Communicate regularly with parents and consider a communication system (agenda
book signed daily)
 Be certain that the student understands his/her specific accommodations and/or
modifications
 Coach the student to be a good advocate for him/her self to ensure programming is
in effect
 Consider cutting and pasting modifications or alternate programming goals into a
checklist document for the student to utilize each day
 Consider pasting the student’s specific term goals in the front of their agenda for
applicable notebook for regular review leading to mastery
 Converse regularly with the student on their goals and analyze errors with the student
as a form of learning
 Include a summary of IEP information for supply teachers so that programming is
seamless
Reporting and Revision of IEP Goals
IEPs can be revised at any time in response to student need. IEP modified and alternative
goals are formally reported at regular report card periods. Sometimes the Ontario Report
Card is used and/or the Report Card Addendum and/or school board generated.
Resources:
Reasons for Developing an IEP:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html#1.
IEP: Standards for Development, Program Planning and Implementation:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.pdf
The Individual Education Plan (IEP): Resource Guide (2004), Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
IEP examples: http://www.ontariodirectors.ca/IEP-PEI/en.html
Special Education: A Guide for Educators (2001), Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf
Programming for Exceptional Students:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=43&Itemid=56
Standards, policies and strategies for IEP development:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
Overview of special education in Ontario:
http://www.edu.gov.on.ca/eng/parents/speced.html
Teaching social skill resources:
http://specialed.about.com/cs/behaviordisorders/a/social.htm
http://home.att.net/~clnetwork/socialsk.htm
Basic Organization and Classroom Routines:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=35&Itemid=48
Q: should there be a separate page on each of: alternative and modified programming
development and implementation?
Transition Plans
What they are: Transition plans are part of Individual Education Plans (IEPs). Students on
IEPs who are 14 years of age and older require a transition plan as part of their IEP to plan
for post secondary activities, except for students who are solely identified with giftedness.
Students with Autism Spectrum Disorder (ASD) and other students who need support with
changes, will also have a transition plan to prepare for daily transitions, between activities or
locations as their specific needs indicate. Transition plans can be utilized for students to
help them cope with change.
Characteristics:
 Part of an IEP, often in chart form, outlining an annual goal and specific tasks with
people responsible and timelines
 Common transitions that can be addressed on a transition plan include: entry to
school, move to a new school, move to a new grade/teacher, move from gr. 8 to gr. 9
(elementary to secondary transition), transition to post-secondary (after high school:
workplace, apprenticeship, college, university, group home, etc.)
 Other transitions could include: starting/stopping activities, leaving the classroom,
going to recess/gym, going on fieldtrips, having guest speakers in, preparing for fire
drill/emergency evacuation
Strategies:
 Develop transition plans with a team consisting of: teachers, special education
teacher, administrator, parent and especially the student
 Revise throughout the school year, typically at reporting periods or as student need
indicates
 Include specific steps/plans with deadlines and strategies
 Consider supporting the transition plan with alternative curriculum expectations that
teach needed social skills related to post secondary goals
Associated student needs (links):
Transition skills
Resources:
IEP Requirements: http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html#8.
Ministry of Education Spec Education site:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti.html
Transition Planning: A Resource Guide (2002) Ontario Ministry of Education:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.pdf
Effective Educational Practices for Students with Autism Spectrum Disorder: A Resource
Guide, 2007, Ministry of Education:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf
Strategies – daily transitions:
From Activity to Activity: http://www.iidc.indiana.edu/irca/education/TransitionTime.html
For students with ASD: http://www.youtube.com/watch?v=pL4CpC8Fggk
Strategies for transition into Kindergarten: http://users.stargate.net/~cokids/transition.html
http://www.recognitionandresponse.org/content/view/23/108/
Planning Entry to School, Ministry of Education:
http://www.edu.gov.on.ca/eng/parents/planningentry.html
Strategies – elementary to secondary:
http://www.centerforcsri.org/index.php?option=com_content&task=view&id=669&Itemid=5
Gr. 8-9 Transition, Ministry of Ed:
http://www.edu.gov.on.ca/eng/teachers/studentsuccess/grade8to9.pdf
101 Transitioning Activities:
http://www.ihdi.uky.edu/ktcp/materials/download%20version.ppt#422,1,101 Transition
Activities for the Classroom
Transitioning to Post-Secondary:
http://ezinearticles.com/?Strategies-in-Transitioning-to-College&id=3668355
http://books.google.ca/books?id=oLt9lUi84Z4C&pg=PA27&lpg=PA27&dq=strategies+for+tr
ansitioning+to+postsecondary&source=bl&ots=nCwNiSp-DT&sig=E_qSt4kcZUlVJ94Wm62BPlFlfk&hl=en&ei=CgtrS93AGY20tge71ISLBg&sa=X&oi=book_resul
t&ct=result&resnum=8&ved=0CCIQ6AEwBw#v=onepage&q=strategies%20for%20transition
ing%20to%20postsecondary&f=false
Project Advance summer program for students with Learning Disabilities transitioning to
University: http://www.yorku.ca/cdc/ldp/projectadvance.html
For Students with ASD: http://www.youtube.com/watch?v=pkqmm7cPOu4
Video: http://www.youtube.com/watch?v=D0P93zn5OZ8
For Gifted Students:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=34&Itemid=47
Non-Teacher Professional Assessments
What they are: Specialized assessments conducted by a variety of professionals to provide
information for student learning. Could be conducted by school boards or accessed by
parents privately with results/reports shared with teachers.
Related Definitions:
Communication Disorder Assistant (CDA): A speech and language professional who
works under the supervision of a Speech and Language Pathologist, often servicing
students with articulation and speech difficulties, in schools.
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM –IV):
Published by the American Psychiatric Association, the DSM-IV provides criteria for the
diagnoses of all mental health disorders for children and adults, along with some common
treatments.
Full Scale Intelligence Quotient (FSIQ): A numeric value given to overall intelligence on
the standardized Wechsler Intelligence Scale for Children (WISC). The FSIQ is determined
by ten core subtests and up to five supplemental tests. The FSIQ is comprised of four
scores: verbal comprehension, perceptual reasoning, processing speed and working
memory.
General Ability Index (GAI): An alternative overall score to the Full Scale Intelligence
Quotient (FSIQ) for the Wechsler Intelligence Scale for Children (WISC). The GAI is a useful
estimate of a student’s overall ability if better overall indicator of a student’s functional ability
If a great deal of difference exists between the four scores that make up the FSIQ: verbal
comprehension, perceptual reasoning, processing speed and working memory.
Intelligence Quotient (IQ): Intelligence quotient is a score obtained from the standardized
intelligence tests. Frequently the standardized Wechsler Intelligence Scale for Children,
fourth edition (WISC-iv) or the Stanford Binet Intelligence scale is used. IQ tests often
examine mathematical and spatial reasoning, language skills and logical abilities. IQ tests
are conducted by a registered psychologist.
Occupational Therapist (OT): A therapist that works in the area of rehabilitative services
which range from, improving a student grip of a pen to routines that improve strength and
dexterity.
Ontario School Record (OSR): A file of educational achievement for every student in
Ontario schools, including a listing of schools attended, copies of report cards, Individual
Education Plans and assessments, if any. A Ministry of Education document on OSRs
outlines procedures.
Perceptual Reasoning Index (PRI): One of the four components of the Full Scale
Intelligence Quotient (FSIQ) as determined by the standardized Wechsler Intelligence Scale
for Children, fourth edition (WISC-iv). The PRI is a measure of visual perception,
organization and reasoning using only visually (nonverbal) material.
Processing Speed Index (PSI): A measure of cognitive efficiency, one of the four main
components measured by the WISC-iv that makes up a student’s Full Scale Intelligence
Quotient (FSIQ). Processing speed measures the automatic skills pertaining to attention and
concentration.
Physical Therapist (PT): Trained in the instructional support and treatment of people with
physical disabilities, mainly in improving muscle, bone, joint and nerve usage. A doctor's
prescription or referral is usually needed in order to obtain support of a physical therapist.
Some PTs support students within schools.
Verbal Comprehension Index (VCI): A measure of skills that includes: verbal fluency and
ability to understand and use verbal information. It is one of the four components that makes
up an individual’s Full Scale Intelligence Quotient (FSIQ) on the Wechsler Intelligence Scale
for Children (WISC-iv).
Wechsler Individual Achievement Test (WIAT): A standardized assessment of academic
achievement based on comparisons to students of like age. Reading, math, written and oral
language are assessed.
Working Memory Index (WMI): One of the four components of a student’s Full Scale
Intelligence Quotient (FSIQ) as assessed by the Wechsler Intelligence Scale for Children,
Fourth Edition (WISC-iv). The WMI determines the ability to memorize, to hold and
manipulate information in short-term memory and concentrate.
Wechsler Intelligence Scale for Children, Fourth Edition (WISC-iv): A commonly
administered cognitive assessment, performed by psychologists to determine intellectual
functioning. A Full Scale Intelligence Quotient (FSIQ) or General Ability Index (GAI) is
determined based on subtests.
Characteristics: Possible sources of non-teacher professional assessments include:
medical doctors (psychiatrist, pediatrician, other specialists) psychologists, occupational
therapists, physical therapists, speech and language pathologists, audiologists, etc. Usually
a report of results and recommendations is provided. Most common nonteacher/professional assessment is the psycho-educational which provides intelligence
(cognitive) and academic (performance) assessment information.
Teaching Strategies:
 If the student will be assessed at school, ensure the student and parents have
advanced warning of the assessment and is comfortable with the procedures
 Find a quiet/private space for the assessment
 Ask for advance copy of the assessment report to read and develop a list of
questions before any meetings with professionals
 Photocopy the assessment to highlight and jot notes
 Revise IEP based on professional assessment results
 Implement recommendations from reports
Resources:
Hospital of Sick Kids, AboutKids Health Info page outlining types of professionals:
http://www.aboutkidshealth.ca/HealthAZ/Mental-HealthProfessionals.aspx?articleID=8726&categoryID=AZ1b
Role of Psychologists within Ontario School Boards: http://www.acposb.on.ca/
Special Education: A Guide for Educators (2001)
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf
WISC-IV Overview:
Power Point overview: http://www.jweducation.com/speld2004.ppt
http://www.psychologicaltesting.com/iqtest.htm
http://en.wikipedia.org/wiki/Wechsler_Intelligence_Scale_for_Children
http://www.brainy-child.com/expert/WISC_IV.shtml
http://www.vdps.net/special/test.html
“Mental Health Professionals” page at the About Kids Health site:
http://www.aboutkidshealth.ca/HealthAZ/Mental-HealthProfessionals.aspx?articleID=8726&categoryID=AZ1b
p. 29 Questions teachers should ask of a psycho-educational assessment:
http://www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf
OSR Regulations: http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.pdf
Battle of the Brains video clip – shows sample of IQ assessment activities:
http://www.youtube.com/watch?v=pv76_KYLayI&feature=related
OT assessments: http://pepp.ca/asses12.html
http://www.cde.state.co.us/cdechart/guidebook/sped/pdf/OCCUPATIONAL_THERAPY_CH
ECKLIST.pdf
OT overview video clip: http://www.youtube.com/watch?v=SMWhKj80JE0
PT assessments: http://www.physiotherapy.ca/public.asp?WCE=C=32|K=S222413
PT overview video: http://www.youtube.com/watch?v=TjDEm2FE_3w
Vision:
http://www.familyconnect.org/parentsite.asp?SectionID=72&TopicID=369&DocumentID=406
7
Vision exam video clip: http://www.youtube.com/watch?v=dyH9GwP25Wg
Hearing assessments: http://www.asha.org/public/hearing/testing/assess.htm
Video: http://www.youtube.com/watch?v=D9m2LImsgmQ
Speech and Language assessments: http://www.oafccd.com/factshee/fact61.htm
http://www.speech-language-therapy.com/nextplease.htm
http://www.aboutkidshealth.ca/HealthAZ/Speech-and-LanguageDisorders.aspx?articleID=8870&categoryID=AZ1b
Video: http://www.youtube.com/watch?v=qkID2Pf4PmY
ASD: http:/ http://www.sesa.org/index.php?option=com_content&view=article&id=81:howis-asd-diagnosed&catid=61:understanding-autism
www.csus.edu/indiv/b/brocks/Courses/EDS%20247/2_3.%20Autism/ASD%20Assessment.p
df
ASDS: Asperger Syndrome Diagnostic Scale http://www.livingwithaspergers.com/aspergersyndrome-diagnostic-scale.html
Childhood Autism Rating Scale:
http://autism.lovetoknow.com/Childhood_Autism_Rating_Scale
Video: http://www.youtube.com/watch?v=3hqzmahSUw4
AD/HD: http://www.aboutkidshealth.ca/ADHD/Overview-of-Assessment-forADHD.aspx?articleID=6886&categoryID=AD-nh1-06
Connors: http://www.attentiondeficit-add-adhd.com/adhd-connors-test.htm
Video: http://www.youtube.com/watch?v=B5HX5Kjk99A
Behaviour assessments:
BASC: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2542918/
Listing of behaviour assessments:
http://www.unl.edu/buros/bimm/html/index19.html
Vineland Adaptive Behaviour Scale:
http://www.brighthub.com/education/special/articles/13506.aspx
Multidemensional Scale for Children: http://downloads.mhs.com/masc/masc-brochure.pdf
ODD: http://www.youtube.com/watch?v=wVQCymnmO8Y
Diagnosis vs Exceptionality: http://www.acposb.on.ca/identity.html
Assistive Technology
What is it: Assistive Technology (AT) is any technology that helps a student improve or
maintain their level of functioning. AT, also referred to as adaptive technology, supports
cognitive, physical, communication and/or learning needs. Low, medium and high
technology are available and can act as accommodations.
Related Definitions:
Special Equipment Amount (SEA): Funding that helps provide the assistive equipment
prescribed to help a student. The funding is supplied by the Ministry of Education.
Ontario Software Acquisition Program Advisory Committee (OSAPAC): free software
for publicly funded schools. Teachers can install on home computer for educational
purposes: http://www.osapac.org/db/software_search.php?lang=en
Characteristics:
 Low technology examples: coloured coding systems (highlighters, pens, coloured
paper), colour transparency overlays, stress-balls, manipulative counters,
 Mid technology examples: tape recorders/Dictaphone, timers, magnifiers, reaching
aids
 High technology examples: computers, specialized hardware and software
 Common types of software: speech to text, text to speech, writing organizers,
symbols to text, modified keyboards, wheelchairs
Teaching Strategies:
 A Special Equipment Amount (SEA) application is necessary to acquire funding from
the Ministry that helps provide the assistive equipment prescribed by a non-teaching
professional to help a student. For more information, see
http://www.edu.gov.on.ca/eng/funding/0910/SEAguide09.pdf
 A trial of the equipment may be recommended before purchase
 Ensure the equipment is available and used by the student as often as possible
 Establish time and a goal for the student to learn computerized programs
 Document the programs in the student’s IEP
Resources:
Ministry of Education, Links for assistive tech to support students with vision, hearing,
mobility, communication, learning disabilities, ASD as well as implementation strategies
(starting on p. 7):
http://www.curriculum.org/tcf/teachers/projects/repository/AssistiveTechnology.pdf
Special Equipment Amount (SEA):
http://www.edu.gov.on.ca/eng/funding/0910/SEAguide09.pdf
Adaptive Technology Products and Resources:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=178&Itemid=129
Tutorials for Adaptive Technology:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=228&Itemid=150
Ontario Software Acquisition Program Advisory Committee (OSAPAC) for free software for
publicly funded schools. Teachers can install on home computer for educational purposes:
http://www.osapac.org/db/software_search.php?lang=en
Community Resources
What are they: Organizations or agencies that provide resources and/or services to
students, their families, teachers and/or school boards, but are not part of the Ministry of
Education. They could be funded by other governmental ministries or privately.
Related Definitions:
Special Education Advisory Committee (SEAC): A committee that exists in every school
board. Members include representatives from different associations in the area and
employees from the board itself. The committee’s role is to advise the board on issues
concerning special education and serves.
Characteristics:
 Community resources usually have a specific mandate of service and/or disability
that they support
Teaching Strategies:
 Teachers can refer contact information to applicable community resources to parents
and students
 Regularly communicate with parents and determine strategies that can be
implemented at school
Resources: (linked on specific pages)
For community links for resources:
http://www.rainbowschools.ca/programs/SpecialEducation/Weblinks.php
Agencies listed by disability:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=103&Itemid=82
Kids Help Phone: http://www.kidshelpphone.ca/
Children’s Aid: Children’s Aid http://www.oacas.org/childwelfare/report.htm
Counseling/Mental Health:
New Path: http://www.newpath.ca/
Kinark: http://www.kinark.on.ca/
Rainbows (grief counseling for divorce and loss): http://www.rainbows.ca/
Autism Spectrum Disorder (ASD)
http://www.autismsocietycanada.ca/understanding_autism/what_are_asds/index_e.html
http://www.autismontario.com/
Blind: CNIB http://www.cnib.ca/en/Default.aspx
http://www.deafblindontario.com/
Behaviour:
Ontario Association for Behaviour Analysis http://ontaba.org/
Deaf and Hard of Hearing:
http://www.deafblindontario.com/
National: http://www.cad.ca/en/
Ontario: http://www.deafontario.ca/en/
Giftedness: http://www.abcontario.ca/home
Developmental Disability (DD): Ontario- http://www.oadd.org/
Language Impairment: Ontario Association for Families of Children with Communication
Disorders http://www.oafccd.com/index.html
Learning Disabilities (LD):
Canada: http://www.ldac-taac.ca/index-e.asp
Ontario: http://www.ldao.ca/
Resources: http://www.ldonline.org/
Speech Impairment:
American: http://www.asha.org/public/speech/disorders/default.htm
Acquired Brain Injury:
Ontario: http://www.obia.ca/
Canada: http://biac-aclc.ca/en/
Alcohol Related Neuro Developmental Disorder (ARNO):
http://www.faseout.ca/eng/home.htm
Angelman Syndrome:
http://www.angelman.ca/angelman_foundation.html
Sick Kids: http://www.sickkids.ca/PaediatricLaboratoryMedicine/LaboratoriesServices/Molecular-Genetics-Laboratory/Test-Services-Available/Angelman-Syndrome.html
Attention Deficit/Hyperactivity Disorder (AD/HD):
http://www.cmha.ca/BINS/content_page.asp?cid=3-99
http://www.add-toronto.org/hc3.asp
Asperger’s Syndrome: http://www.aspergers.ca/
http://www.autismsocietycanada.ca/understanding_autism/resources/index_e.html
Bipolar Disorder: http://www.canmat.org/resources/bipolar/index.html
http://www.camh.net/About_Addiction_Mental_Health/Mental_Health_Information/Bipolar_D
isorder/index.html
Central Auditory Processing Disorder (CAP):
http://www.ementalhealth.ca/site/ottawa/index.php?m=12&ID=36
http://www.caddac.ca/cms/page.php?166
Cerebral Palsy (CP): http://www.ofcp.on.ca/
Conduct Disorder (CD): http://acposb.on.ca/cd.html
Cystic Fibrosis (CF): http://www.cysticfibrosis.ca/en/index.php
Depression: http://www.ontario.cmha.ca/
Down Syndrome: http://www.cdss.ca/
Epilepsy: http://www.epilepsy.ca/eng/content/goals.html
http://www.epilepsyontario.org/
Fetal Alcohol Spectrum Disorder (FASD):
http://www.phac-aspc.gc.ca/fasd-etcaf/index-eng.php
http://www.faslink.org/
Klinefelters Syndrome: http://www.47xxy.com/XXY.htm
http://www.aaksis.org/
Muscular Dystrophy (MD): http://www.muscle.ca/ontario-nunavut/home.html
Mutism: http://www.acposb.on.ca/mutism.html
Neurological Disability: http://www.and.ca/
Opposition Defiant Disorder (ODD):
http://www.klis.com/chandler/pamphlet/oddcd/oddcdpamphlet.htm
http://www.mentalhealthcanada.com/ConditionsandDisordersDetail.asp?lang=e&category=6
9
Obsessive Compulsive Disorder (OCD):http://www.ocdontario.org/
http://www.camh.net/About_Addiction_Mental_Health/Mental_Health_Information/OCD/inde
x.html
Post Traumatic Stress Disorder (PTS): http://www.cmha.ca/bins/content_page.asp?cid=394-97
Prader-Willi Syndrome: http://www.opwsa.com/
http://www.pwsnetwork.ca/pws/index.shtml
Reactive Attachment Disorder (RAD):http://www.cangrands.com/rad.htm
Rett’s Disorder: http://www.rett.ca/
Seizure Disorders:
http://www.epilepsyontario.org/client/EO/EOWeb.nsf/web/Introducing+Epilepsy+&+Seizure+
Disorders
Spina Bifida:http://www.sbhao.on.ca/
http://www.sbhac.ca/beta/
Tourette syndrome: http://www.tourette.ca/
http://www.tourettesyndromeontario.ca/Main.html
Special Education Resources
Resources have been selected based on teacher usefulness and placed within specific
student needs, exceptionalities and/or conditions sections. Ministry of Education Documents
and some selected resources pertaining to special education are listed below, as well as on
applicable strategy pages.
