Teaching Strategies & Resources

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Practices

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Accommodations
Alternative Programming
Assistive Technology
Board Special Education Plans
Community Resources
Differentiated Instruction
Create an Inclusive & Positive Class Climate
Identification Placement and Review Committee (IPRC)
Individual Education Plan (IEP)
Ministry of Education Resources
Modified Programming
Non-teacher Professional Assessments
Teacher Assessments
Safety/Emergency/Crisis Response Plan
Professional Development
Reporting on IEP Progress
Tracking/Documenting
Transition Plans

Glossary

FAQs

Glossary

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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.

Personal Care :

An area of student need, involving hygiene, dressing, toileting and/or eating.

Personal Safety :

An area of student need, involving a student’s own personal safety and/or the safety of others.

Phonological Processing :

An area of student need, involving detecting and discriminating differences in speech sounds. This is an oral skill and is not based on the student’s knowledge of letters.

Physical Disability Exceptionality :

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

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.

Post-Traumatic Stress Disorder (PTSD) :

A diagnosed anxiety condition that can develop after exposure to any event which results in psychological trauma.

Prader-Willi Syndrome (PWS) :

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.

Processing Speed :

An area of student need, involving difficulty with the speed and automaticity of cognitive skills.

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.

Provincial Report Card :

Ontario Ministry of Education generated report card template with elementary and secondary versions for the reporting of student achievement per subject area. The IEP box is marked only when the student is working on modified programming of the indicated subject. The Provincial Report Card is used in all publically funded schools in Ontario.

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Glossary