|
|
| students with exceptionalities are placed in a general education classroom with appropriate support services.
|
|
|
|
| contains selected materials that include specific directions for administration, scoring and interpretation. |
|
|
|
| severe learning disorder where there is an interruption in the ability to relate to the environment through speech and language and lack of representational symbolic behavior. |
|
|
|
| disorder; involves shaking, unclear speech or a lack of muscular coordination.
|
|
|
|
| deficits in language and speech development due to minimal or no auditory response to sound. |
|
|
|
| unusually advanced degree of general intellectual ability, requires learning experiences beyond those provided in regular school program. |
|
|
|
| pervasive developmental disorder (PDD) that involves delays in the development of basic skills, including socializing, coordination and the ability to communicate. |
|
|
|
| disorder in language formulation; impairment in articulation, rhythm and stress. |
|
|
|
| partial or total impairment of sight or vision affects educational performance significantly. |
|
|
|
| children who exhibit difficulties with social interactions and inappropriate behavior that interferes with learning.
|
|
|
|
| mental or behavioral pattern that causes either suffering or a poor ability to function in ordinary life. May be persistent, relapsing and remitting, or occur as a single episode. |
|
|
|
| Changes that allow a person with an exceptionality to participate fully in an activity. |
|
|
|
| ongoing formal document that outlines the educational program for students with exceptionalities.
Includes the child’s goals, objectives and services for students receiving special education. |
|
| Special Education Resource Teacher |
|
| have additional training in the education of students with exceptional learning needs. They work with a specific group of students for the majority of the school day. |
|
|
|
| disorder in language formation; impairment in articulation, rhythm and stress. |
|
| IPRC (Identification Placement Review Committee) |
|
| They identify strengths and needs of the student, identify areas of exceptionality, according to the categories and definitions of exceptionalities provided by the Ministry of and review the identification and placement of the student at least once in a school year. |
|
|
|
| Individualized changes made to the content and performance expectations for students such as; quantity, how a student responds to instruction and alternate goals. |
|
|
|
| social, cognitive and behaviour factors play an important role in learning. |
|
| Age Appropriate Placement |
|
| Children are put in an environment where their age is accounted for; specifc grade for their age. |
|
|
|
| describes a range of conditions; such as the Autism spectrum. |
|