Ministry of Education Special Education Resources:
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Early School Leavers: Understanding the Lived Reality of Student Disengagement
from Secondary School, 2005
Education for All: The Report of the Expert Panel on Literacy and Numeracy
Instruction for Students with Special Education Needs, Kindergarten to Grade 6,
2005
Effective Educational Practices for Students with Autism Spectrum Disorders
Guidelines 2005 – For Approval of Education Programs for Pupils in Government
Approved Care and/or Treatment, Custody and Correctional Facilities
Highlights of Regulation 181/98: Identification and Placement of Exceptional Pupils
The Individual Education Plan (IEP), A Resource Guide, 2004
Individual Education Plan: Standards for Development, Program Planning and
Implementation 2000 :
http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
Minister's Advisory Council on Special Education
Planning Entry to School – A Resource Guide, 2005
Shared Solutions – A Guide to Preventing and Resolving Conflicts Regarding
Programs and Services for Students with Special Education Needs
Special Education, A Guide for Educators, 2001
The Special Education Advisory Committee (SEAC) Information Program
Special Education Funding Guidelines: Special Equipment Amount (SEA) and
Special Incidence Portion (SIP), 2009–10
Special Education Policy Documents:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/policy.html
Special Education Transformation: The Report of the Co-Chairs with the
Recommendations of the Working Table on Special Education, 2006
Special Education Tribunals
Special Education Regulations:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/regs.html
Standards for Boards’ Special Education Plans, 2000:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/iepstand/iepstand.html
Transition Planning: A Resource Guide, 2002
Older Resource Documents
Other On-Line Resources:
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Ontario Software Acquisition Program Advisory Committee (OSAPAC) for free
software for publicly funded schools. Teachers can install on home computer for
educational purposes: http://www.osapac.org/db/software_search.php?lang=en
Special Needs Opportunity Windows (SNOW)
Web Based Teaching Tool (WBTT)
Additional Resources for Purchase:
The Assessment of Basic Language and Learning Skills (ABLLS):
http://www.trackingsheets.net/
ETFO Special Education Handbook: A Practical Guide for All Teachers
http://www.etfo.ca/Resources/ForTeachers/Documents/2009%20Professional%20Resource
%20Catalogue.pdf
Students At Risk Book 2, OSSTF
http://www.osstf.on.ca/Default.aspx?DN=5001,4263,1091,365,Documents
Time Timers (visual clocks):
http://www.timetimer.com/
Sandbox Learning (customized social skills resources): http://www.sandbox-learning.com/
Teacher Professional Development in Special Education
Does this have a place here?
Additional Qualifications
3 part AQ leading to specialist in special education
Behaviour and Autism AQs
OCT Course offerings in special edcuation:
http://www.oct.ca/additional_qualifications/search/AQSearch.aspx?lang=en-CA
Conferences/Workshops
http://snow.utoronto.ca/index.php?option=com_frontpage&Itemid=1
FAQs
Please suggest other questions
Q: Teaching special needs students sure seems to involve a lot of initials and short
forms like IEP, IPRC, ASD, MID, etc. What do they all mean?
A: Check out our special education terms page for an alphabetized list with definitions.
(Link)
Q: Can I start implementing teaching strategies even though a student is not formally
identified by an IPRC or even on an IEP?
A: Yes, students’ needs dictate our teaching methods which can be started as soon as the
need is present.
Q: Can I use assistive technology with any student?
A: Yes, as their needs indicate and depending on what is available in your school. See the
Ontario Software Acquisition Program Advisory Committee (OSAPAC) for free software for
publicly funded schools. Teachers can install on home computer for educational purposes:
http://www.osapac.org/db/software_search.php?lang=en
Q:
Contact Us
We gladly welcome your suggestions and submission of teaching strategies to continually
improve this resource to make it useful and useable for educators to better meet students’
needs. Please send your input to: apopowich@gto.net
OTF contact info
By Mail
OTF/FEO
Suite 200
1300 Yonge Street
Toronto, ON
M4T 1X3
By Telephone
416.966.3424 or 1.800.268.7061
By Fax
416.966.5450
By Email
name:
email:
phone:
comments
Ontario Boards’ Special Education Plans
In Ontario, the Ministry of Education outlines special education procedures and each board
provides an annual report on how their board is implementing the Ministry procedures. In
each school board special education plan, you will find information on IRPC criteria,
possible placements and supports.
Board Directory: http://esip.edu.gov.on.ca/english/core/BoardDirectory.asp
School Board in alpha
Algoma District School Board
Algonquin and Lakeshore
Catholic District School Board
Avon Maitland District School
Board
Bluewater District School Board
Brant Haldimand Norfolk Catholic
District School Board
Bruce-Grey Catholic District
School Board
Catholic District School Board of
Eastern Ontario
Conseil des écoles publiques de
l'Est de l'Ontario
Conseil scolaire de district
catholique Franco-Nord
Conseil scolaire de district
catholique de l'Est ontarien
Conseil scolaire de district
catholique des Aurores boréales
Conseil scolaire de district
catholique des Grandes Rivières
Conseil scolaire de district
catholique du Centre-Est de
l'Ontario
Conseil scolaire de district
catholique du Nouvel-Ontario
Conseil scolaire de district des
écoles catholiques du Sud-Ouest
Conseil scolaire de district du
Centre Sud-Ouest
Conseil scolaire de district du
Grand Nord de l'Ontario
Conseil scolaire de district du
Nord-Est de l'Ontario
District School Board Ontario
North East
District School Board of Niagara
Dufferin-Peel Catholic District
School Board
Durham Catholic District School
Board
Durham District School Board
Special Education Plan
http://www.adsb.on.ca/uploads/info/listings/specedplan20092010finalapproved.pdf
http://www.alcdsb.on.ca/student_services/plan.aspx?master=/parents/par
ents.master
http://www.avonmaitland.on.ca/ourschools/documents/2009_Spec_Ed_Pl
an.pdf
http://www.bwdsb.on.ca/stserv/speced_plan/home%20page#
http://www.bhncdsb.ca/files/files/special_education_plan2009-10.pdf
http://www.bgcdsb.org/about_us/board_of_trustees/board_reports/2005Sp
ecEducPlan.pdf
http://www.cdsbeo.on.ca/Special_Education/annual_report.htm
http://www.csdccs.edu.on.ca
http://www.franco-nord.edu.on.ca
http://www.csdceo.ca
http://www.csdcab.on.ca
http://www.cscdgr.on.ca
http://ecolecatholique.ca
http://www.nouvelon.ca
http://www.csdecso.on.ca
http://www.csdcso.on.ca
http://www.cspgno.ca
http://www.csdne.edu.on.ca
http://www.dsb1.edu.on.ca/program/pdfs/SEP-2008-09.pdf
http://www.dsbn.edu.on.ca/schools/supportservices/SE/seplan/SpecialEd
uPlan09-10.pdf
http://www.dpcdsb.org/CEC/Programs/Special+Education/SpecialEducati
onDP/Special+Education+Plan/
http://www.dcdsb.ca/web/durhamrc.nsf/(AllByCurDocID)/09081809424941
91/$FILE/Special%20Education%20Plan%202009%20Revised%20June
%2009.pdf?openelement
http://ddsb.durham.edu.on.ca/Pdf/Spec_Ed_Plan/Special_Education_Plan
_Oct_2009.pdf
Grand Erie District School Board
http://www.granderie.ca/Parents/SpecialEducation.aspx
Greater Essex County District
School Board
http://www.gecdsb.on.ca/programs/SpecEd/plan/popPlan.htm
Halton Catholic District School
Board
Halton District School Board
Hamilton-Wentworth Catholic
District School Board
Hamilton-Wentworth District
School Board
Hastings & Prince Edward District
School Board
Huron Perth Catholic District
School Board
Huron-Superior Catholic District
School Board
Kawartha Pine Ridge District
School Board
Keewatin-Patricia District School
Board
Kenora Catholic District School
Board
Lakehead District School Board
Lambton Kent District School
Board
Limestone District School Board
London District Catholic School
Board
Near North District School Board
http://www.hcdsb.org/speced/Revised2008SpecEdPlan.pdf
http://www.hdsb.ca/AboutUs/SpecialEducation/Special%20Education/Spe
cialEducationPlan.pdf
www.hwcdsb.ca/downloads/programs/sped/special_ed_plan_0809.pdf
http://www.hwdsb.on.ca/programs/specialed/plan/pdfs/0910plan.pdf
http://www.hpedsb.on.ca/ec/services/spe/specialEducationPlan.html
http://www.huronperthcatholic.ca/Schools/SpecialEducation/SpecialEduca
tionPlan.aspx
http://www.hscdsb.on.ca/UserFiles/File/Special%20Education/Publication
s/HSCDSB%202009%20Special%20Ed%20Plan.pdf
http://www.kprschools.ca/admin/eZeditor/files/f_200_spec_ed_plan_Docu
ment_revised_2009.pdf
http://www.kpdsb.on.ca/education/docs/200910SEPlan.pdf
http://www.kcdsb.on.ca/kcdsb/new/Special%20Education%20Manual%20
2008.pdf
http://www.lakeheadschools.ca/special/default.aspx?cat=67
http://www.lkdsb.net/Speced/docs/SPECIAL%20EDUCATION%20PLAN
%20-%202009.pdf
http://www.limestone.on.ca/Programs/special_Education/documents/Spec
ial_Education_Plan.pdf
http://www.ldcsb.on.ca/schoolservices/programs/spec_ed/public/parentsu
pport/Spec_Ed_Plan.htm
http://www.nearnorthschools.ca/docs/speced/special_education_plan.pdf
Niagara Catholic District School
Board
Nipissing-Parry Sound Catholic
District School Board
Northeastern Catholic District
School Board
http://www.niagararc.com/index.php?doc=/niagaraRC//Parents%20and%2
0Students/sss/spEdPlan/spEdToc.htm
http://www.npsc.edu.on.ca/PDF%20document/Special%20Education%20
Plan%202009.pdf
http://www.ncdsb.on.ca/board/pdfs/SpecialEdPlan2005-2009.pdf
Northwest Catholic District School
Board
Ottawa Catholic District School
Board
Ottawa-Carleton District School
Board
Peel District School Board
http://www.tncdsb.on.ca/resources/SPED%20Manual%200809.pdf
Peterborough Victoria
Northumberland and Clarington
Catholic District School Board
Rainbow District School Board
Rainy River District School Board
Renfrew County Catholic District
School Board
Renfrew County District School
Board
Simcoe County District School
Board
Simcoe Muskoka Catholic District
School Board
St Clair Catholic District School
Board
Sudbury Catholic District School
Board
http://www.ottawacatholicschools.ca/content.php?doc=2744&xwm=true
http://www.ocdsb.ca/Documents/OCDSB_Publications/Spec-EdPlan09.pdf
http://www.peelschools.org/parents/facts/spec-edplan.htm
http://www.pvnccdsb.on.ca/library/Special%20Education/SpecialEducatio
nPlan2009.doc
Not on Their Website-Please contact directly at
thirkih@rainbowschools.ca for more info
http://www.rrdsb.com/sites/www.rrdsb.com/files//spec_ed/Special%20Edu
cation%20Plan%20Spring%202009.pdf
http://www.rccdsb.edu.on.ca/Spec%20ed%20Plan%202004-2005.pdf
http://www.renfrew.edu.on.ca/speced/Plan.htm
http://scdsb.on.ca/media/files/programs-andservices/specialeducation/Special%20Education%20Plan%2009-10.pdf
http://www.smcdsb.on.ca/UserFiles/Servers/Server_6/File/Archived/Paren
ts%20and%20Students/Special%20Education/Spec%20Ed%20Plan%200
5-06.pdf
http://www.st-clair.net/specialed/plan/default.htm
http://www.scdsb.edu.on.ca/admin/reports/SpecialEducationPlan.pdf
Superior North Catholic District
School Board
Superior-Greenstone District
School Board
Thames Valley District School
Board
Thunder Bay Catholic District
School Board
Toronto Catholic District School
Board
Toronto District School Board
Trillium Lakelands District School
Board
Upper Canada District School
Board
Upper Grand District School
Board
Waterloo Catholic District School
Board
Waterloo Region District School
Board
Wellington Catholic District
School Board
Windsor-Essex Catholic District
School Board
York Catholic District School
Board
York Region District School Board
http://www.sncdsb.on.ca/article/policies-and-manuals-256.asp
http://www.sgdsb.on.ca/article/reports--publications-165.asp
http://www.tvdsb.ca/programs.cfm?subpage=3806
http://www.tbcdsb.on.ca/departments/special_education/the_special_educ
ation_plan
http://www.tcdsb.org/curriculum/special%20education/FINAL%20Sp.%20
Ed.%20Plan%20NOV%202005.pdf
http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=10428&menuid=23230&
pageid=20136
http://www.tldsb.on.ca/pdfs/tldsb_specedplan_2009.pdf
http://www.ucdsb.on.ca/Programs+and+Initiatives/Special+Education/Boa
rds+General+Model+of+Special+Education/Our+Special+Education+Plan
+and+Documents.htm
http://www.ugdsb.on.ca/article.aspx?id=1076
http://www.wcdsb.ca/ss/spec-ed/pdf/Special-Education-Plan.pdf
http://www.wrdsb.ca/about-us/district-school-board/special-education-plan
http://www.wellingtoncssb.edu.on.ca/sped.html
http://www.wecdsb.on.ca/board-learningsupportservices-boardplan.asp
http://www.ycdsb.ca/departments/InstructionalServices/StudentServices/S
pecEdPlan.htm
http://www.yrdsb.edu.on.ca/pdfs/w/schools/speced/SCspeciaeducationplan.pdf
Teaching Strategy Pages
Behaviour Exceptionality
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of Behaviour.
Related Definition:
Behaviour Modification: Using both positive and negative reinforcers/consequences to try
and encourage positive behaviour.
Characteristics:
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.
Teaching Strategies for Behaviour Difficulties:
Instructional:
 offer the student choices for learning activities and 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
 reinforce positive behaviours as much as possible
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
 extended time for tests/assignments
 provide 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
Teaching Strategies for Specific Conditions:
-Acquired Brain Injury
-Alcohol-Related Neruordevelpmenal Disorder
-Angelman Syndrome
-Attention Defitit/Hyperactivity Disorder
-Autism Spectrum Disorder
-Asperger’s Disorder
-Bipolar
-Conduct Disorder
-Fetal Alcohol -Fetal Alcohol Spectrum Disorder (FASD)
-Oppositional Defiant Disorder (ODD)
-Obsessive Compulsive Disorder (OCD)
-Post-Traumatic Stress Disorder
Teaching Strategies for Related Student Needs:
-Aggression Management
-Anger/Frustration Management
-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 Skills
Teaching Resources:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=26&Itemid=38#teach
ing
See additional Behaviour strategies in the Ministry of Education’s Special Education
Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
Each School Board has included students with Behaviour Exceptionalities in their Special
Education Plan
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=282&Itemid=38
School phobia Hospital for Sick Kids: http://www.aboutkidshealth.ca/HealthAZ/SchoolPhobia.aspx?articleID=8393&categoryID=AZ1b
Behaviour strategies for specific concerns:
http://www.educationworld.com/a_curr/archives/behaviortips.shtml
Use for resources for each exceptionality and some needs (organization, etc), assistive tech
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=24&Itemid=33
Self-harm list: http://www.brocku.ca/teacherresource/ABC/viewmap.php?cid=3&sid=1
Anger/Aggression Strategies: http://www.brocku.ca/teacherresource/ABC/map.php
All About Students with Behaviour Disorders:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=26&Itemid=38
Social Skills: http://www.socialskillbuilder.com/
ADHD: http://www.adhd.ca/portals/adhd/eng/
http://www.caddra.ca/cms4/
http://www.caddac.ca/cms/page.php?2
Autism: http://www.autism.net/
http://www.aspergers.com/
Student and Family Resources to Share:
Free family and individual counseling is available in Ontario:
New Path: http://www.newpath.ca/
Kinark: http://www.kinark.on.ca/
Kids Help Phone: http://www.kidsmentalhealth.ca/get_help/get_help_search.php
Self harm must be reported to the child’s guardian
“If you’ve met one person with autism, you’ve met one person with autism.”
Autism Spectrum Disorder
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of Communication and a diagnosed
psychological condition.
Characteristics:
Ontario Ministry of Education Definition:
A severe learning disorder that is characterized by:
a) Disturbances in:
 Rate of educational development;
 Ability to relate to the environment;
 Mobility;
 Perception, speech and language;
b) Lack of the representational-symbolic behaviour that precedes language.
Definitions:
Augmentative and Alternative Communication (AAC): Communication using pictures,
symbols or voice output devices to augment or act as an alternative to a student’s current or
previous communication.
Antecedent, Behaviour and Consequence (ABC) Tracking: A strategy often used with
ABA methods or behaviour modification to record and later analysis what occurred prior to
the behaviour being targeted (antecedents), the actual behaviour and the
outcome/reinforcer (consequence). Consequence in ABC tracking does not usually mean
the discipline measure put into place following a behaviour, unless its function is the
reinforcing element to the behaviour.
Applied Behaviour Analysis (ABA): A systematic and individualized method of teaching
based on principles of learning and behaviour, to reduce undesirable and increase adaptive
behaviour. The ABA process begins defining the behaviour to be changed, which is then
specifically tracked with antecedents and reinforcers of the behaviour. ABC tracking sheets
are often utilized and analysis of the tracking helps to develop specific strategies to develop
shape the desired outcome. ABA can be implemented in schools by teachers and school
teams.
Asperger’s Disorder (AS): One of the five Autism Spectrum Disorders as outlined in the
DSM-IV. Asperger’s is characterized by a social interaction impairment, limited or
preoccupying interests and difficulty with non-verbal communication skills. Some with
Asperger’s may refer to themselves as “Aspies”.
Autism Spectrum Disorders (ASD): A set of five diagnosed conditions of the Pervasive
Developmental Disorders (PDDs) as indicated in The Diagnostic and Statistical/ Manual of
Mental Disorders (DSM-lV). While ranging in severity, these disorders all have three
common characteristics: impaired social skills, impaired verbal and nonverbal
communication and restricted/repetitive interests or behaviours. The five disorders under the
ASD “umbrella” are: Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder,
Asperger’s Disorder and Pervasive Development Disorder Not Otherwise Specified
including Atypical (PDD-NOS).
Autistic Disorder: One of the five Autism Spectrum Disorders as outlined in the DSM-IV.
Autistic Disorder is characterized by severe impairment in social interaction, communication
(could be non-verbal) and repetitive and restrictive patterns of behaviour that are nonfunctional.
Childhood Disintegrative Disorder: One of the five Autism Spectrum Disorders as
outlined in the DSM-IV. Childhood Disintegrative Disorder is characterized by normal
development until the age of two then a significant loss of social and communication skills
with a development of restricted and repetitive behaviours occurring before the age of ten.
Echolalia: The repetition of words of phrases, often by students with ASD.
Functional Behaviour Assessment (FBA): An examination of the function of a student’s
behaviour in an attempt to develop strategies to alter the behaviour. FBA is often utilized
with students with ASD.
Intensive Behavioural Intervention (IBI): A program of instruction for younger children
diagnosed with autistic spectrum disorders (ASD). IBI is based Applied Behaviour Analysis
(ABA) to teach children and involves twenty to forty hours per week of intervention by a
trained therapist to address skills deficits to develop more positive behaviour.
Pervasive Developmental Disorder Not Otherwise Specified Including Atypical Autism
(PDD-NOS): One of the five Autism Spectrum Disorders as outlined in the DSM-IV. PDDNOS is characterized by severe and persistent impairments in social interaction skills,
communication skills, with steotypical behaviour, but do not meet the criteria for another
PDD disorder.
Policy/Program Memorandum 140 (PPM 140): A policy/program directive issued by the
Ontario Ministry of Education for all school boards to follow pertaining to the teaching of
students with Autism Spectrum Disorder (ASD) utilizing Applied Behaviour Analysis (ABA).
PPM 140 mandates that students with ASD be offered an individualized program, based on
positive reinforcement, data collection, with the transfer of skills and transition planning.
Rett’s Disorder: One of the five Autism Spectrum Disorders as outlined in the DSM-IV.
Rett’s is characterized by normal development up to five months of age then deceleration of
head growth and loss of social engagement. Those with Rett’s have severely impaired
expressive and receptive language skills.
Splinter skills: Well developed skills in a specific area.
Teaching strategies for specific ASD conditions:
-Asperger’s Syndrome
-Autistic Disorder
-Childhood Disintegrative Disorder
-Pervasive Development Disorder Not Otherwise Specified (PDD-NOS)
-Rett’s Disorder
Teaching Strategies for associated student needs:
-Aggression Management
-Anger Management
-Articulation Skills
-Attention Skills
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Frustration Management
-Gross Motor Skills
-Listening Skills
-Memory Skills
-Metacognition Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sequencing Skills
-Sensory Integration Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
Resources:
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
Teaching Students with Autism: A Resource Guide for Schools:
http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
http://www.researchautism.org/resources/links/Education.asp
Melt down video: http://www.youtube.com/watch?v=X089khw18CE&feature=fvw
http://education.qld.gov.au/students/disabilities/adjustment/verification/asd.html
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
Making a Difference For Students with Autism Spectrum Disorders in Ontario Schools: From
Evidence to Action (2007), Ministry of Education
http://www.edu.gov.on.ca/eng/document/nr/07.02/autismFeb07.pdf
Hospital for Sick Kids About Kids http://www.aboutkidshealth.ca/HealthAZ/Autism-andPervasive-Developmental-Disorder.aspx?articleID=8265&categoryID=AZ1b
Autism Overview: http://www.nichd.nih.gov/health/topics/asd.cfm
Dr.Temple Grandin (diagnosed with autism):
http://www.youtube.com/watch?v=2wt1IY3ffoU
Reinventing Autism: http://www.youtube.com/watch?v=iAu6_Llfh2A
Information on all types of ASD and Applied Behaviour Analysis:
http://library.lambton.on.ca/autism_spectrum_disorders.htm
Registration and information on the April Autism Awareness program "Together for Autism":
Together for Autism -- Autism Ontario
Information from Health Canada about Autism Spectrum Disorders and inks to Canadian
and International Websites: Health Canada -- Autism
Professional Development opportunities and resources for teachers and educational
assistants: The Geneva Centre
Symptoms of Autism Specturm Disorder in a young child: Red flags for ASD
The perspective of a child with autism: 10 Things Every Child with Autism Wishes You
Knew
Classroom application of Applied Behaviour Analysis (ABA) video: The BC Provincial
Outreach Program
ASD: Paula Kluth's Home Page
Paula Kluth documentary: http://www.paulakluth.com/articles/Voices_dvd.html
Focus on students with Aspreger Syndrome: Tony Attwood's Website
Asperger Sydrome Info: O.A.S.I.S.
Peter Vermeulen's book titled "I'm Special”: I'm Special
Teaching Tips for ASD by Temple Grandin
Tips and accommodations for working with students with Asperger’s in the
classroom: Supporting Students with Asperger's Syndrome in General Education
Autism Awareness Centre
Wils Paper Cutouts
Board Special Education Plans link
Agency Contacts
Autism Ontario: http://www.autismontario.com/Client/ASO/ao.nsf/web/ASD+An+Overview
Deaf and Hard of Hearing Exceptionalities
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of Communication and a medical diagnosed
condition.
Characteristics: Ontario Ministry of Education Definition
An impairment characterized by deficits in language and speech development because of a
diminished or non-existent auditory response to sound.
Teaching Strategies:
-Hearing
-Social Skills
Resources:
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
-Board Special Education Plans link
-Agency Contacts
http://www.bbc.co.uk/health/conditions/deafness1.shtml
General Info:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=31&Itemid=44
Hearing and Communication (All Divisions) Resource Guide, 1992 with definitions and
strategies: Hearing and Communication Resource Guide
Eschool Desk - Phonak Canada
Video demonstrations on how FM system works and answers to frequently asked questions
about FM systems
The Listening Room
Developed by an Auditory-Verbal Therapist, site provides ready to use activities that
encourage language and speech development.
Front Row Sound Field System
General information, video clips and a user guide for Front Row amplification system.
Supportive Hearing Systems
Information about soundfield amplification system with specific product information.
Cochlear Corporation
Information about cochlear implants.
Ushers Syndrome: http://www.bbc.co.uk/health/conditions/ushers1.shtml
Language Impairment Exceptionality
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of Communication.
Characteristics: Ministry Definition
A learning disorder characterized by an impairment in comprehension and/or use of verbal
communication or the written or other symbol system of communication, which may be
associated with neurological, psychological, physical, or sensory factors, and which may:
a) Involve one or more of the form, content and function of language in communication;
and
b) Include one or more of the following:
 Language delay;
 Dysfluency;
 Voice and articulation development, which may or may not be organically or
functionally based.
Teaching Strategies:
-Articulation Skills
-Attention Skills
-Executive Functions
-Anger/Frustration Management
-Listening Skills
-Metacognition Skills
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Verbal Skills
Resources:
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
Hospital of Sick Kids info page: http://www.aboutkidshealth.ca/HealthAZ/Speech-andLanguage-Disorders.aspx?articleID=8870&categoryID=AZ1b
Students with Language Problems:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=28&Itemid=4
-Board Special Education Plans link
-Agency Contacts
Speech Impairment Exceptionality
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of Communication.
Characteristics: Ministry Definition
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.
Teaching Strategies:
-Articulation Skills
-Anger/Frustration Management
-Hearing
-Self-Advocacy Skills
-Self-Esteem
-Verbal Skills
Resources: (links)
Augmentative Communication:
http://learningdisabilities.about.com/od/ac/g/augmentative.htm
Augmentative and Assistive Communication:
http://specialed.about.com/od/assistivetechnology/a/aac.htm
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
General characteristics and Strategies:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=32&Itemid=45
Ontario Association for Families with Communication Disorders:
http://www.oafccd.com/factshee/factshee.htm
-Board Special Education Plans link
-Agency Contacts
Learning Disabilities
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of communication. Learning Disabilities are
also a diagnosed condition.
Definition:
Learning Disability (LD): A diagnosed psychological condition and IRPC exceptionality.
Specialized professionals, including psychologists and psychological associates, evaluate
and diagnose Learning Disabilities. Significantly low achievement (based on age, education
and intelligence) in reading, mathematics and/or writing standardized tests are seen as the
fundamental attribute of a learning disability when intelligence is within normal ranges.
Characteristics: Ministry Definition
A learning disorder evident in both academic situations and social perception and social
interaction. Learning disabilities may also cause difficulties with organizational skills. It
involves one or more of the processes necessary for the proper use of spoken language or
the symbols of communication and that is characterized by a condition that:
a)
Is not primarily the result of:

impairment of vision;

impairment of hearing;

physical handicap;

developmental disability;

primary emotional disturbance;

cultural difference.
b) Results in a significant discrepancy between academic achievement and assessed
intellectual ability with deficits in one or more of the following:
 receptive language (listening, reading);
 language processing (thinking, conceptualizing, integrating);
 expressive language (talking, spelling, writing);
 mathematical computations; and
c) may be associated with one or more conditions diagnosed as:
 a perceptual handicap;
 a brain injury;
 minimal brain dysfunction;
 dyslexia;
 developmental aphasia.
Teaching Strategies:
-Attention Skills
-Executive Functions
-Fine Motor Skills
-Anger/Frustration Management
-Listening Skills
-Memory Skills
-Metacognition Skills
-Non-Verbal Reasoning
-Organization Skills
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Sequencing Skills
-Task Initiation
-Time Management Skills
-Verbal Skills
-Visual Spatial Processing
Resources:
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
About Kids Info Page, hospital of sick kids:
http://www.aboutkidshealth.ca/HealthAZ/LearningDisabilities.aspx?articleID=8698&categoryID=AZ1b
www.ldac-taac.ca The Learning Disabilities Association of Canada
LD Edge Newsletter: http://www.atn.on.ca/ServicesPrograms/LDEdge/tabid/91/Default.aspx
www.ldao.ca Learning Disabilities Association of Ontario
www.nichcy.org National Info Centre for Children and Youth with Disabilities
www.ldonline.org Learning Disabilities Online
Sign up for a monthly newsletter, seach archives for specific topics
www.ldonline.org/kidzone/7165 Learning Disabilities Online for kids
A page for kids/written by kids
www.nld-bprouke.ca Nonverbal Learning Disabilities (NLD)
Canadian site on nonverbal learning disabilities
www.allkindsofminds.org All Kinds of Minds
Explores different areas of importance to students with learning differences, articles, audio
and video clips
www.interdys.org The International Dyslexia Association
www.integra.on.ca Integra
Children's mental health centre dedicated to helping children and adolescents who
experience social, emotional and behavioural problems related to their learning disabilities
Reading Rockets
Great web site for info on struggling readers and resources
-Agency Contacts
http://www.bbc.co.uk/health/conditions/dyslexia2.shtml
http://www.bbc.co.uk/health/conditions/dyspraxia2.shtml
Hospital of Sick Kids Info page on ADHD:
http://www.aboutkidshealth.ca/HealthAZ/Attention-DeficitHyperactivity-DisorderADHD.aspx?articleID=8272&categoryID=AZ1b
General Info: http://www.ldac-taac.ca/indepth/background_understanding-e.asp
Learning Disabilities online..#1 in the world: http://www.ldonline.org/index.php
General Info, Types and Strategies:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=25&Itemid=41
Giftedness Exceptionality
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of Intelligence.
Characteristics: Ontario Ministry of Education Definition
An unusually advanced degree of general intellectual ability that requires differentiated
learning experiences of a depth and breadth beyond those normally provided in the regular
school program to satisfy the level of educational potential indicated.
Teaching Strategies:
Associated student needs:
-Intellectual Ability – High
-Organization Skills
-Social Skills
-Time Management Skills
Resources:
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
Teaching Gifted Students:
http://www.prufrock.com/client/client_pages/teacher_introduction.cfm
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=34&Itemid=47
FCPSTeach Gifted and Talented
Extension activities organized by subject, topic and grade.
Association for Bright Children
Educators for the Gifted Organization
Ontario based organization.
Planning For Students Who Are Gifted
Alberta Ministry of Education document with some excellent smart goals for gifted students
Making Goals Meaningful, Measureable and Manageable
Alberta Ministry of Education document.
Canadian National Math League
Order contests and find practice materials
National Library of Virtual Manipulatives
Special Needs Ontario Window
Guidelines for program development for gifted students.
Lambton Kent District School Board
Grade and subject specific enrichment opportunities.
Gifted E learning
E-learning centre site with resources for teachers, parents and students.
Scratch Programming
Create your own interactive stories, games, music, art and animation.
Center for Digital Story Telling
Use of media tools to share and record stories.
-Agency Contacts
Mild Intellectual Disability
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of Intellect and also a psychological
diagnosed intellectual condition.
Definition:
Mild Intellectual Disability (MID): A diagnosed psychological condition and IPRC
exceptionality characterized by below average intelligence.
Characteristics: Ontario Ministry of Education Definition
A learning disorder characterized by:
a) An inability to profit educationally within a regular class without the need of considerable
curriculum modification and supportive service;
b) An inability to profit educationally within a regular class because of slow intellectual
development;
c) A potential for academic learning, independent social adjustment and economic self-support.
Teaching Strategies:
-Anger/Frustration Management
-Articulation Skills
-Attention Skills
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Intellectual Ability – Low
-Listening Skills
-Memory Skills
-Metacognition Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sequencing Skills
-Sensory Integration Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources:
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
General Info and Strategies:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=25&Itemid=41
Slow Learners Strategies and Characteristics:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=27&Itemid=39
About.com http://specialed.about.com/od/handlingallbehaviortypes/a/MID.htm
Developmental Disability
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of intelligence and also a psychological
diagnosed condition.
Defintion:
Developmental Disability (DD): Characterized by significantly below average intellectual
ability approximately the 2nd percentile or below. Deficits in adaptive functioning must also
be present.
Characteristics: A severe learning disorder characterized by:
a) An ability to profit from a special program for students with mild intellectual disabilities because
of slow intellectual development;
b) An ability to profit from a special education program that is designed to accommodate slow
intellectual development;
c) A limited potential for academic learning, independent social adjustment and economic self
support.
Teaching Strategies by Related Conditions:
-Acquired Brain Injury
-Alcohol-Related Neuro-developmental Disorder (ARNO)
-Angelman Syndrome
-Brain Injury
-Down Syndrome
-Fetal Alcohol Spectrum Disorder (FASD/ARNO)
-Fragile X Syndrome
-Neurological Disabilities
-Prader-Willi Syndrome
Teaching Strategies By Related Area of Student Needs:
-Aggression Management
-Anger Management
-Articulation Skills
-Attention Skills
-Emotional Regulation
-Fine Motor Skills
-Frustration Management
-Gross Motor Skills
-Intellectual Ability – Low
-Listening Skills
-Low Vision
-Memory Skills
-Metacognition Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sequencing Skills
-Sensory Integration Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources:
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
General Info and Strategies for Slow Learners:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=27&Itemid=39
Special Education Technology - BC
Website containing printable visual supports for students K - 12. - behaviour - scheduling curriculum supports
Do2Learn
Printable visual resources, teaching strategies, activities, games, and loads of information
on various exceptionalities.
Special Needs Ontario Window (SNOW)
Characteristics and classroom strategies for students who are slower learners.
Elements to consider in planning students' instruction
- Modification vs. Accommodation - comprehensive list of considerations when programming
for students with special needs
Teaching Children with DD - Classroom Ideas
Agency Contacts
http://www.bbc.co.uk/health/conditions/fragilex1.shtml
The goal you set must be challenging. At the same time, it should be realistic and attainable, not impossible to
reach. It should be challenging enough to make you stretch, but not so far that you break??? Check
Rick Hanson
Physical Disability Exceptionality
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of physical
Characteristics: Ontario Ministry of Education Definition:
A condition of such severe physical limitation or deficiency as to require special assistance in
learning situations to provide the opportunity for educational achievement equivalent to that of pupils
without exceptionalities who are of the same age or developmental level.
Teaching Strategies for Related Conditions:
-Acquired Brain Injury
-Angelman Syndrome
-Brain Injury
-Cerebral Palsy (CP)
-Cystic Fibrosis (CF)
-Klinefelter’s Syndrome
-Muscular Dystrophy (MD)
-Spina Bifida
Teaching Strategies for Areas of Student Needs:
-Fine Motor Skills
-Gross Motor Skills
-Personal Care
-Personal Safety
-Mobility
-Self-Advocacy Skills
-Self-Esteem
-Social Skills
-Visual-Motor Skills
Resources:
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
Community Living Skills
Information on organization skills, transportation, public services, community services.
Advancing the Inclusion of People with Disabilities (2008)
Canadian Paraplegic Association
Ontario March of Dimes
Children's Treatment
William’s Syndrome: http://www.bbc.co.uk/health/conditions/williams1.shtml
-Agency Contacts
Acrodysostosis
http://www.bbc.co.uk/health/conditions/acrodysostosis1.shtml
Cystic Firbosis
http://www.bbc.co.uk/health/conditions/cystic1.shtml
Students With Physical Exceptionalities Characteristics and Strategies:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=29&Itemid=42
Blind and Low Vision
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of physical and a diagnosed medical
condition.
Characteristics: Ontario Ministry of Education Definition:
A condition of partial or total impairment of sight or vision that even with correction affects
educational performance adversely. Ministry Policy/Program Memorandum No. 76C
describes criteria for the approval of an alternate education program for blind pupils who are
"educationally blind, with a need to use Braille and other tactile formats as other prime
educational media".
Teaching Strategies for Associated Student Needs:
-Low Vision
-Personal Care
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
-Social Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources:
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
Texas School for the Blind and Visually Impaired
American Foundation for the Blind
Canadian National Institute for the Blind
Resource Services at the W. Ross Macdonald School for the Blind
Internet Resources for Special Children
IRSC: Blind and Visually Impaired
Glossary of Eye Terminology
Agency Contacts
http://www.bbc.co.uk/health/conditions/blindness1.shtml
Hospital for Sick Kids: http://www.aboutkidshealth.ca/HealthAZ/Eye-DisordersGallery.aspx?articleID=&categoryID=AZ1f
Students Who are Blind or Who Have Limited Vision:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=30&Itemid=43
Ushers Syndrome: http://www.bbc.co.uk/health/conditions/ushers1.shtml
Multiple Exceptionalities
What is it: A formal exceptionality identified by a school based Identification Placement
and Review Committee (IPRC), in the category of multiple which indicates that the student’s
needs are in two or more categories of exceptionality.
Related Definition:
Comorbid: More than one debilitating condition occurring at the same time. See the
strategy pages for each condition a student is diagnosed with.
Characteristics: Ontario Ministry of Education Definition: A combination of learning or other
disorders, impairments, or physical disabilities, that is of such nature as to require for
educational achievement, the services of one or more teachers holding qualifications in
special education and the provision of support services appropriate for such disorders,
impairments, or disabilities.
Teaching Strategies: Please see each exceptionality/needs/condition page that the
student exhibits.
Resources:
See additional strategies in the Ministry of Education’s Special Education Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
-Board Special Education Plans link
Student Needs Pages
Aggression Management
What is it: An area of student need based on his/her demonstrated verbal or physical
behaviour.
Characteristics: Acts of frustration and anger either verbally (insults, name calling,
threatening) and/or physically (deliberately vandalize property, physical confrontations with
others, kicks, hits, throws, bites, etc).
Teaching Strategies:
Instructional:
 use direct instruction/social skills lessons in appropriate ways to express anger
 establish baseline of current frequency of aggression and develop alternative
programming goal on the student’s IEP
 use of an ABC chart
 involve the in-school support team for collaboration
 establish a written outline of what is and isn’t acceptable for the student, parents,
teachers and administrators (specific rules with predetermined consequences)
 involved the student as part of the problem solving team
 implement a home-school communication book for tracking focusing on instances
that the student demonstrated positive anger management skills
 attempt to help the student determine the cause of the aggression
 provide a “time out” or "cool down" after aggression - consider an in and out of
classroom location for the student to use that is predetermined and supervised – use
could be student or teacher initiated
 use visuals to direct behaviour when escalating (cards with “stop” or pictures of
prosocial behaviour)
 if the student refuses to leave the situation, consider removing others involved
 redirect the precursors to aggressive behaviour
 consider the use of careful humour (not sarcasm) to redirect/defuse
 frequently reward positive anger management, even small advances by the student
 converse with the student privately (not in front of peers)
 offer choices to avoid aggression and give the student some control
 use clear and concise language
 use repetition of instructions
 teach social skills lessons directly to the whole class
 develop and post social skills steps for positively handling aggression
 use social stories to teach appropriate responses
 use modeling and vocalize steps and choices
 use role playing to provide practice of prosocial behaviour
 use instructions with “first ____, then _____”
 modify tasks, if related to aggression
 teach peer relation skills if related to aggression
 for physical aggression develop a predetermined “Safety Plan” for staff response to
deescalate situation
Environmental:
 establish a “time-out”/”cool-down” area(s) and protocol for use
 keep scissors or other potentially dangerous items in a teacher controlled area
 post classroom rules, routines and schedule
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teach entire class emergency exit procedures and have a predetermined location
evacuation
provide calming tools (stress balls, "fidget" toys, drawing, music/ipod)
post and refer to social skills charts outlining prosocial responses
use preferential seating and close proximity to the teacher
Assessment:
 give advance notice of tests and assignments
 give a choice in assessment options
 give an option for open book tests
 minimize distractions/ consider an alternative testing location
 chunk tests and assignments into small tasks and provide feedback as each
component is completed
 reduce quantity of test/assignment items
 provide additional time
 provide periodic supervised breaks
Resources:
Various resources on classroom management and discipline:
http://www.theteachersguide.com/ClassManagement.htm
Strategies: http://www.brocku.ca/teacherresource/ABC/map.php
http://www.angriesout.com/index.htm#teachers
ADD RESOURCES FROM BEHAVIOUR EXCEPTIONALITY PAGE
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Be Cool Video series – teaches “cool” way to handle anger at all division levels with video
enactments: http://www.stanfield.com/conflict.html
Social Skill Builder.com
Anger/Frustration Management Skills
What is it: An area of student needs, based on his/her demonstrated behaviour.
Characteristics: Acts of frustration and aggression either verbally (insults, name calling,
yells, swears) and/or physically (physical confrontations with others or objects: kicks, hits,
throws, bites, etc; temper outbursts) and/or inward (self-harm, non-compliance, refusal to
move/speak, etc.)
Teaching Strategies:
Instructional:
 direct instruction/social skills lessons on methods to appropriately deal with anger
(could be full class, small group or individual lessons)
 use role play to practice appropriate responses to anger, including a cool down
period and labeling of feelings
 vocalize your own steps to dealing with potential anger
 use literature and current events to discuss positive choices pertaining to anger
management of others
 use modeling and vocalize your prosocial choices
 use social stories
 use role play
 provide a “time-out”/cooling down location
 develop a small attainable goal for the student
 involve the in-school team and consider the development of alternative programming
goals on an IEP for proactive ways for the student to deal with anger
 positively reinforce/reward appropriate behaviour, even small steps
 use specific comments to reinforce the positive choices/actions of the student
 implement a behaviour management plan involving student and parents
 develop home-school communication and tracking
Environmental Strategies:
 preferential seating, close to teacher and away from peer sources of conflict, when
possible
 provide a cool-down/time-out location and discuss with student how it will be
accessed
 speak privately to the student when possible
 provide anger reduction tools (doodle pad, stress ball, ipod)
 post clear and descriptive classroom rules that focus on what students are expected
to do to behave appropriately in class
Assessment Strategies:
 give advance notice of tests and assignments
 provide a choice in assessment options
 give an option for open book tests
 minimize distractions/ consider an alternative testing location
 chunk tests and assignments into small tasks if necessary
 reduce quantity of test/assignment items
 provide additional time
 provide periodic supervised breaks
Resources:
Additional information and strategies on anger management:
http://www.unf.edu/dept/fie/sdfs/notes/anger.pdf
Lesson plan for teaching anger management:
http://www.internet4classrooms.com/character_ed.htm
http://www.pbs.org/inthemix/educators/lessons/schoolviol3/
http://www.workshopsinc.com/manual/Ch1L2.4.html
http://www.educationworld.com/a_curr/strategy/strategy049
For purchase:
Be Cool Video series – teaches “cool” way to handle anger at all division levels with video
enactments: http://www.stanfield.com/conflict.html
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Anxiety Management Skills
What is it: An area of student need involving frequent worry and nervousness.
Characteristics:
A student with anxiety management needs may display physical and/or verbal signs of
unease. These may include: frequently talking about an upcoming event, fears, skin/nail
picking/biting, pacing, avoidance of certain situations, upset stomach, headaches, nausea
and/or diarrhea. Anxiety negatively influences a student’s ability to think and function at
school.
Teaching Strategies:
Instructional:
 directly teach anxiety management/stress reduction strategies
 teach labeling of feelings
 use literature and multi-media examples to teach anxiety management
 determine triggers and reduce as much as possible
 coach student to demonstrate positive strategies
 use modeling
 use role play
 develop a positive rapport with the student
 implement a time to talk privately
 positively reinforce improvements and efforts
 develop and maintain frequent home communication
 develop and implement alternative programming on the student’s IEP with an
attainable goal related to anxiety reduction
 speak calmly and concisely
 use social stories
 provide advance notice of changes
 connect student with counselor
 check with the student for understanding at the beginning of tasks
 encourage the student to self-advocate needs appropriately
 pair oral with visual instructions
Environmental Strategies:
 use preferential seating to avoid anxiety triggers
 provide a time-out area
 provide stress reduction tools (stress ball, doodling paper, ipod)
Assessment Strategies:
 provide advance notice for tests/assignments
 offer an alternative location
 use extra time
 chunk the test into parts
 allow for reference materials to be used
 provide written instructions for assignments with rubrics
 provide choice of assignments
Resources:
Specific types of anxiety disorders:
http://www.keepkidshealthy.com/welcome/conditions/Anxiety_Disorders.html
Strategies: http://www.brocku.ca/teacherresource/ABC/map.php
Strategies: http://cognitive-psychology.suite101.com/article.cfm/how-can-i-reduce-anxiety
In the class: http://www.healthcentral.com/anxiety/school-258065-5.html
http://www.thehealthcenter.info/child-anxiety/
http://www.thehealthcenter.info/child-separation-anxiety/
Phobias: http://www.bbc.co.uk/health/conditions/phobias1.shtml
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Articulation Skills
What is it: An area of student need, based on the sound of his/her speech pronunciation.
Characteristics:
Errors in speech pronunciation like sound substitutions, distortions (lisps) and/or omissions,
that are not age appropriate. Students could speak softly or avoid speaking to avoid
embarrassment/being misunderstood. Articulation difficulties can exist on their own and may
or may not be associated with other issue, like speech production and intelligence.
Teaching Strategies:
Instructional:
 implement strategies from speech-language pathologists/communication disorder
assistants (CDA)
 focus on one particular sound as per the speech and language pathologist’s
direction
 often the sound working on is in a specific position within a word (beginning,
middle or end)
 use visual pictures with words for specific sound working on
 model correct speech to the student, emphasizing the misarticulated word
 use a slower pace of speech
 pronounce the particular sound longer and slower to the student
 coral reading
 use printed words and letters with correct articulation to clarify
mispronounced/substituted sounds
 provide access to technology, like text to speech, that allows student to hear
proper articulation
 consider the establishment of alternative programming on the student’s IEP for
articulation goals, developed with parents, student and speech support staff
Environmental:
 use preferential seating so that the student can see the teacher’s mouth when he/she
is speaking
 reduce background noise in classroom
 use preferential seating so that the teacher can more privately model correct
articulation to the student
Assessment Strategies:
 give additional time for the student to speak
 ignore articulation errors and focus on content for assessments
 provide advance notice and specific expectations for presentations in front of the
class
 allow for use of written prompts when the student presents in front of the class
 allow the student to chose an oral presentation to a small group or just the teacher,
instead of whole class
 provide spell checker access and additional time
Resources:
Q and A’s on Articulation problems: http://www.kidsource.com/asha/articulation.html
Lesson Plans:
http://www.lessonplanet.com/search?keywords=articulation+skills&rating=3&search_type=r
elated
General Info: http://www.speech-language-development.com/articulation-skills.html
General Info and Strategies:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=32&Itemid=45
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Attention Skills
What is It: An area of student need involving difficulty with maintaining concentration,
especially on non-preferred activities, while ignoring distractions.
Characteristics:
Students in need of attention skills may be often off topic and have difficulty sitting still. They
may be disorganized and have trouble controlling their impulses, resulting in frequent calling
out or off topic talking in class.
Teaching Strategies:
Instructional:
 provide frequent physical breaks, especially after long periods of sitting or being
physically inactive; ask the student to collect/distribute materials
 give specific instructions with a check list for the student to check off when each item
is finished
 alternate between sitting and active classroom tasks
 provide a “leadership” role for the student in class so that he or she is responsible for
repeating instructions or writing them on the board
 give few instructions at a time
 use graphic organizers for the student to collect or interpret information
 chunk assignments into parts and provide feedback when each step is finished
 post the daily schedule and review it with the whole class
 teach organizational lessons
 teach social skill lessons to the student and/or small group on appropriately asking
for help in the classroom, completing work, etc.
 consider the development of an alternative programming page for the student’s IEP
 communicate regularly with parents and focus on positive behaviours
 reward on task behaviours
 use a timer for the student to monitor the amount of on-task behaviour
 allow the student to earn a reward for a set amount of on-task behaviour
 use differentiated teaching methods frequently with various media forms
 have the student use computers with text to speech for reading
 have the student use computers with speech to text for writing activities
 use a colour coding system for organization and/or learning activities
 use an overhead projector so the student can better follow the lesson
 provide a list of tasks that need to be accomplished during a set period and allow the
student to choose the order, or go between activities
 with the student develop a non-verbal signal for the teacher to give him/her to redirect
behaviour
Environmental Strategies:
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post simple and action focused rules and consequences
use preferential seating to reduce distractions for the student
provide a choice of work areas for the student to move between in the classroom
provide for the student to take a physical break (delivering material to another class
or to the office)
consider the uses of music and headphones if it helps the student to concentrate
provide items that a student can physically manipulate (stress ball, chewing gum)
Assessment Strategies:
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provide choice in assessment activities, including use of various media forms
use oral tests
chunk tests/assignments
allow breaks during tests (consider giving the student only one page of a multiple
page test with a walk break in-between receiving the next page)
use a variety of methods on written tests (short answer, matching, fill in the blank,
long answer)
provide printed assignment requirements and rubrics
provide an alternate testing location that is free from distractions
prompt the student to return to task if seems to be off task
allow additional time
Resources:
Strategies and information on student attention problems:
http://www.brocku.ca/teacherresource/ABC/viewsection.php?cid=9&sid=1
Strategies:
http://www.etfo.ca/MULTIMEDIA/WEBCASTS/SPECIALEDUCATION/Pages/Attention%20S
kills.aspx
http://specialed.about.com/cs/behaviordisorders/a/behav.htm
Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Blind
What is it: A medical condition of the eyes that involves a severe impairment in vision, not
corrected by glasses.
Characteristics:
A student may be fully or partially visually impaired. Those functionally blind maybe able to
see light and darkness, but not printed letters.
Teaching Strategies:
Instructional:
 provide copies of written texts and handouts in Braille; use Braille assistive
technology
 implement strategies from a Teacher of the Blind
 use other media sources for information (audio cassette, voice file)
 use physical models and/or concrete materials when ever possible to help the
student understand the concept
 describe items and instructions in detail
 frequently ask the student questions to ensure proper understanding
 teach new vocabulary in advance of the lesson
 read out loud what is written on the board
 use a auditory signal for class attention and to signal change of activities
 encourage self-advocacy; consider the development of an alternative programming
goal
Environmental:
 consistently keep items in predictable/predetermined places (desks, chairs, scissors,
etc.)
 give the student warning of changes to the classroom set up and support in
familiarizing with new set up
 use preferential seating so that the student is close to the teacher for additional
instructions
 reduce auditory noise in classroom
 provide easy access for Braille equipment
 provide elevator access if available
 develop and practice a plan for emergency evacuations to ensure safety
Assessment:
 use assistive technology and Braille materials
 provide extra time
 use oral tests/scribe
 provide choices for projects/assignments
Resources:
Teaching strategies:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=30&Itemid=43
http://www.uni.edu/walsh/blindresources.html
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Central Auditory Processing
What is it: An area of student need involving listening skills amongst background
noise/conversations and/or processing to understand information given orally.
Characteristics:
Students with central auditory processing often experience difficulty in the classroom when
they have to listen while other sounds are present. They may or may not be able to locate
the source of the sound or the correct sound that is made. Predicting speech is also a
difficulty along with determining rhyming words.
Teaching Strategies:
Instructional:
 use FM system, if prescribed
 develop alternative programming goals to teach the student active listening skills
 use the student’s name or a visual signal to prompt listening attention before
speaking
 frequently use questioning to check for student’s understanding
 pair oral instructions with visual, especially for new vocabulary and letter
patterns/rhymes
 provide copies of notes so that the student can focus attention on listening and
understanding during lessons
 use a visual signal for class to stop and listen before giving instructions
 ensure adequate volume in the class; repeat questions/comments of soft spoken
students
 reward the student for extra efforts in concentrating on oral information
Environmental Strategies:
 minimize background noise (tennis balls on chairs)
 have students wait to be acknowledged before contributing to classroom discussions
 provide physical break/change of activities after periods of concentration on oral
information
 use visual schedule
 post written copies of orally given information (class calendar)
 use preferential seating that the student is at the front
Assessment Strategies:
 provide extra time
 provide a quiet environment
 ensure understanding of test instructions
 provide written copies of assignment instructions and rubrics
Resources:
General Info: http://www.bbbautism.com/auditory_processing_disorder.htm
http://www.learningabledkids.com/learning_disability_LD/central_auditory_processing_disor
der_resources.html
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Emotional Regulation
What is It: An area of student needs involving difficulty with expression of feelings.
Characteristics:
Students with emotional needs may inappropriately express their feelings. They may get
suddenly angry or sad or have trouble with mood regulation. They may laugh when
something sad has occurred.
Teaching Strategies:
Instructional:
 develop a positive rapport with the student
 directly teach lessons on feelings and social skills
 give the student advance warning of changes
 have regular home communication
 track behaviours to determine triggers
 positively reinforce efforts and improvements
 focus on the student’s strengths and provide opportunities for success
 include a variety of DI teaching methods
 provide frequent breaks with physical activity
 use talk aloud to model appropriate ways to deal with feelings
 develop a list with the student of appropriate responses to feelings
 teach stress reduction methods
 provide a time-out/cool down location for the student
 access/provide counseling information
 implement strategies from other professionals that may be working with the student
Environmental Strategies:
 use preferential seating to avoid triggers
 use stress reduction aids (doodling paper, ipod, stress balls)
 post classroom rules and consequences
Assessment Strategies:
 provide extra time to reduce anxiety with completion
 provide an alternate location
 chunk tests and assignments into parts
 provide a variety of assignment options
 reduce the quantity required
 allow for oral/scribed tests
Resources:
http://www.thehealthcenter.info/child-separation-anxiety/
teaching Resources: http://www.teachervision.fen.com/emotional-development/teacherresources/32913.html
Article:
http://www.aboutourkids.org/articles/social_emotional_learning_what_it_how_can_we_use_i
t_help_our_children
School Phobias Hospital for Sick Kids About Kids Health:
http://www.aboutkidshealth.ca/HealthAZ/SchoolPhobia.aspx?articleID=8393&categoryID=AZ1b
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
English Language Skills
What is it: An area of student need involving the acquisition of the English language, which
in itself is not officially part of special education, however some English Language Learners
will have special education needs in the same proportion as students whose first language
is English. ELL students often benefit from some of the resources related to special
education.
Related Definitions:
English Language Learner (ELL): A student who is learning English. These students do
not fall under special education services, but are not excluded if their needs indicate. The
prevalence of an ELL student requiring special education services is the same as for nonELL students. Sometimes an ELL has been referred to as English Second Language.
English as a Second Language (ESL): A program that aims to teach English to someone
who has a different first language. The program could be taught during specific periods
while for the rest of the day the student will most likely be placed in a regular classroom, an
immersion program, or a bilingual educational environment.
Characteristics: A student with English language skill needs will not fluently speak or
understand English, but another language.
Teaching Strategies:
Instructional:
 provide direct instruction in English language (oral, written and reading)
 use computers and dictionaries for translation and language acquisition (games)
 use assistive technology for speech to text
 allow for extra time for processing and responses
 reduce quantity of work
 use a translator for parent meetings
 have reports (if any) translated
 use visuals with oral instructions
 speak slow and concisely
 use simple vocabulary
 use word walls
 preteach vocabulary
 access ESL teacher and implement strategies
Environmental:
 use preferential seating so that student is close to assistive devices
Assessment:
 use extra time
 allow translation supports
 offer an alternative location
 ensure student understands directions
 read questions to the student, provide prompts and scribe
 chunk tests/assignments and give feedback for each part
 offer choice of assessments and include maps and charts to support language
Resources:
Strategies and resources: http://www.eslsite.com/
http://eslus.com/eslcenter.htm
Executive Function
What is It: An area of student need involving prioritizing, organizing and completing tasks,
especially when dealing with unexpected events, problems, and/or new challenges.
Characteristics:
Students with executive functioning needs may have difficulty starting new tasks,
developing goals or solutions to problems. They may not be able to curb their immediate
impulses and focus on the task at hand. Working memory skills may be weak along with
time management. Behaviour issues may arise. A number of related area of needs may be
applicable (see list below).
Teaching Strategies:
Instructional:
 pair oral with visual instructions
 repeat information/instructions and ask the student to repeat them back and explain
 chunk information/instructions
 use checklists and agenda
 develop and support the student in maintaining an organizational system
 directly teach lessons in prioritization and strategies to stay on task
 reward efforts in organization, work completion and prioritization by specifically
outlining the student’s positive actions/choices
 reduce number of tasks assigned at once
 pre-teach new vocabulary
 conference frequently with the student to check on understanding
 role play situations to improve student response
 develop and teach a specific alternative programming expectation in the student’s
IEP
 use computer and assistive technology
Environmental Strategies:
 use preferential seating to avoid distractions
 use a visual and auditory signal to get attention before speaking
 post rules, consequences and a schedule
Assessment Strategies:
 provide extra time for tests and assignments
 provide written copies of assignment instructions and rubrics
 chunk assignments and tests
 give breaks during tests
 allow for oral testing/scribe
 check for understanding of test questions
 use computer for work processing
Resources:
See related areas of need that may pertain to students with executive functioning needs:
-Frustration Management
-Listening Skills
-Memory Skills
-Metacognition Skills
-Organization Skills
-Personal Safety
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sequencing Skills
-Task Initiation
-Time Management Skills
Overview: http://www.aboutkidshealth.ca/News/Executive-Function-Part-One-What-isexecutive-function.aspx?articleID=8024&categoryID=news-type
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Fine Motor Skills
What is It: An area of student need with fine (small) physical motor skills of the fingers and
hands.
Characteristics:
Students with fine motor skills needs have difficulty printing and writing legibly. They often
have difficulty paining and cutting and sometimes with zippers and buttons too. Combination
locks may also be problematic as could their endurance for fine motor activities as they may
tire more easily. Because of their difficulties, they may seem disinterested or give up easily
on fine motor tasks.
Teaching Strategies:
Instructional:
 implement strategies from an Occupational Therapist
 use assistive devices, like pencil grips and various sizes of writing instruments
 use assistive technology and computers
 provide copies of notes
 chunk written work into parts
 use of larger lined paper or paper with raised lines
 practice in making particular letters of difficulty
 teach cursive writing if printing especially problematic
 teach keyboarding skills and/or use of speech to text software
 provide a physical mouse instead of touch pad on lap tops (larger/specialized
mousse are available)
 develop and teach alternative programming expectations with respect to the student’s
fine motor development
 reward student efforts
Environmental Strategies:
 preferential seating to use assistive technology (near plug)
 provide larger or slanted work surface
 use of stress balls to massage tired hands/strengthen
 allow lock with a key for locker
 monitor for safety with science or art materials, especially if new
Assessment Strategies:
 provide extra time
 give oral tests/scribe answers for the student
 give tests with a variety of formats to reduce writing (true/false, multiple choice)
 use assistive devices (computer, assistive programs, specific paper/writing tools)
 provide choice in assignments including some with less writing demands (power point
presentation, for example)
Resources:
General Info: http://learningdisabilities.about.com/od/df/p/finemotorskills.htm
Activities to develop: http://www.teachingexpertise.com/articles/activities-to-develop-finemotor-skills-2578
http://www.shirleys-preschool-activities.com/fine-motor-skills.html
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Gross Motor Skills
What is It: An area of student need with gross (large) physical motor skills.
Characteristics:
Students with gross motor skills needs may avoid physical activities and/or seem
uncoordinated and clumsy. Their muscle tone may seem weak and they may become tired
quickly. Their posture may seem unbalanced and stairs may be difficult.
Teaching Strategies:
Instructional:
 implement recommendations by Occupational and Physical Therapists
 use assistive devices as prescribed (orthopedic chair, desk, etc)
 develop and teach alternate programming expectations for the student
 reward efforts
 provide frequent breaks to avoid fatigue
 specifically teach physical education skills that are attainable by the student
 focus on successes and improvements
 teach and encourage self-advocacy for the student to articulate needs to avoid
injuries
Environmental Strategies:
 preferential seating so that the student is close to supplies
 ensure safety with adequate space for the student to walk to desk
 ensure adequate space in coat/locker area (end locker may give additional room)
 provide elevator access if available
 develop and practice a plan for emergency evacuations to ensure safety
Assessment Strategies:
 use assistive devices
 provide breaks
 for physical education assessment, reduce demonstration expectations
Resources:
General Info: http://www.shirleys-preschool-activities.com/gross-motor-skills.html
http://familyfitness.about.com/od/preschoolers/a/grossmotorskill.htm
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Hearing
What is It: : 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.
Characteristics:
A student with hearing needs has difficulty detecting speech at conversational levels and/or
at louder levels. They will have difficulty with oral instructions and often have reduced class
participation. Some will have delayed social skills and speech problems.
Teaching Strategies:
Instructional:
 implement strategies from Teacher of the Deaf, who may work directly with the
student
 develop and implement alternative programming expectation as part of the student’s
IEP involving self-advocacy, learning to sign, speech, etc.
 use FM system (microphone that a teacher wears for students with some hearing)
 pair oral instructions with visual (written or pictures)
 face the student when speaking (do not talk when writing on the board)
 frequently check with the student for understanding
 allow additional time for the student to speak
 select closed captioning when ever available on DVDs and/or computer options
 pre-teach new vocabulary
 use clear and concise language
 use assistive technology and computer options
 use sign language, if the student uses
 provide copies of notes
 use visual cues for getting the class’ attention and for instruction
Environmental Strategies:
 use preferential seating to reduce auditory distractions and place student in position
to hear the teacher
 use FM system
 reduce background noise (tennis balls on chair legs, close classroom doors)
 develop a preplanned response for emergency evacuation
 post visual schedule
Assessment Strategies:
 provide choice for assignments (oral and written presentations)
 check that the student understands the test questions
 provide additional time
 use assertive technology
 provide written instructions
Resources:
Teaching Strategy: http://www.as.wvu.edu/~scidis/hearing.html
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=31&Itemid=44
FM systems info:
http://www.babyhearing.org/HearingAmplification/AidChoices/FMSystem.asp
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9\
Intellectual Ability – High
What is It: An area of student need involving advanced cognitive ability for the student’s
age/grade level.
Characteristics:
A student with high intellectual needs will be able to learn and apply information quickly.
They are often intellectually curious and have advanced thinking skills to connect and apply
ideas. They may seek to continually advance their knowledge and could have an advanced
sense of humour.
Teaching Strategies:
Instructional:
 pretest new information to determine what information the student does not yet know
 compact the curriculum and offer various learning activities
 increase the pace of instruction for the student
 focus instruction on higher order thinking skills (analysis, synthesis, divergent
thinking, and evaluation)
 increase the breadth and depth of the curriculum content by involving more abstract
concepts, connections and methods of learning
 provide leadership opportunities
 provide opportunity for self-directed research
 implement strategies from board resource teachers (if involved)
 develop and implement IEP modified curriculum expectations
Environmental Strategies:
 provide access to computers and library for research
Assessment Strategies:
 give choice for assignments that involve higher order thinking skills
 give choice for assignments in method of presentation
Resources:
Teaching in a regular classroom: http://www.cmu.edu/cmites/giftedstudents.html
Strategy:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=34&Itemid=47
Society: http://www.nagc.org/
IEP development:
http://www.abcontario.ca/images/stories/pdf/IEP_documents/iep_guide_rev_dec_17_lr.pdf
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Intellectual Ability – Low
What is It: 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.
Characteristics:
A student with low intellectual ability needs may have difficulty with abstract concepts and
think more concretely. They may have difficulty applying knowledge to new situations and
generally learn at a slower pace.
Teaching Strategies:
Instructional:
 assess to determine current level of achievement
 use instructional methods related to the student’s strengths and interests
 analyze errors to determine gaps in learning
 develop and implement IEP programming (accommodations, modifications and/or
alternative programming as determined from assessment of the student)
 use concrete pictures, models and hands on materials to increase understanding
 use DI methods frequently
 use repetition
 use realistic examples that the student has experienced
 re-teach/regularly review previously learned vocabulary and concepts
 frequently check for understanding
 use computers and assistive technology
 establish and use a home communication system
 chunk new information into steps
 reduce the quantity of work
 allow for additional learning time for new information
 reduce memory expectations and focus on use of information
Environmental Strategies:
 reduce visual and auditory distractions
 use preferential seating so that the student is close to the teacher
 post reference material in the class for student use (math facts, alphabet, periodic
table)
Assessment Strategies:
 provide additional time
 offer a quiet work location
 allow for oral/scribed tests
 ensure understanding of test questions
 allow for a reference sheet to be used for tests
 provide choice of assignments so student can choose an area of strength
 provide written instructions for assignments and rubric
 chunk assignments into parts and provide feedback as each part is completed
Resources:
Info and strategies: http://specialed.about.com/od/handlingallbehaviortypes/a/MID.htm
Teaching strategies:
http://www.interventioncentral.org/htmdocs/interventions/specialneeds/specialneedsideas.p
hp
Web based assessment tool: http://www.ldao.ca/WBTT/index.php
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Listening Skills
What is It: An area of student need involving difficulty with processing of oral information.
Characteristics:
A student with listening skills needs may not understand oral instructions and ask for
information to be repeated, sometimes by saying “huh?”. They may take increased time in
responding to oral requests and could have a reduced vocabulary.
Teaching Strategies:
Instructional:
 provide extra time for processing of oral information
 pair oral instructions with visual (writing or symbols)
 develop a cue for the student to focus on listening before important information is
given (“stop, look and listen” or turning the lights off and on)
 pre-teach new vocabulary and regularly review previously taught vocabulary
 frequently check with the student for understanding
 use DI to teach lessons in a variety of ways
 use repetition frequently and ask the student to repeat information back in his/her
own words
 provide copies of notes
 use graphic organizers
 reward efforts for increased listening
 develop and implement an alternative programming goal for the student to increase
listening skills
 teach direct lessons in listening skills (likely the whole class would benefit)
 use clear and concise language
Environmental Strategies:
 reduce auditory distractions in classroom
 preferential seating to limit distractions
 post reference information for student to use (charts, schedule, etc.)
Assessment Strategies:
 ensure student understands test/assignment questions
 provide written instructions for assignments and rubrics
 provide choice of assessment activities so student can select one related to his/her
strengths
 provide a reference sheet or vocabulary and/or a dictionary for tests
Resources:
General info: http://www.ccsf.edu/Services/LAC/lern10/listening.html
Develop better: http://www.focusas.com/ListeningSkills.html
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Low Vision
What is It: An area of student need involving reduced vision, even when corrected with
glasses.
Characteristics:
A student with low vision needs may be sensitive to light and glare. He/she may squint, turn
their head in an attempt to see better and/or rub their eyes frequently. They may have
difficulty with colour differentiation and have headaches. They may bump into things in dim
light.
Teaching Strategies:
Instructional:
 implement strategies from a Teacher of the Blind
 provide copies of notes
 use white chalk on a black board or black marker on a white board
 provide oral instructions with visual
 use an auditory cue to get class attention
 use assistive technology (CCTV) and computers to enlarge and darken print to the
student’s needs
 provide enlarged print texts and handouts
 frequently check with the student for understanding
 encourage the student to be a self-advocate for his/her needs; consider the
development of an alternative programming goal
 use magnifier
 reduce visual distractions
Environmental Strategies
 preferential seating near the front and near assistive technology
 use of a slant board to reduce glare
 dim or brighten the lighting according to the needs of the student; a desk lamp may be
needed with access to outlet (consider window lighting too)
 develop plan for the safe moving through the school and evacuation
Assessment Strategies
 use assistive technology/computers for enlargement
 provide enlarged copies of tests
 allow extra time
 allow oral tests and/or scribing
 allow break to refocus/rest eyes
Resources:
Teaching Strategy: http://www.as.wvu.edu/~scidis/vision.html
http://blind-students.suite101.com/article.cfm/teaching_students_with_low_vision
CCTV: http://www.nanopac.com/Optelec.htm
Astigmatism: http://www.bbc.co.uk/health/conditions/astigmatism2.shtml
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Memory
What is It: An area of student needs involving difficulty remembering.
Characteristics:
A student with memory needs may not be able to recall information that they have just
received as well as previously learned material. Often following directions is difficult as is
listening comprehension especially involving details. They may also take longer to recall
information such as names or specific vocabulary.
Teaching Strategies:
Instructional:
 establish and use home communication system and student agenda for accurate
relay of homework, projects, tests
 use repetition
 frequently check with the student for understanding
 use graphic organizers
 use concise and simple instructions
 use computers and assistive technology (graphic organizers)
 use DI and pair verbal and visual teaching methods
 provide a checklist of tasks for the student
 teach memory strategies, like rehearsal, association and mnemonics
 use of calculator
 use of notebook/scrap paper so student doesn’t have to hold information in head
 use of formula/reference sheets
 teach skill of locating information and using it with reference materials
 follow a predictable schedule
 use colour coding system for note books and notes (one colour for “how to” pages
and another colour for practice/application pages)
 use sticky notes/hilighters and a colour system for the student to locate key
information and find it again
Environmental Strategies
 use preferential seating to reduce distractions
 post reference material to act as an external memory aid
Assessment Strategies:
 provide extra time for tests and assignments
 focus assessment on concepts/application of knowledge
 allow calculators, dictionaries, formula sheets, definition sheets during tests
 allow for the retaking of unsuccessful tests/assignments to demonstrate learning of
those skills
 provide written instruction sheets and rubrics for assignments
 provide templates for the student to complete for assignments
 chunk tests and assignments and give feedback
Resources:
Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx
Strategies:
http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Memory%20Skills.aspx
http://specialneedseducation.suite101.com/article.cfm/memory_techniques_for_kids_with_di
sabilities
Web based assessment tool: http://www.ldao.ca/WBTT/index.php
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Metacognitive Skills
What is It: An area of student need involving difficulty with understanding and effective use
of one’s mental strengths and weaknesses.
Related Definitions:
Metacognition: The awareness and analysis of one’s own thoughts with the capability to
observe one’s own learning.
Characteristics:
Students with metacognitive needs may have trouble with goal setting, work initiation and
self-correction. They are often unable to complete work independently nor generate ideas
for problem solving. They have difficulty asking for help.
Teaching Strategies:
Instructional:
 use step by step instructions
 pair oral instructions with visuals
 use checklists for work completion
 frequently check with the student for understanding
 question the student on his/her process of problem solving
 model effective problem solving strategies
 use graphic organizers to outline steps for tasks and to reinforce problem solving
skills (define the problem, determine options, evaluate options, choose an option,
reflect on choice)
 provide examples
 help the student make connections to effective thinking skills
 use of a chart for reflection on effective choices
 teach how to appropriately ask for help
 have the student vocalize his/her thoughts
 use computers and assistive technology (graphic organizers)
Environmental Strategies:
 use preferential seating to avoid distractions
 use visual timer
 post and refer to reference materials pertaining to starting work and problem solving
Assessment Strategies:
 provide extra time
 provide alternative location
 provide proof reading and problem solving reference materials and/or checklists
 prompt student for timelines for tests
 chunk assignments and give feedback for each segment
Resources:
Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx
Strategies:
http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Metacognitive%20Skills.a
spx
Web based assessment tool: http://www.ldao.ca/WBTT/index.php
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Mobility Skills
What is It: An area of student need involving difficulty with physically moving.
Characteristics:
Students with mobility needs have difficulty with walking, running and moving their bodies.
Some may require wheel chairs, walkers and/or canes.
Teaching Strategies:
Instructional:
 implement strategies from Physical and/or Occupational Therapist
 based on recommendations, develop an alternative programming goal related to
acquiring, improving and/or maintaining mobility skills
 plan activities that will ensure the students inclusion and safety
 ensure choice of learning activities so that student can select area of strength
 modify physical education expectations to meet student’s needs; consider greater
focus on knowledge
 teach self-advocacy skills
 use assistive and mobility devices
 consider accessibility needs when planning fieldtrips
 provide breaks to combat fatigue
Environmental Strategies:
 use preferential seating for easy entry and exit
 provide additional room for student to move between desks
 provide access to elevators and ramps
 determine emergency evacuation procedures and post
 provide extra time for transition between classes/locations in the school
 allow the student to go through the halls when less congested (slightly before or after
bell)
 provide access to lockers with extra space
 provide access to accessible washrooms
 ensure materials are reachable
 provide large/table desk to accommodate wheel chair
 ensure accessible transportation, including fieldtrips
Assessment Strategies:
 use of assistive devices
 provide choice of assessment activities for student to utilize strengths
Resources:
Wheel chairs/ramps, etc: http://www.miusa.org/ncde/tipsheets/mobdistips
Standers: http://www.originsofcerebralpalsy.com/08-equipment/02-standers-walkers.html
Non-Verbal Reasoning
What is It: An area of student needs involving a difficulty with recognizing and
understanding concepts, especially with relations between patterns and complex problems.
Characteristics:
A student with non-verbal reasoning needs may have difficulty making inferences and
applying concepts to other situations. Mathematics is often a challenge as following a logical
sequence tends not to be a strength.
Teaching Strategies:
Instructional:
 use language based instructions frequently (oral and written)
 directly teach problem-solving methods
 encourage the student to use oral and written methods to solve non-verbal problems
(talking to self, writing steps)
 frequently check for level of understanding
 chunk non-verbal tasks and give feedback frequently
 allow for additional time
 use reference materials (formula sheets)
 use step by step instruction and develop “how to” references for the student
 use of calculators
 use highlighters to promote pattern skills
 use a home communication book/agenda
 use manipulatives with oral instructions
 provide direct instruction for attaining information from diagrams, maps and charts
Environmental Strategies:
 use preferential seating to limit distractions
 seat student close to posted reference materials
Assessment Strategies:
 provide additional time
 ensure student understands test questions
 provide choice of assignments with written outline
Resources:
Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx
Strategies: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/NonVerbal%20Reasoning.aspx
Test: http://www.kent.ac.uk/careers/tests/spatialtest.htm
Web based assessment tool: http://www.ldao.ca/WBTT/index.php
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Organizational Skills
What is It: An area of student needs involving difficulty in following or developing a system
of managing materials and ideas.
Characteristics:
A students with organizational skills needs may not have or be able to locate necessary
materials and looses things easily. Their papers may be crinkled and seem uncared for.
Their written work may be disorganized and jump from idea to idea without regard for the
main idea. Time management is also often a difficulty.
Teaching Strategies:
Instructional:
 develop, provide time and prompts for the student to use a system of organization
 reward efforts
 use a home communication book/agenda where the student records the necessary
information and the teacher checks for accuracy
 provide direct instruction in organizational methods
 consider developing and implementing an alternative programming goal pertaining to
organization
 use a colour coding system for notebooks
 provide graphic organizers to support writing idea development
 use a checklist for the student to ensure required materials are present
 use computers and assistive technology with graphic organizers
Environmental Strategies:
 preferential seating close to teacher for prompts
 post and refer to a daily/lesson schedule
 provide additional space for organization (file or magazine holder for work instead of
in desk or locker)
 have a clean-up period for desk and locker and directly instruct
 use a visual timer
Assessment Strategies:
 provide extra time
 provide graphic organizers
 use of computers and assistive technology
 use of hilighters
 provide necessary materials for test (pencil, ruler, etc)
 use visual timer
Resources:
For Gifted Children
http://parentingagiftedchild.suite101.com/article.cfm/organizational_skills_of_gifted_children
Tips: http://www.ldail.org/organiz.cfm
Teaching Students How to Study and How to Organize their Work
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=36&Itemid=49
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Personal Care
What is It: An area of student need involving hygiene, dressing, toileting and/or eating.
Characteristics:
A students with personal care needs will need support for their physical care. They may
utilize assistive equipment.
Teaching Strategies:
Instructional:
 implement strategies suggested by Occupational and/or Physical Therapists
 develop and implement alternate programming on the student’s IEP pertaining to
personal care, self advocacy, peer social skills, etc.
 provide extra time for personal care needs to be met
 develop a schedule for staff support for the student
 assess current level of functioning and plan for tasks that the student can do
 allow extra time for task completion
 use assistive technology
 encourage and reward efforts in self care
 privately talk to student about self care
Environmental Strategies:
 use preferential seating so that the student has extra room and can easily enter and
exit
 provide access to elevators
 provide access to lockers with extra space
 provide access to accessible washrooms
 ensure staff for toileting
 provide necessary supplies in washroom
 post visual/written steps for self care steps in washroom
 ensure materials are reachable
 develop emergency evacuation procedures and post
 provide large/table desk to accommodate wheel chair
Assessment Strategies:
 provide extra time
 use computers and assistive equipment/technology
 use oral tests and/or scribe
 allow breaks for self care and/or to combat fatigue
 provide choice in assessments so that the student can utilize strengths
Resources:
Strategies:
http://www.disabilityresource.uic.edu/viewer.asp?tab=0&label=Physical%20_%20Mobility%2
0Disabilities
Toileting: http://www.bellaonline.com/articles/art17322.asp
Helping Students with Bowl/Bladder problems:
http://www.promocon.co.uk/PromoconBooklet.pdf
Dressing: http://www.drspock.com/article/0,1510,6052,00.html
Hygiene: http://www.hygiene-educ.com/en/learn/personal/personal.htm
http://www.cybraryman.com/hygiene.html
hygiene strategies for children and teens:
http://www.hygieneexpert.co.uk/TeachingChildrenAboutHygiene.html
Feeding: http://www.comeunity.com/premature/child/growth/index.html
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Personal Safety
What is It: An area of student needs involving a student’s own personal safety and/or the
safety of others.
Characteristics:
Personal safety needs may result from physical issues and/or behaviours of the student and
may be directed at others or to the student him/herself, which is referred to as self-injurious
behaviour or self harm. Possible personal safety issues include: balance/falling,
choking/eating non-food items, running into danger, hitting, throwing objects, head banging,
biting, hair pulling and self-cutting.
Teaching Strategies:
Instructional:
 develop a baseline of the current behaviour using an ABC chart
 develop and implement alternative programming in collaboration with other
professionals, teachers and parents
 reward positive behaviours and improvements
 directly teach and practice alternate behaviours
 develop a consistent method of handling inappropriate behaviours
 use social stories to teach positive/alternate behaviours
 use visuals (photos of the student doing the preferred behaviour and/or other
pictures)
 use the students name and/or a key word to divert behaviour
 focus on preventing the behaviour by determining function and triggers (time of day,
location, stress level, etc.)
 redirect when a trigger is present, preferable visually and/or orally
 teach the student to self-monitor with a checklist to prevent behaviours
 teach the student to recognize emotions
 model the preferred behaviour and vocalize steps
 use a home communication system
 access counselor support
Environmental Strategies:
 provide constant supervision
 use preferential seating
 use specialized equipment as prescribed to the student
 keep potentially dangerous items in a secure location (scissors, etc.)
 plug electrical outlets
 post visuals of steps for appropriate behaviour
 post “stop” signs on areas that are not to be accessed by the student
Assessment Strategies:
 provide extra time
 chunk assessments into small parts alternating with breaks and/or preferred activities
 use resource materials/visual cues during testing
 use various forms of assessment focusing on demonstration of skills
 conduct assessments at various times of the day if possible
Resources:
Cutting: http://www.helpguide.org/mental/self_injury.htm
Self-injury warnings: http://www.cmha.ca/bins/content_page.asp?cid=3-1036
Managing Difficult Behaviour (chapter 5):
http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
Strategies for stopping head banging: http://www.ehow.com/how_2131849_stop-headbanging.html
Self Injury Information and Strategies: http://www.healthyplace.com/abuse/self-injury/selfinjury-homepage/menu-id-65/
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Phonological Processing
What is It: An area of student need involving difficulty with way sound functions in oral
and/or written language.
Characteristics:
A students with phonological processing needs may have limited sound to symbol (written
letter) skills, take longer or be unable to recognize sounds and identify parts of words
(rhymes, blends, syllables etc.), make errors in speech and/or written language and not be
able to remember things presented orally.
Teaching Strategies:
Instructional:
 assess students current level of functioning to determine a baseline of what
phonological information the student knows (sounds of letters, blends, suffixes, etc)
 develop and implement modified language expectations on the student’s IEP
 pair visuals with oral instructions
 provide direct instruction in phonological processes by using visuals and/or concrete
materials
 use concrete objects (blocks with letters on them) for the student to physically move
when saying and reading a word
 use highlighting and clapping to identify parts of words
 use multi-media sources for phonological awareness instruction (board games, Leap
Frog DVDs, computer games –www.starfall.com)
 use assistive technology (speech to text and text to speech programs)
 regularly review sound symbol skills
 directly teach and practice suffix and prefix skills
 reinforce efforts
Environmental Strategies:
 preferential seating to avoid distractions, close to access assistive technology and
manipulatives
 post reference information relating to phonology (word walls, word families, suffix and
prefix rules, etc.)
Assessment Strategies:
 provide additional time
 use oral testing and/or scribing
 allow use of reference materials (dictionary)
 ensure student understands questions
 provide opportunities for student to demonstrate learning by concrete application
Resources:
Web Based Assessment Tool: http://www.ldao.ca/WBTT/index.php
Dyslexia: http://www.dys-add.com/define.html
Strategies:
http://www.ldonline.org/article/Phonological_Awareness:_Instructional_and_Assessment_G
uidelines
Phonemic activities:
http://www.earlyliterature.ecsd.net/phonemic%20phonic%20awareness.htm
Songs to build phonemic awareness:
http://www.songsforteaching.com/phonemicawareness.htm
Assessing phonemic awareness:
http://newteachersupport.suite101.com/article.cfm/phonological_awareness_activities
Computer games for students: http://www.starfall.com/
Lesson plans: http://www.instructorweb.com/resources/phonics.asp
Strategies for teens: http://www.ehow.com/how_5081993_teaching-teens-phonics.html
You Tube Vowel sounds demo lesson: http://www.youtube.com/watch?v=pLJe7IQtoeM
Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx
Strategies:
http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Phonological%20Processi
ng.aspx
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Leap Frog DVDs: http://www.amazon.ca/Leapfrog-Learning-DVDs-5Pack/dp/B000EHQU1W
Processing Speed
What is It: An area of student needs involving difficulty with the speed and automaticity of
cognitive skills.
Characteristics:
Students with processing speed needs may need increased time to calculate simple
mathematics, location visual information, read, copy and/or make decisions.
Teaching Strategies:
Instructional:
 assess the student to determine greatest area of need with processing and to
determine an attainable goal for the student to work on
 provide additional time for the student to respond and complete work
 pair oral with visual instructions
 give the student advanced warning of a question for him/her to answer
 reduce the quantity of work expected
 teach the student to ask questions to clarify understanding
 provide copies of notes
 have the student highlight important items on notes
 teach phonemic skills and sight words to strengthen automaticity
 use a calculator/multiplication table
 use math fact drill practice
 use a visual timer or stop watch for student to increase speed on learned skills
 use assistive technology and/or computer programs for basic skills
 develop and use home communication tool
Environmental Strategies:
 use preferential seating to reduce distractions
 post reference materials for the student
 post and refer to daily/class schedule
 use visual timer
Assessment Strategies:
 provide additional time
 chunk assignments and tests into parts with dates/times due
 provide choice in assessment
 provide written instructions for assignments and rubrics
 use of computers/assistive technology
 check to ensure that student understands questions
 use of reading to/oral testing/ scribing
 avoid the use of timed tests
 use a variety of test questions (short answer, true false, matching, fill in the blank)
Resources:
Video:
http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx
Strategy:
http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Processing%20Speed.as
px
Strategies:
http://www.etfo.ca/MULTIMEDIA/WEBCASTS/SPECIALEDUCATION/Pages/Processing%2
0Speed.aspx
General Info: http://www.bianys.org/learnet/tutorials/slow_information_processing.html
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Self-Advocacy Skills
What is It: An area of student needs involving difficulty with the self-expression of ones
needs.
Characteristics:
Students with self-advocacy skills needs may not ask for help for academic and/or personal
needs. They may seem shy or withdrawn and/or easily frustrate.
Teaching Strategies:
Instructional:
 provide direct instruction in how to self-advocate
 role play
 model asking for help
 develop a signal for the student to use to ask for help (coloured sticky note on his/her
desk)
 recognize when others in the class effectively self-advocate
 frequently check with the student for level of understanding
 positively reinforce efforts and improvements
 regularly conference with the student on self-advocacy
Environmental Strategies:
 preferential seating close to teacher or peers that the student would be comfortable
asking for help
 post steps on how to ask for help in the classroom
Assessment Strategies:
 ensure student understands the questions
 ensure student has the necessary materials for tests/assignments
 chunk assignments into parts and provide feedback on each part
Resources:
General Info: http://www.ldonline.org/article/7757
Strategies: http://www.autism.com/individuals/selfadvocacy.htm
http://www.autism.com/individuals/learningselfadvocacy.htm
http://www.ldonline.org/article/Transition_and_Self-Advocacy
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Self-Esteem
What is It: An area of student needs involving a negative concept of ones abilities and
worth.
Characteristics:
Students with self-esteem needs may think and feel negatively about his/herself. They may
seem withdrawn or shy, may not have positive peer relations, blame others and/or display
negative behaviours.
Teaching Strategies:
Instructional:
 directly teach strategies and vocabulary related to self-esteem
 develop and implement an alternative programming goal in the student’s IEP
 focus on successes and strengths
 reinforce small improvements and efforts
 predetermine peer groupings to maximize chances of success
 provide opportunities for the student to demonstrate and recognize strengths
 use a journal for the student to focus on strategies and strengths
 use multi-media and verily literature to highlight others’ self-esteem
 use strengths profiles and personality inventories
 provide replacement behaviours/language for negative comments to self or others
 use an ABC chart to determine patterns and develop proactive strategies with the
student
Environmental Strategies:
 preferential seating so that the student is in close proximity to peer whom the student
would be most likely to be successful with
 post classroom rules, including “no put downs to others or self”
Assessment Strategies:
 ensure the student is in a positive frame of mind at the time of a test
 allow for flexible timelines
 provide choice of assignments so the student can select an area of strength
 reduced quantity
 check for student understanding of questions
 reduce distractions/offer an alternative location for testing
Resources:
Strategies: http://learningdisabilities.about.com/od/instructionalmaterials/tp/selfesteem.htm
http://www.ldonline.org/article/6151
Information on self-esteem and ten steps to teach:
http://www.childdevelopmentinfo.com/parenting/self_esteem.shtml
Building self-esteem in teens: http://life.familyeducation.com/selfesteem/parenting/34401.html
Elementary class wide self-esteem builders: http://www.cln.org/themes/self_esteem.html
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Self-Regulatory Skills
What is It: An area of student need involving difficulty with using appropriate behaviours for
a given situation.
Characteristics:
Students with self-regulatory needs may exhibit a variety of inappropriate behaviours
including: repetitive actions, physically touching others, inappropriate language, speaking
out of turn, being self-injurious, acting aggressive, crying, and yelling. They may have
difficulty with changes and have immature or unusual fears.
Teaching Strategies:
Instructional:
 determine baseline of current level of self-regulation (ABC chart/frequency chart)
 determine function and triggers of behaviours
 develop and implement alternative programming goals on the student’s IEP
 directly teach self-regulation methods for calming and pausing before acting to make
a better choice
 positively reinforce appropriate behaviour and/or use of self-regulation strategies –
use formalized chart/tracking
 redirect student on onset of behaviours or when triggers are present
 reduce/remove triggers
 use daily home communication
 use of computer and/or assistive technology
 teach and use calming strategies
 role play/reenact situations
 model use of positive behaviours
 use visual cues for steps of prosocial behaviours
 give advance warning of changes to schedule and with staff
 use social stories
 teach specific social skills
 allow for frequent breaks (physical walk or activity)
 regularly review classroom rules and consequences
 consistently apply rules and consequences
 calmly redirect behaviours
 label and acknowledge choices that the student makes
Environmental Strategies:
 use preferential seating close to the teacher for prompts and near assistive
technology
 reduce visual and auditory distractions
 provide stress reduction aids (stress ball, doodling paper, ipod)
 post visual schedule
 use visual timer
 post classroom rules and consequences
Assessment Strategies:
 provide alternative setting for tests
 allow extra time
 allow breaks during testing
 use oral testing/scribing
 use computers/assistive technology
 give advance notice of tests




allow for reference materials to be used during testing
provide choice of assignments
teacher select students for group projects
chunk assignments into parts and give feedback at each step
Resources:
Self-harm list: http://www.brocku.ca/teacherresource/ABC/viewmap.php?cid=3&sid=1
Strategies: http://udlguidelines.wordpress.com/principle-iii/guideline-9-provide-options-forself-regulation/
http://www.foreverfamilies.net/xml/articles/teaching_children_self_regulation.aspx
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Sensory Integration Skills
What is it: An area of student needs involving difficulty with the way that the brain takes in
information from the senses.
Characteristics:
Students with sensory integration skill needs are usually either over (hyper) or under (hypo)
sensitive to input from the environment that comes visually, auditorally, kinesthetically
(touch), by taste and/or smell. The student may exhibit a range of behaviours to either block
out over stimulation or to get stimulation from a sense. These behavious could include
hitting/pinching of self, plugging ears, closing eyes, screaming, repetitive behaviours,
rocking, over eating, difficulty transitioning from or to activities, inability to concentrate,
distractibility, headaches, task avoidance, withdrawal, etc.
Teaching Strategies:
Instructional:
 consult and implement strategies from Occupational, Physio and/or Speech Therapist
 develop alternative programming in student’s IEP with attainable goal related to
sensory integration
 track behaviours to determine sensory needs
 communicate regularly with parents and other staff
 directly teach calming strategies and appropriate sensory seeking/avoidance
 consider the triggers and function of behaviours to develop and teach replacements
 use visuals
 use social stories
 give advance warning for fire drills and other changes
 watch for onset of sensory issues and redirect
 use calm, directive language
 model strategies and regularly practice
 teach language/communication to deal with sensory seeking/overload
 positively reinforce use of strategies
 schedule sensory breaks
Environmental:
 access sensory room, if available
 reduce trigger sensory input
 provide a calming/time-out space
 provide assistive devices to support sensory needs (task lighting, coloured paper,
items with preferred textures, roller boards, etc.)
 provide relaxation tools (stress balls, material in different textures, etc.)
Assessment:
 minimize triggers and maximize appropriate sensory strategies as per the student’s
needs
 accommodate student’s sensory needs
 break tests/assignments into chunks
 allow for frequent breaks
 encourage stress reduction strategies during testing
Resources:
Various strategies by topic:
http://www.childrensdisabilities.info/sensory_integration/index.html
Information and strategies: http://school.familyeducation.com/sensoryintegration/parenting/36660.html
Sensory information and devices:
http://specialchildren.about.com/od/gettingadiagnosis/g/DSI.htm
Sensory room:
http://www.communitylivingwestnorthumberland.ca/services/multisensoryroom.aspx
Video: http://survivethrive.on.ca/en/node/222
Sequencing Skills
What is It: An area of student needs involving difficulty with following logical steps to solve
a problem.
Characteristics:
Students with sequencing needs may not be able to retell parts of a story or event in order.
They may not be able to apply steps to solve problems, especially involving more than one
step, in math and/or in writing.
Teaching Strategies:
Instructional:
 pair visual/concrete objects with ordering activities
 develop and use “how to” steps for curriculum expectations
 use mnemonics for the student to remember steps
 use graphic organizers for the student to record ordered information
 use prediction questions involving sequencing
 use computers and/or assistive technology (Inspirations for graphic organizers to text
development)
 use numbers and letters to represent order
 use colour coding for ordering story parts (beginning=green, middle=yellow, end=red)
 use cloze activities where one part is missing for student to complete and gradually
increase number of missing parts
Environmental Strategies:
 preferential seating near reference materials, manipulatives and computers
Assessment Strategies:
 use of graphic organizers for written responses
 use a variety of test questions (matching, true-false, fill in the blank)
 provide choice in assignments with demonstration option
 provide extra time
 use computers/assistive technology
Resources:
Strategies for Reading: http://www.teachervision.fen.com/reading/resource/48646.html
Strategies: http://www.ehow.com/how_5304146_teach-sequencing-skills.html
Subject specific strategies:
http://www.eduref.org/Virtual/Lessons/Interdisciplinary/INT0202.html
Strategies for teaching auditory sequencing:
http://www.cumbria.gov.uk/elibrary/Content/Internet/537/705/1109/1290/1292/3824615854.
pdf
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Social Skills
What is It: An area of student needs involving difficulties with social interactions.
Characteristics:
Students with social skills needs may have problems interacting with peers and/or adults.
They may misinterpret social situations and seem uncomfortable with others and may feel
victimized.
Teaching Strategies:
Instructional:
 directly teach lessons to the whole class on specific social skills
 determine student’s baseline of current functioning and next step in social skill
development (see list of social skills below)
 develop an alternative programming goal for the student on an attainable social skill
improvement
 use media/literature examples to highlight prosocial skills and positive choices of the
characters
 develop “how to” charts on various social skills of need
 use positive reinforcement for improvements
 use modeling with articulation of social skills steps
 use social stories
 use visuals
 use role play
 teach character traits
 coach student to follow steps when in real situations
 teach meaning of classroom rules and consequences and consistently apply
 select student groupings and set roles to establish best chances for success
 use a journal for the student to reflect on positive interactions and strategies
 develop strategies for recess/lunch/unstructured times
Environmental Strategies:
 use preferential seating to place student near others that would foster positive
interactions and close to teacher for coaching
 post rules and consequences
 post social skills visuals/charts with strategies
 provide activities for unstructured times (ball, game, etc.)
Assessment Strategies:
 for group projects/presentations, provide structure and chunking of requirements
with frequent feedback
 assess student in area of strength (oral, written, with computer, etc.)
Resources:
List of social skills:
http://www.teachchildrenesl.com/filez8932/lesson%20plans/social_skills_list.pdf
16 Basic Social Skills with Steps: http://www.parenting.org/behavior/socialskills/
Peer relations: http://www.bced.gov.bc.ca/specialed/sid/40.htm
Teaching students to make friends:
http://learningdisabilities.about.com/od/instructionalmaterials/tp/tchkdssocskills.htm
How to teach social skills: http://home.att.net/~clnetwork/socialsk.htm
Social skill strategies: http://www.brocku.ca/teacherresource/ABC/map.php
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Skillstreaming – Resources outlining various social skills steps and how to teach them to
different ages of students: http://www.skillstreaming.com/
Be Cool video series – dvds outlining various social skills for various ages of students:
http://www.stanfield.com/conflict.html
Social Skill Builder Computer games for the development of social skills:
http://www.socialskillbuilder.com/
Sandbox Learning for the development of customized social stories: http://www.sandboxlearning.com/
Task Initiation
What is It: An area of student need involving difficulty starting work.
Characteristics:
Students with task initiation needs don’t start tasks once assigned. They may not plan their
work or use problem solving strategies. They may frequently ask for help and not meet
deadlines.
Teaching Strategies:
Instructional:
 chunk working into parts
 frequently check with the student to get him/her started
 use a key word and visual signal to indicate that work is to be started
 provide oral and visual instructions and examples
 use graphic organizers to outline steps for work completion and timelines
 use a visual timer and/or stop watch for the student
 have the student use an agenda to plot out work
 set an attainable goal with the student related to task initiation and measure
successes
 reinforce improvements and efforts
 develop an organizational system for the student to easily restart work at another
time
 check for homework completion daily
 use another work space to signal independent work verses whole class lessons
 use checklists
Environmental Strategies:
 use preferential seating to avoid distractions
 use visual timer
 provide alternative work space
Assessment Strategies:
 use oral and visual prompts to begin tests
 use visual timer
 provide an alternate location for tests to avoid distractions
 provide organizers for assignments
 chunk assignments with timelines and give feedback frequently
Resources: http://www.learningworksforkids.com/EF/task.html
Tips for Avoiding Procrastination: http://hubpages.com/hub/overcome-procrastination
Strategies http://www.ehow.com/how_2108252_stop-child-procrastinating.html
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Time Management Skills
What is It: An area of student need involving difficulty with using time effectively.
Characteristics:
Students with time management skills needs may not compete work on time, be off task
and/or be disorganized.
Teaching Strategies:
Instructional:
 provide direct instruction in methods of managing time
 use visual timer
 break tasks into parts with time lines
 frequently check on work completion and give feedback
 teach and prompt student to use agenda
 use checklists
 reduce the quantity of work
 use work completion contracts with clear consequences
 use visual and oral prompts with respect to time management
 provide a reward/break when each segment of work is completed.
Environmental Strategies:
 use preferential seating to avoid distractions
 provide alternative work space
Assessment Strategies:
 provide additional time
 chunk test questions/assignments
 use checklists for assignments
 provide feedback for each part of assignment
 provide choice of assignments
Resources:
Teaching time management: http://www2.scholastic.com/browse/article.jsp?id=4153
Strategies for students with special needs:
http://www.timemanagementhelp.info/Articles/Teaching_your_Disabled_Students_about_Ti
me_Management.php
Strategies: http://www.additudemag.com/adhd/article/991.html
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Transition Skills
What is It: An area of student needs involving difficulty with changes.
Characteristics:
Students with transition skills needs may have difficulty changing between tasks and/or
locations. They may also need support for larger transitions like to a new grade or school.
When faced with changes they may exhibit stress or anxiety.
Teaching Strategies:
Instructional:
 determine the student’s transition needs and develop a transition plan on the
student’s IEP with parents and student
 use a visual schedule and timer for daily transitions
 provide advance notice of changes
 teach calming strategies
 use photos of new places
 visit website of fieldtrips locations to familiarize student
 visit new environments many times ahead of the change
 use a calendar or agenda to plan for changes
 use social stories
 have familiar staff accompany student in new environments
 take familiar items to new situations
Environmental Strategies:
 use preferential seating in predictable location
 use visual schedule
 provide calming tools (stress ball, sensory activity, etc.)
Assessment Strategies:
 provide advance notice of tests/assignments
 provide additional time
 provide an familiar alternative location
 provide choice of assessment
 chunk assignments/test questions
 reduce the number of questions
 provide breaks
Resources:
Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx
Strategy:
http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Transition%20Skills.aspx
IEP Requirements: http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html#8.
Ministry of Education Spec Education site:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti.html
Transition Planning: A Resource Guide (2002) Ontario Ministry of Education:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti/transition.pdf
Effective Educational Practices for Students with Autism Spectrum Disorder: A Resource
Guide, 2007, Ministry of Education:
http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf
Strategies – daily transitions:
From Activity to Activity: http://www.iidc.indiana.edu/irca/education/TransitionTime.html
For students with ASD: http://www.youtube.com/watch?v=pL4CpC8Fggk
Strategies for transition into Kindergarten: http://users.stargate.net/~cokids/transition.html
http://www.recognitionandresponse.org/content/view/23/108/
Planning Entry to School, Ministry of Education:
http://www.edu.gov.on.ca/eng/parents/planningentry.html
Strategies – elementary to secondary:
http://www.centerforcsri.org/index.php?option=com_content&task=view&id=669&Itemid=5
Gr. 8-9 Transition, Ministry of Ed:
http://www.edu.gov.on.ca/eng/teachers/studentsuccess/grade8to9.pdf
101 Transitioning Activities:
http://www.ihdi.uky.edu/ktcp/materials/download%20version.ppt#422,1,101 Transition
Activities for the Classroom
Transitioning to Post-Secondary:
http://ezinearticles.com/?Strategies-in-Transitioning-to-College&id=3668355
http://books.google.ca/books?id=oLt9lUi84Z4C&pg=PA27&lpg=PA27&dq=strategies+for+tr
ansitioning+to+postsecondary&source=bl&ots=nCwNiSp-DT&sig=E_qSt4kcZUlVJ94Wm62BPlFlfk&hl=en&ei=CgtrS93AGY20tge71ISLBg&sa=X&oi=book_resul
t&ct=result&resnum=8&ved=0CCIQ6AEwBw#v=onepage&q=strategies%20for%20transition
ing%20to%20postsecondary&f=false
Project Advance summer program for students with Learning Disabilities transitioning to
University: http://www.yorku.ca/cdc/ldp/projectadvance.html
For Students with ASD: http://www.youtube.com/watch?v=pkqmm7cPOu4
Video: http://www.youtube.com/watch?v=D0P93zn5OZ8
For Gifted Students:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=34&Itemid=47
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Verbal Ability
What is It: An area of student needs involving difficulty with understanding and/or
expressing oral language.
Characteristics:
Students with verbal ability needs have trouble expressing themselves orally and/ or
receiving information. They often have a reduced vocabulary and knowledge.
Teaching Strategies:
Instructional:
 pair oral with visual instructions
 preteach vocabulary with concrete materials and visuals
 use clear and concise language
 use repetition
 check with the student to ensure correct understanding of instructions
 teach the student to ask for clarification
 chunk activities into parts and provide feedback at each stage
 use graphic organizers
 use colour coding
 build on current knowledge of student
 use DI and multi-media
 use home communication tool
 use computers and assistive technology
 use augmentative communication for students who cannot communication verbally
(see links below for more information)
Environmental Strategies:
 use preferential seating near the teacher
 post reference materials and vocabulary words with definitions
Assessment Strategies:
 provide extra time
 use computers/assistive technology
 ensure student understands test questions
 provide options for assignments for student to choose strengths
 reduce oral presentations
Resources:
Strategies: http://www.earlyliterature.ecsd.net/oral.htm
http://www.ldcsb.on.ca/ntip/assessment/of%20learning/Oral%20Language%20Strategies%2
0in%20Checking%20for%20Understandingrev.doc
Oral-Reading: http://www.literacyconnections.com/OralLanguage.php
Augmentative Communication:
http://learningdisabilities.about.com/od/ac/g/augmentative.htm
Augmentative and Assistive Communication:
http://specialed.about.com/od/assistivetechnology/a/aac.htm
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Visual-Motor Skills
What is It: An area of student needs involving difficulty with coordination between hands
and eyes to produce accurate physical movements.
Characteristics:
Students with visual-motor skill needs may have fine motor difficulty, especially with copying
and cutting. They often have poor pencil grasp and don’t write on preprinted lines. They
may seem clumsy and have slower response time for physical activities.
Teaching Strategies:
Instructional:
 implement recommendations by Physical/Occupational Therapist
 develop and implement alternative programming goals on the student’s IEP relating
to visual-motor development
 use computers/assistive technology (voice to text)
 provide copies of notes
 teach cursive writing and allow student to choose printing or writing
 reduce amount of writing
 reduce expectations in physical education and monitor safety
Environmental Strategies:
 use preferential seating close to assistive technology
Assessment Strategies:
 use assistive technology
 use oral testing/scribing
 use a variety of testing questions (true-false, matching, fill in the blank)
 provide extra time
Resources:
Activities to strengthen visual-motor:
http://www.sandersonnewhaven.com/resources.cfm?subpage=389511
http://www2.ccsd.ws/k4/ot/visual-motor_activities.htm
http://teachers.hopatcongschools.org/phutchinson/Visual%20Perceptual%20Motor.doc
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Visual-Spatial Processing
What is It: An area of student needs involving difficulty with organizing and rotating visual
information.
Characteristics:
Students with visual-spatial processing needs may have trouble with remembering left from
right and not be able to see visual patterns. They may have difficulty mentally seeing how
pieces would fit together, make mistakes with estimating distance, have difficulty with
reading information from visual sources like maps and charts. Copying can be challenging
as well.
Teaching Strategies:
Instructional:
 provide clear and concise oral instructions
 pair oral with visual/concrete manipulatives
 check with the student for level of understanding
 encourage the student to ask questions for clarification
 use of speech to text assistive technology
 teach the student to self talk to problem solve
 provide copies of notes
 use graph paper to line up math questions
 develop a reference sheet on how to read maps
Environmental Strategies:
 use preferential seating to reduce visual distractions
Assessment Strategies:
 use assistive technology
 provide extra time
 use oral testing/scribing
 offer choice of assessments/assignments
 provide a lot of space for answers
Resources:
Indicators and Instructional, Environmental and Assessment Strategies:
http://www.etfo.ca/MULTIMEDIA/WEBCASTS/SPECIALEDUCATION/Pages/VisualSpatial%20Processing.aspx
Information and strategies:
http://www.ldonline.org/article/Visual_and_Auditory_Processing_Disorders
Video: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/default.aspx
Strategy: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/VisualSpatial%20Processing.aspx
For Purchase:
ETFO Special Education Handbook
http://shopetfo.etfo.ca/index.aspx?ItemBasisID=995&IndexID=9
Conditions Teaching Strategy Pages
Acquired Brain Injury
What is it: A diagnosed medical condition of damage to the brain resulting from a traumatic
or non-traumatic injury occurring after birth. Traumatic brain injuries involve an external
force, like a fall, hit or motor vehicle accident. Non-Traumatic brain injuries could result from
loss of oxygen, a brain lesion, toxins or illness, like meningitis. Temporary or permanent
cognitive, emotional, behavioural or physical impairments are symptoms of acquired brain
injuries. Acquired brain injuries do not include degenerative conditions like Parkinsons,
Alzheimers, Huntingtons Diseases or Multiple Sclerosis (MS) nor congenital conditions like
Fetal Alcohol Syndrome (FAS).
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Central Auditory Processing
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Intellectual Ability – High
-Listening Skills
-Memory Skills
-Metacognition Skills
-Mobility Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources:
Ontario Brain Injury Association http://www.obia.ca/
http://biac-aclc.ca/en/
http://www.obia.ca/
Education and Brain injury:
http://learningdisabilities.about.com/od/publicschoolprograms/a/braininjuryprgm.htm
Alcohol-Related Neuro-developmental Disorder (ARND)
What is it: A diagnosed condition related to the numerous neurological problems that can
result when a child is exposed to alcohol before birth.
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Central Auditory Processing
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Intellectual Ability – Low
-Listening Skills
-Low Vision
-Memory Skills
-Metacognition Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources:
Canadian Government Website: http://www.phac-aspc.gc.ca/fasd-etcaf/index-eng.php
http://www.faslink.org/
Hospital for Sick Kids: http://www.aboutkidshealth.ca/HealthAZ/Fetal-Alcohol-SpectrumDisorder-FASD.aspx?articleID=13466&categoryID=AZ1c
Diagnosis:
http://www.cmaj.ca/cgi/content/full/172/5_suppl/S1
Video:
http://www.youtube.com/watch?v=JLvie-vqX0g
http://www.youtube.com/watch?v=uc027AeFVJs --- Symptons
Angelman Syndrome
What is it: A diagnosed genetic condition that mainly affects the nervous system. Related
characteristics include delayed development, intellectual deficits, severe communication
problems and difficulty with movement and stability (ataxia). Symptoms are apparent by six
to twelve months of age. Many with Angelman Syndrome also have seizures or epilepsy
and an abnormally small head (microcephaly).
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Central Auditory Processing
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Intellectual Ability – Low
-Listening Skills
-Low Vision
-Memory Skills
-Metacognition Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources:
Canadian Chapter: http://www.angelmancanada.org/
http://www.dmoz.org/Health/Conditions_and_Diseases/Neurological_Disorders/Movement_
Disorders/Angelman_Syndrome/
http://www.bbc.co.uk/health/conditions/angelman1.shtml
Attention Deficit/Hyperactivity Disorder (AD/HD)
What is it: A diagnosed condition that is life long. The characteristics of AD/HD include
attention, impulsivity and over-activity problems. The condition affects somewhere between
five to eight percent of children still in school.
Definition:
Attention Deficit Hyperactivity Disorder (AD/HD): A diagnosed neurobiological condition
that is characterized by chronic and persistent inattention, poor impulse control and overactivity. ADHD can be diagnosed in three types: inattentive, hyperactive-impulsive and
combined. ADHD is not a learning disability, but can commonly occur with learning
disabilities (comorbid in about 30-40% of instances).
Teaching Strategies for Associated Student Needs:
-Anger/Frustration Management
-Attention Skills
-Executive Functions
-Listening Skills
-Memory Skills
-Metacognition Skills
-Organization Skills
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
Resources:
ADHD information and strategies: http://www.naset.org/adhd3.0.html
Hospital for Sick Kids Info page: http://www.aboutkidshealth.ca/HealthAZ/AttentionDeficitHyperactivity-Disorder-ADHD.aspx?articleID=8272&categoryID=AZ1b
Myths about ADHD:
http://www.aboutkidshealth.ca/HealthAZ/Myths-and-Facts-aboutADHD.aspx?articleID=6878&categoryID=AZ1b
http://www.help4adhd.org/about
http://www.ldawe.ca/About.html#ADHD
http://www.thehealthcenter.info/child-add-adhd/
http://www.bbc.co.uk/health/conditions/attention2.shtml
Classroom:
http://www.caddac.ca/cms/page.php?66
Instructional: http://www.caddac.ca/cms/page.php?57
Asperger’s Syndrome
What is it: A diagnosed condition that is one of the five Autism Spectrum Disorders as
outlined in the DSM-IV. Asperger’s is a more mild form of Autism and is characterized by a
social interaction impairment, limited or preoccupying interests and difficulty with non-verbal
communication skills. Students with Asperger’s Syndrome may exhibit ritualistic behaviours
and speak in a monotone and formal tone. They often take things literally and have difficulty
with peer relations. Students with Asperger’s typically are stronger with visual skills. Some
with Asperger’s may refer to themselves as “Aspies”. Sometimes Asperger’s is
abbreviated to AS.
Teaching Strategies for Associated Student Needs:
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Emotional Regulation
-Executive Functions
-Listening Skills
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Social Skills
-Transition Skills
Resources:
Canadian Chapters http://www.aspergers.ca/
Symptoms: http://www.webmd.com/brain/autism/tc/aspergers-syndrome-symptoms
ADD RESOURCES FROM ASD EXCEPTIONALITY PAGE
Autism Spectrum Disorder (ASD)
What is it: A set of five diagnosed conditions of the Pervasive Developmental Disorders
(PDDs) as indicated in The Diagnostic and Statistical/ Manual of Mental Disorders (DSMlV). While ranging in severity, these disorders all have three common characteristics:
impaired social skills, impaired verbal and nonverbal communication and restricted/repetitive
interests or behaviours. Students with ASD often think in pictures. The five disorders under
the ASD “umbrella” are: Autistic Disorder, Rett’s Disorder, Childhood Disintegrative
Disorder, Asperger’s Disorder and Pervasive Development Disorder Not Otherwise
Specified including Atypical (PDD-NOS).
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Intellectual Ability – Low
-Listening Skills
-Memory Skills
-Metacognition Skills
-Mobility Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
Resources:
Use of Visual Strategies for students with ASD:
http://www.usevisualstrategies.com/VisualStrategiesInformation.aspx
http://www.autismsocietycanada.ca/understanding_autism/what_are_asds/index_e.html
F.A.Q. ---- http://www.medicinenet.com/autism/article.htm
How to use Picture Exchange Communication System (PECS):
http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs
For Purchase:
Visual cards: http://www.thinkinpictures.com.au/Visual-Packages.html
Picture Exchange Communication System (PECS): http://www.pecs-canada.com/
Bipolar Disorder
What is it: A diagnosed medical condition that involves intense phases of depression and
mania that impairs daily functioning.
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Attention Skills
-Emotional Regulation
-Executive Functions
-Listening Skills
-Memory Skills
-Metacognition Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Safety
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Social Skills
-Transition Skills
Resources:
http://www.camh.net/About_Addiction_Mental_Health/Mental_Health_Information/Bipolar_D
isorder/index.html
General Info:
http://chealth.canoe.ca/channel_condition_info_details.asp?disease_id=240&channel_id=11
&relation_id=54591
Blindness
What is it: A diagnosed medical condition that impairs the ability to see.
Teaching Strategies for Associated Student Needs:
-Blind
-Mobility Skills
-Self-Advocacy Skills
-Self-Esteem
-Social Skills
Resources:
http://www.cnib.ca/en/Default.aspx
Teaching strategies: http://www.as.wvu.edu/~scidis/text/vision_impair.html
Brain Injury
Link to Acquired Brain Injury page
Central Auditory Processing Disorders (CAP)
What is it: A diagnosed receptive language disorder which makes it difficult to process
sounds in speech.
Teaching Strategies for Associated Student Needs:
-Anger/Frustration Management
-Attention Skills
-Central Auditory Processing
-Listening Skills
-Memory Skills
-Metacognition Skills
-Organization Skills
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
Resources:
http://www.asha.org/
General Info And Strategies:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=32&Itemid=45
Education :
http://specialneedseducation.suite101.com/article.cfm/auditory_processing_disorder
Deafness
What is it: A diagnosed condition where there is a complete loss of the ability to hear from
one or both ears.
Teaching Strategies for Associated Student Needs:
-Articulation Skills
-Hearing
-Metacognition Skills
-Self-Advocacy Skills
-Self-Esteem
-Social Skills
Resources:
http://www.who.int/topics/deafness/en/
Strategies:
http://snow.utoronto.ca/index.php?option=com_content&task=view&id=31&Itemid=44
Education: http://www.deafeducation4parents.com/
Depression
What is it: A diagnosed psychological condition characterized by chronic sadness and
feelings of inadequacy.
Teaching Strategies for Associated Student Needs:
-Anxiety Management
-Emotional Regulation
-Personal Care
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
-Social Skills
-Transition Skills
Resources:
Strategies: http://www.brocku.ca/teacherresource/ABC/map.php
http://www.thehealthcenter.info/child-depression/
http://www.bbc.co.uk/health/conditions/depression2.shtml
Cerebral Palsy (CP)
What is it: A diagnosed condition affecting body movement and muscle co-ordination
resulting from an anomaly during brain development.
Teaching Strategies for Associated Student Needs:
-Fine Motor Skills
-Gross Motor Skills
-Mobility Skills
-Personal Care
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
-Transition Skills
Resources: http://www.ofcp.on.ca/index.html
In the classroom: http://physically-challengedstudents.suite101.com/article.cfm/how_to_help_students_with_cerebral_palsy
Conduct Disorder (CD)
What is it: A diagnosed psychiatric condition characterized by a pattern of behaviour where
the rights of others or social norms are violated. Symptoms include verbal and physical
aggression toward others and/or animals, destructive behaviour, lying, truancy, vandalism,
and stealing.
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Attention Skills
-Emotional Regulation
-Executive Functions
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Social Skills
-Transition Skills
Resources: http://www.acposb.on.ca/cd.html
video: http://www.videojug.com/interview/conduct-disorders-and-education
Cystic Fibrosis (CF)
What is it: A diagnosed condition that impairs the body's ability to move salt and water in
and out of cells which causes the lungs and pancreas to secrete thick mucus, blocking
passageways and preventing proper function.
Teaching Strategies for Associated Student Needs:
-Fine Motor Skills
-Gross Motor Skills
-Mobility Skills
-Personal Care
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
Resources: http://www.cysticfibrosis.ca/en/index.php
Video: http://www.videojug.com/interview/cystic-fibrosis-2
Down Syndrome
What is it: A diagnosed medical condition caused by extra genetic material resulting in
impaired development, both mentally and physically. It affects about 1 in every 800 babies.
Teaching Strategies for Associated Student Needs:
-Anxiety Management
-Articulation Skills
-Attention Skills
-Central Auditory Processing
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Intellectual Ability – Low
-Listening Skills
-Memory Skills
-Metacognition Skills
-Mobility Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources: http://www.cdss.ca/
In the class: http://specialed.about.com/od/disabilities/a/downs.htm
Videos:
http://www.youtube.com/watch?v=9tTBSUPM_3U
Epilepsy
What is it: A diagnosed medical condition characterized by recurrent seizures that may
include repetitive muscle jerking called convulsions, caused by a disruption of the brain's
normal electrical activity.
Teaching Strategies for Associated Student Needs:
-Mobility Skills
-Personal Safety
-Self-Esteem
Resources: http://www.epilepsyontario.org/client/eo/eoweb.nsf/web/Home
Coping: http://epilepsy.about.com/od/epilepsyandyourlifestyle/a/copeepilepsy.htm
Video: http://www.youtube.com/watch?v=t4u1hYsVmfs
Fetal Alcohol Spectrum Disorder (FASD/ARNO)
Link to ARNO
Fragile X Syndrome
What is it: A diagnosed inherited condition caused by a 'fragile' or broken site on the X
chromosome resulting in mental and physical impairment.
Teaching Strategies for Associated Student Needs:
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Central Auditory Processing
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Hearing
-Intellectual Ability – Low
-Listening Skills
-Low Vision
-Memory Skills
-Metacognition Skills
-Mobility Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources:
http://www.fragilexcanada.ca/index.php?home&lng=en
Strategies: http://www.fpg.unc.edu/~fx/Pages/edtreat.htm
Klinefelter’s Syndrome
What is it: A diagnosed condition that occurs in boys who have an extra X chromosome in
most of their cells. Klinefelter’s Syndrome is also referred to as XXY. The syndrome can
affect different stages of physical, language and social development.
Teaching Strategies for Associated Student Needs:
-Anger/Frustration Management
-Anxiety Management
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Intellectual Ability – Low
-Listening Skills
-Memory Skills
-Metacognition Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Transition Skills
-Verbal Skills
Resources:
Information and additional links:
http://www.nlm.nih.gov/medlineplus/klinefelterssyndrome.html
Information pertaining to language development:
http://www.medicinenet.com/klinefelter_syndrome/page2.htm
Muscular Dystrophy (MD)
What is it: A diagnosed condition for a group of inherited disorders in which strength and
muscle bulk gradually decline over time.
Teaching Strategies for Associated Student Needs:
-Fine Motor Skills
-Gross Motor Skills
-Mobility Skills
-Personal Care
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
-Social Skills
Resources: http://muscle.ca/
Many other links:
http://www.dmoz.org//Health/Conditions_and_Diseases/Neurological_Disorders/Muscle_Dis
eases/Muscular_Dystrophies//
JMD
http://www.bbc.co.uk/health/conditions/jmd.shtml
http://www.bbc.co.uk/health/conditions/muscular1.shtml
http://www.bbc.co.uk/health/conditions/scoliosis2.shtml
http://www.bbc.co.uk/health/conditions/spinabifida2.shtml
http://www.bbc.co.uk/health/conditions/tourette1.shtml
Selective Mutism
What is it: A diagnosed condition in which an individual cannot or will not speak in specific
situations that usually contain conversation.
Teaching Strategies for Associated Student Needs:
-Anxiety Management
-Articulation Skills
-Emotional Regulation
-Self-Advocacy Skills
-Self-Esteem
-Social Skills
Resources:
http://www.acposb.on.ca/mutism.html
Other Links:
http://www.dmoz.org/Health/Mental_Health/Disorders/Anxiety/Selective_Mutism/
Neurological Disabilities
What is it: A diagnosed condition where damage to the nervous system has resulted in
the loss of some physical or mental functions. A neurological disability may affect a person's
capacity to move or manipulate things or the way they act or express their feelings.
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Central Auditory Processing
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Intellectual Ability – Low
-Listening Skills
-Low Vision
-Memory Skills
-Metacognition Skills
-Mobility Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources:
Links to may sites:
http://www.dmoz.org/Health/Child_Health/Conditions_and_Diseases/Neurological_Disorder
s/
Oppositional Defiant Disorder (ODD)
What is it: A diagnosed psychological condition that hinders the acceptance of authority
and is characterized by rebellious disobedience. A professional will diagnose the disorder
based on the criteria including symptoms for at least six months.
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Attention Skills
-Emotional Regulation
-Executive Functions
-Listening Skills
-Memory Skills
-Metacognition Skills
-Mobility Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
Resources: http://www.mayoclinic.com/health/oppositional-defiant-disorder/DS00630
Links:
http://www.dmoz.org/Health/Mental_Health/Disorders/Child_and_Adolescent/Disruptive_Be
havior_Disorders/Oppositional_Defiant_Disorder/
http://www.myoptumhealth.com/portal/ADAM/item/Oppositional+defiant+disorder
http://specialed.about.com/od/specialedacronyms/g/ODD.htm
Obsessive-Compulsive Disorder (OCD)
What is it: A diagnosed anxiety disorder condition based on unreasonable thoughts, fears
and/or worries (obsessions), that makes the sufferer perform routines (compulsions) in an
attempt to manage the anxieties. Cognitive therapy is suggested to help deal with OCD.
Teaching Strategies for Associated Student Needs:
-Anger/Frustration Management
-Anxiety Management
-Emotional Regulation
-Metacognition Skills
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Social Skills
-Transition Skills
Resources: http://www.ocdontario.org/index.html
Links: http://www.dmoz.org/Health/Mental_Health/Disorders/Anxiety/ObsessiveCompulsive/
Pervasive Development Disorder (PDD)
What is it A diagnosed condition that includes five different conditions: Asperger's
syndrome, autistic disorder, childhood disintegrative disorder (CDD), pervasive
developmental disorder not otherwise specified (PDDNOS), and Rett's syndrome. They are
grouped together because of the similarities between them. The three most common shared
problems involve communication skills, motor skills, and social skills. Since there are no
clear diagnostic boundaries separating these conditions it is sometimes difficult to
distinguish one from the other for diagnostic purposes.
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Central Auditory Processing
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Hearing
-Listening Skills
-Low Vision
-Memory Skills
-Metacognition Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources:
Link to ASD exceptionality page
Post-Traumatic Stress Disorder (PTS)
What is it: A diagnosed anxiety condition that can develop after exposure to any event
which results in psychological trauma.
Teaching Strategies for Associated Student Needs:
-Anger/Frustration Management
-Anxiety Management
-Attention Skills
-Emotional Regulation
-Listening Skills
-Memory Skills
-Metacognition Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
Resources:
Information and video: http://www.anxietybc.com/parent/post.php
What classroom teachers need to know: http://www.ericdigests.org/2002-3/post.htm
Information and symptoms: http://www.emedicinehealth.com/posttraumatic_stress_disorder_ptsd/article_em.htm
Prader-Willi Syndrome (PWS)
What is it: A diagnosed genetic condition caused by the absence of chromosomal material.
Characteristics include developmental impairments, poor muscle tone, short stature, small
hands and feet, abnormal sexual development and distinguishing facial features. Insatiable
appetite is a feature of PWS and this can lead to health problems with obesity and with the
consumption of non-food items.
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Intellectual Ability – High
-Listening Skills
-Memory Skills
-Metacognition Skills
-Mobility Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources:
http://www.opwsa.com/
Information: http://www.sess.ie/categories/assessed-syndromes/prader-willi-syndrome
Background and links:
http://eric.hoagiesgifted.org/faq/praderwl.html
Info and strategies:
http://www.bbc.co.uk/health/conditions/praderwilli1.shtml
Reactive Attachment Disorder (RAD)
What is it: A diagnosed condition where a problem with social interaction that occurs when
a child's basic physical and emotional needs are neglected, particularly when the child is an
infant.
Teaching Strategies for Associated Student Needs:
-Anger/Frustration Management
-Anxiety Management
-Attention Skills
-Emotional Regulation
-Executive Functions
-Memory Skills
-Metacognition Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Social Skills
-Time Management Skills
-Transition Skills
Resources:
Symptoms: http://emedicine.medscape.com/article/915447-overview
Teaching Strategies: http://specialchildren.about.com/od/rad/a/RADschool.htm
http://www.shakeyourshyness.com/teachingshychildren.htm
Strategies: http://www.attachmentdisorder.net/Letter_to_Teacher.htm
Working With: http://www.ericdigests.org/1997-3/shy.html
Rett’s Disorder
What is it: A diagnosed neurological and developmental condition that is one of the five
Autism Spectrum Disorders as outlined in the DSM-IV. Rett’s is characterized by normal
development up to five months of age then deceleration of head growth and loss of social
engagement. Those with Rett’s have severely impaired expressive and receptive language
skills and occurs more often in females.
Teaching Strategies for Associated Student Needs:
-Aggression Management
-Anger/Frustration Management
-Anxiety Management
-Articulation Skills
-Attention Skills
-Central Auditory Processing
-Emotional Regulation
-Executive Functions
-Fine Motor Skills
-Gross Motor Skills
-Intellectual Ability – Low
-Listening Skills
-Low Vision
-Memory Skills
-Metacognition Skills
-Mobility Skills
-Non-Verbal Reasoning
-Organization Skills
-Personal Care
-Personal Safety
-Phonological Processing
-Processing Speed
-Self-Advocacy Skills
-Self-Esteem
-Self-Regulatory Skills
-Sensory Integration Skills
-Sequencing Skills
-Social Skills
-Task Initiation
-Time Management Skills
-Transition Skills
-Verbal Skills
-Visual-Motor Skills
-Visual Spatial Processing
Resources: http://www.rettsyndrome.org/index.php?option=com_frontpage&Itemid=1
LINK to ASD Exceptionality resources
Seizure Disorders
Link to epilepsy or vice versa
Spina Bifida
What is it: A diagnosed medical condition that occurs when a serious birth abnormality in
the spinal cord is malformed and lacks its usual protective skeletal and soft tissue coverings.
Teaching Strategies for Associated Student Needs:
-Fine Motor Skills
-Gross Motor Skills
-Mobility Skills
-Personal Care
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
-Transition Skills
Resources:
http://www.ifglobal.org/
Teaching implications and links:
http://www.brighthub.com/education/special/articles/30340.aspx
Tourette Syndrome (TS)
What is it: A diagnosed condition of the nervous system, characterized by a variable
expression of unwanted movements and noises (tics).
Teaching Strategies for Associated Student Needs:
-Anxiety Management
-Self-Advocacy Skills
-Self-Esteem
Resources: http://www.tourette.ca/
I Have Tourette's but Tourette's Doesn't Have Me
Video made by children with Tourette’s: http://www.youtube.com/watch?v=qjWdnQZGScs
Information for Teachers and Links: http://www.tourettesyndrome.net/education.htm
Strategies and Accommodations:
http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDispl
ay.cfm&CONTENTID=2494
Turner Syndrome (TS)
What is it: A medical condition affecting girls resulting from only having one intact X
chromosome. Characteristics of Turner Syndrome include short stature, drooping eye lids
and abnormal bone development.
Teaching Strategies:
-Fine Motor Skills
-Gross Motor Skills
-Self-Esteem
Resources:
General information:
http://kidshealth.org/teen/diseases_conditions/genetic/turner.html
Turner Syndrome Society of Canada: http://www.turnersyndrome.ca/
Usher Syndrome
What is it: A medical inherited condition resulting in hearing and vision loss.
Teaching Strategies:
-Blind
-Hearing
-Low Vision
-Personal Care
-Personal Safety
-Self-Advocacy Skills
-Self-Esteem
-Social Skills
Resources:
Information and strategies: http://www.deafblind.com/usher.html
See Usher Children at School section for strategies: http://www.leatest.fi/en/eyes/usher.html
Glossary of Special Education Terms
Accommodations: Specific and individualized instructional, environmental and
assessment teaching strategies required for a student to meet curriculum expectations for a
grade/course. Examples of accommodations include: extra time for tests/assignments,
scribing of answers, use of assistive technology, preferential seating, chunking of
information, frequent breaks and human resources.
Adaptive Technology: Also known as assistive technology. Adaptive technology allows
people to adapt successfully to their environment to meet their needs.
Augmentative and Alternative Communication (AAC): Communication using pictures,
symbols or voice output devices to augment or act as an alternative to a student’s current or
previous communication.
Alternative Program: In response to a student’s need, individualized alternative
programming is develop and taught for the acquisition of knowledge and skills that are not
specifically part of the Ontario curriculum. Examples of alternative programs may include:
speech remediation, social skills, self-help/personal skills and/or personal care programs.
Alternative programming is individualized and documented on a student’s IEP. Alternative
programming goals are assessed, communicated at reporting periods and regularly revised.
Antecedent, Behaviour and Consequence (ABC) Tracking: A strategy often used with
ABA methods or behaviour modification to record and later analysis what occurred prior to
the behaviour being targeted (antecedents), the actual behaviour and the
outcome/reinforcer (consequence). Consequence in ABC tracking does not usually mean
the discipline measure put into place following a behaviour, unless its function is the
reinforcing element to the behaviour.
Applied Behaviour Analysis (ABA): A systematic and individualized method of teaching
based on principles of learning and behaviour, to reduce undesirable and increase adaptive
behaviour. The ABA process begins defining the behaviour to be changed, which is then
specifically tracked with antecedents and reinforcers of the behaviour. ABC tracking sheets
are often utilized and analysis of the tracking helps to develop specific strategies to develop
shape the desired outcome. ABA can be implemented in schools by teachers and school
teams.
Asperger’s Disorder (AS): One of the five Autism Spectrum Disorders as outlined in the
DSM-IV. Asperger’s is characterized by a social interaction impairment, limited or
preoccupying interests and difficulty with non-verbal communication skills. Some with
Asperger’s may refer to themselves as “Aspies”.
Assistive Technology (AT): Assistive Technology (AT) is any technology that helps a
student improve or maintain their level of functioning. AT, also referred to as adaptive
technology, supports cognitive, physical, communication and/or learning needs. Low,
medium and high technology are available and can act as accommodations.
Attention Deficit Hyperactivity Disorder (AD/HD): A diagnosed neurobiological condition
that is characterized by chronic and persistent inattention, poor impulse control and overactivity. ADHD can be diagnosed in three types: inattentive, hyperactive-impulsive and
combined. ADHD is not a learning disability, but can commonly occur with learning
disabilities (comorbid in about 30-40% of instances).
Autism Spectrum Disorders (ASD): A set of five diagnosed conditions of the Pervasive
Developmental Disorders (PDDs) as indicated in The Diagnostic and Statistical/ Manual of
Mental Disorders (DSM-lV). While ranging in severity, these disorders all have three
common characteristics: impaired social skills, impaired verbal and nonverbal
communication and restricted/repetitive interests or behaviours. The five disorders under the
ASD “umbrella” are: Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder,
Asperger’s Disorder and Pervasive Development Disorder Not Otherwise Specified
including Atypical (PDD-NOS).
Autistic Disorder: One of the five Autism Spectrum Disorders as outlined in the DSM-IV.
Autistic Disorder is characterized by severe impairment in social interaction, communication
(could be non-verbal) and repetitive and restrictive patterns of behaviour that are nonfunctional.
Baseline: Determination of the current level of functioning as documented by type,
frequency and duration. Often used with determining current level of behaviour.
Behaviour Modification: Using both positive and negative reinforcers/consequences to try
and encourage positive behaviour.
Childhood Disintegrative Disorder: One of the five Autism Spectrum Disorders as
outlined in the DSM-IV. Childhood Disintegrative Disorder is characterized by normal
development until the age of two then a significant loss of social and communication skills
with a development of restricted and repetitive behaviours occurring before the age of ten.
Communication Disorder Assistant (CDA): A speech and language professional who
works under the supervision of a Speech and Language Pathologist, often servicing
students with articulation and speech difficulties, in schools.
Comorbid: More than one debilitating condition occurring at the same time. See the
strategy pages for each condition a student is diagnosed with.
Conduct Disorder (CD): A diagnosed condition made by a certified professional that is
characterized by a consistent pattern of behaviour in which the basic rights of others or
societal norms or rules are violated.
Current Level of Achievement: The baseline or current functioning of a student in a
particular area. Current level of achievement is part of modified and alternative program
plans on IEPs for students who are not utilizing the Ontario curriculum. Current level of
achievement provides the basis for goal and expectation setting.
Developmental Disability (DD): Characterized by significantly below average intellectual
ability approximately the 2nd percentile or below. Deficits in adaptive functioning must also
be present.
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM –IV):
Published by the American Psychiatric Association, the DSM-IV provides criteria for the
diagnoses of all mental health disorders for children and adults, along with some common
treatments.
Differential Instruction (DI): A method of instruction that is aimed at maximizing each
student’s development. The method looks at the individual needs and the level of
development and then offers a learning experience that works with the student’s specific
needs.
Echolalia: The repetition of words of phrases, often by students with ASD.
Educational Assistant (EA): Are members of the educational system who work in schools
to support student needs. Educational Assistants work with teachers to ensure the safety
and medical needs of students are met. EAs also implement accommodations and support
students with their modified and/or alternative programming goals.
English Language Learner (ELL): A student who is learning English. These students do
not fall under special education services, but are not excluded if their needs indicate. The
prevalence of an ELL student requiring special education services is the same as for nonELL students. Sometimes an ELL has been referred to as English Second Language.
English as a Second Language (ESL): A program that aims to teach English to someone
who has a different first language. The program could be taught during specific periods
while for the rest of the day the student will most likely be placed in a regular classroom, an
immersion program, or a bilingual educational environment.
Education Quality and Accountability Office (EQAO): A provincial agency that provides
province wide examinations for students in grades 3, 6, 9, and 10 for the purpose of
collecting information and statistics about annual student achievement. The information is
for parents, teachers and the public. Along with collecting information, EQAO also proposes
strategies to parents and educational personnel to better educate students. Specific
accommodations are permitted as per EQAO guidelines for students on IEPs who require
them.
Error Analysis: The analysis of mistakes to determine why and how students make them in
order to determine what needs to be taught and how.
Exceptional Pupil: A student is regarded as exceptional or identified only after an
Identification Placement and Review Committee (IPRC) has determined that the student
meets the criteria for a specific exceptionality in their school board.
Full Scale Intelligence Quotient (FSIQ): A numeric value given to overall intelligence on
the standardized Wechsler Intelligence Scale for Children (WISC). The FSIQ is determined
by ten core subtests and up to five supplemental tests. The FSIQ is comprised of four
scores: verbal comprehension, perceptual reasoning, processing speed and working
memory.
Functional Behaviour Assessment (FBA): An examination of the function of a student’s
behaviour in an attempt to develop strategies to alter the behaviour. FBA is often utilized
with students with ASD.
General Ability Index (GAI): An alternative overall score to the Full Scale Intelligence
Quotient (FSIQ) for the Wechsler Intelligence Scale for Children (WISC). The GAI is a useful
estimate of a student’s overall ability if better overall indicator of a student’s functional ability
If a great deal of difference exists between the four scores that make up the FSIQ: verbal
comprehension, perceptual reasoning, processing speed and working memory.
Inclusive Education: Including all students in the regular class so that each student attains
to their fullest. Inclusive education’s foundation is based on the human right to quality
education and social acceptance.
Identification, Placement and Review Committee (IPRC): A group of at least three,
including a principal or supervisory officer from a board of education, hat evaluates and
decides if a student meets the criteria of being an exceptional pupil based on the Education
Act and each school board’s identification criteria. If a student has been identified as
exceptional the IPRCD group then determines the best educational placement to meet the
student’s needs. The identification and placement are reassessed every year.
Individual Education Plan (IEP): A written plan for learning, developed for students with
special needs, who may or may not be formally identified as exceptional, that outlines
special education programming and accommodations and/or modifications of curriculum.
The plan may also include alternative programming and transition plans.
In-school team: A group of educators (teachers, special education teachers,
administrators, guidance teachers, student success teachers and/or educational assistants)
that meet to review data and develop next steps for student achievement.
Intelligence Quotient (IQ): Intelligence quotient is a score obtained from the standardized
intelligence tests. Frequently the standardized Wechsler Intelligence Scale for Children,
fourth edition (WISC-iv) or the Stanford Binet Intelligence scale is used. IQ tests often
examine mathematical and spatial reasoning, language skills and logical abilities. IQ tests
are conducted by a registered psychologist.
Intensive Behavioural Intervention (IBI): A program of instruction for younger children
diagnosed with autistic spectrum disorders (ASD). IBI is based Applied Behaviour Analysis
(ABA) to teach children and involves twenty to forty hours per week of intervention by a
trained therapist to address skills deficits to develop more positive behaviour.
Learning Disability (LD): A diagnosed psychological condition and IRPC exceptionality.
Specialized professionals, including psychologists and psychological associates, evaluate
and diagnose Learning Disabilities. Significantly low achievement (based on age, education
and intelligence) in reading, mathematics and/or writing standardized tests are seen as the
fundamental attribute of a learning disability when intelligence is within normal ranges.
Metacognition: The awareness and analysis of one’s own thoughts with the capability to
observe one’s own learning.
Mild Intellectual Disability (MID): A diagnosed psychological condition and IPRC
exceptionality characterized by below average intelligence.
Minister’s Advisory Council on Special Education (MACSE): A committee that advises
the Minister of Education with regard to special education programs and the services for
students with special needs, including the identification and provision of early intervention
programs.
Modifications: Adjustments made to age-appropriate curriculum to better fit a student’s
specific educational needs. The changes may sometimes include a different grade level,
higher or lower.
Multiple Intelligence (MI): The belief that a larger group of intelligences other than just IQ
testing is more accurate in showing the ability of both children and adults. Teaching and
assessment in multiple intelligences would include linguistic, logical-mathematical, spatial,
bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist activities. MI is often
addressed in differential instruction (DI).
Obsessive-Compulsive Disorder (OCD): An anxiety disorder based on unreasonable
thoughts, fears and/or worries (obsessions), that makes the sufferer perform routines
(compulsions) in an attempt to manage the anxieties. Cognitive therapy is suggested to help
deal with OCD.
Occupational Therapist (OT): A therapist that works in the area of rehabilitative services
which range from, improving a student grip of a pen to routines that improve strength and
dexterity.
Ontario Education Resource Bank: A password protected site for educators to find
resources by grade, subject/course, strand, overall expectations, and/or keywords.
Passwords are provided by school boards.
Ontario School Record (OSR): A file of educational achievement for every student in
Ontario schools, including a listing of schools attended, copies of report cards, Individual
Education Plans and assessments, if any. A Ministry of Education document on OSRs
outlines procedures.
Ontario Software Acquisition Program Advisory Committee (OSAPAC): free software
for publicly funded schools. Teachers can install on home computer for educational
purposes: http://www.osapac.org/db/software_search.php?lang=en
Oppositional Defiant Disorder (ODD): A diagnosed psychological condition that hinders
the acceptance of authority and is characterized by rebellious disobedience. A professional
will diagnose the disorder based on the criteria including symptoms for at least six months.
Perceptual Reasoning Index (PRI): One of the four components of the Full Scale
Intelligence Quotient (FSIQ) as determined by the standardized Wechsler Intelligence Scale
for Children, fourth edition (WISC-iv). The PRI is a measure of visual perception,
organization and reasoning using only visually (nonverbal) material.
Pervasive Developmental Disorder Not Otherwise Specified Including Atypical Autism
(PDD-NOS): One of the five Autism Spectrum Disorders as outlined in the DSM-IV. PDDNOS is characterized by severe and persistent impairments in social interaction skills,
communication skills, with steotypical behaviour, but do not meet the criteria for another
PDD disorder.
Processing Speed Index (PSI): A measure of cognitive efficiency, one of the four main
components measured by the WISC-iv that makes up a student’s Full Scale Intelligence
Quotient (FSIQ). Processing speed measures the automatic skills pertaining to attention and
concentration.
Physical Therapist (PT): Trained in the instructional support and treatment of people with
physical disabilities, mainly in improving muscle, bone, joint and nerve usage. A doctor's
prescription or referral is usually needed in order to obtain support of a physical therapist.
Some PTs support students within schools.
Policy/Program Memorandum 140 (PPM 140): A policy/program directive issued by the
Ontario Ministry of Education for all school boards to follow pertaining to the teaching of
students with Autism Spectrum Disorder (ASD) utilizing Applied Behaviour Analysis (ABA).
PPM 140 mandates that students with ASD be offered an individualized program, based on
positive reinforcement, data collection, with the transfer of skills and transition planning.
Rett’s Disorder: One of the five Autism Spectrum Disorders as outlined in the DSM-IV.
Rett’s is characterized by normal development up to five months of age then deceleration of
head growth and loss of social engagement. Those with Rett’s have severely impaired
expressive and receptive language skills.
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.
Special Education Advisory Committee (SEAC): A committee that exists in every school
board. Members include representatives from different associations in the area and
employees from the board itself. The committee’s role is to advise the board on issues
concerning special education and serves.
Special Education Resource Teacher (SERT): A teacher who has qualifications in special
education. Additional qualification courses are available in special education.
Special Education Per Pupil Amount (SEPPA): An amount of funding that is determined
based on the number of students in a school board.
Special Equipment Amount (SEA): Funding that helps provide the assistive equipment
prescribed to help a student. The funding is supplied by the Ministry of Education.
Special Incidence Portion (SIP): The finical support from the Ministry of Education in
response to exceptionally high needs students.
Splinter skills: Well developed skills in a specific area.
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.
Transition Plan: A set of activities to prepare a student to make a change.
Verbal Comprehension Index (VCI): A measure of skills that includes: verbal fluency and
ability to understand and use verbal information. It is one of the four components that makes
up an individual’s Full Scale Intelligence Quotient (FSIQ) on the Wechsler Intelligence Scale
for Children (WISC-iv).
Wechsler Individual Achievement Test (WIAT): A standardized assessment of academic
achievement based on comparisons to students of like age. Reading, math, written and oral
language are assessed.
Working Memory Index (WMI): One of the four components of a student’s Full Scale
Intelligence Quotient (FSIQ) as assessed by the Wechsler Intelligence Scale for Children,
Fourth Edition (WISC-iv). The WMI determines the ability to memorize, to hold and
manipulate information in short-term memory and concentrate.
Wechsler Intelligence Scale for Children, Fourth Edition (WISC-iv): A commonly
administered cognitive assessment, performed by psychologists to determine intellectual
functioning. A Full Scale Intelligence Quotient (FSIQ) or General Ability Index (GAI) is
determined based on subtests.
Universal Design for Learning (UDL): A term borrowed from architecture and applied to
education that involves offering a variety of accommodations to all students in order to
maximize on the various styles of learning, including those with special needs.