strategies for students · that a child faces; it will also give some tips on how to help with...

Literacy: Learning for Life.

L’alphabétisation, Une leçon pour la vie.



Strategiesfor Studentswith Special Education Needs

Prepared by:Stacy Sullivan Community Coordinator, Sudbury Frontier College

Sean Cousins Master’s Student (Humanities) Laurentian University

Based on:Learning Disabilities: A Trainer’s Guide (2002) By Lorna Bona (Frontier College)

Frontier College is generously funded by the Ontario Ministry of Education.

This project was partially funded by a Parents Reaching Out (PRO) Grant.

The views expressed in this guide are those of Frontier College, and do not necessarily reflect those of the Ontario Ministry of Education.

Library and Archives Canada Cataloguing in Publication

Sullivan, Stacy, 1984-, author Strategies for Students with Special Education Needs / Stacy Sullivan and Sean Cousins.

Includes bibliographical references. ISBN 978-0-921031-44-4 (pbk.)

1. Special education--Canada. 2. Exceptional children. 3. Learning disabilities. I. Cousins, Sean, 1980-, author II. Title.

LC3984.S95 2015 371.90971 C2015-902643-1

© Frontier College Press, 2015

Introduction.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

What.is.a.Student.with.Special.Education.Needs?... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Learning.Strategies... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Learning.Environment... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Communication.Exceptionalities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Learning.Disabilities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Common.Misconceptions.about.......Students.with.a.Learning.Disability.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Attention.Deficit.Hyperactivity.Disorder.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Dyslexia.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Dyscalculia.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Autism.Spectrum.Disorder.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Deaf.and.Hard.of.Hearing.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Language.Impairment.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Speech.Impairment.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Behaviour.Exceptionalities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Intellectual.Disabilities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Giftedness.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Mild.Intellectual.and.Developmental.Disabilities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Physical.Exceptionalities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Blind.and.Low.Vision.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Cerebral.Palsy.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Motor.Disorder.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Spina.Bifida.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Muscular.Dystrophy.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Acquired.Brain.Injury.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Epilepsy.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Tourette.Syndrome.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Special.Education.Process,.Programs.and.Services.in.Ontario... . . . . . . . . . . . . . . . . . 24Identification,.Placement.and.Review.Committee.(IPRC).. . . . . . . . . . . . . . . . . . . . 24Individual.Education.Plan.(IEP). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Accommodations,.Modifications.and.Alternative.Expectations.. . . . . . . . . . . 26

Acronym Glossary.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Appendix 1.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Appendix 2.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Appendix 3.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Resources.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Endnotes.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Contents

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This.guide.can.be.used.as.a.resource.for.parents,.teachers,.tutors.and.other.caregivers.to.look.up.a.single.exceptionality.in.order.to.get.a.brief.summary.and.learn.some.strategies.for.working.with.a.child;.or.the.reader.may.read.the.guide.from.beginning.to.end..Please.feel.free.to.use.this.guide.however.it.suits.you,.as.you.strive.to.help.a.child.reach.the.maximum.potential.in.his/her.academic,.social.and.emotional.lives!

This.guide.was.created.with.children.and.youth.in.mind,.but.the.strategies.can.be.adapted.for.adults..Be.aware.that.adults.have,.in.many.cases,.developed.strategies.that.work.well.for.them..It.is.wise.to.have.a.conversation.with.a.person.to.discuss.strategies.that.they.find.work.for.them,.and.then.try.a.few.more.if.needed..Not.all.strategies.given.in.an.area.are.going.to.work.for.every.individual;.it.will.be.a.process.of.trying.a.strategy.to.see.if.it.helps,.and.moving.on.if.it.is.not.effective..

How to Use This Guide

This guide is a tool for parents, teachers, tutors and other caregivers to help them understand the exceptionality that a child faces; it will also give some tips on how to help with school work. This guide will not help you diagnose the child, but can be a resource after diagnosis.

The.language.around.Learning.Disabilities.has.changed.in.recent.years.to.minimize.the.labelling.of.a.person..For.example,.we.now.talk.about.a.“student.WHO.HAS.a.speech.impairment,”.instead.of.saying.a.“speech.impaired.student,”.thereby.leaving.the.student.as.a.person.who.has.some.challenges.with.speech,.instead.of.being.defined.by.the.exceptionality.

Frontier.College’s.philosophical.approach.to.tutoring.learners—Student.Centered.Individualized.Learning.(SCIL)—recognizes.the.unique.strengths.and.learning.needs.of.all.learners..Learners.who.live.with.an.exceptionality.or.exceptionalities.have.learning.needs.and.interests.that.may.require.parents,.teachers,.tutors.and.other.caregivers.to.develop.accommodations.or.changes.in.their.approach.to.help.these.students.build.upon.their.strengths.as.learners..This.guide.is.based.on.an.internal.Frontier.College.document.created.by.Lorna.Bona.entitled:.Learning Disabilities: A Trainer’s Guide.(2002).

Introduction

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What is a Student with Special Education Needs?You.may.be.familiar.with.this.term.or.have.heard.about.it.and.are.not.quite.sure.of.its.meaning.and.relevance.to.your.role.as.a.parent..The.phrase.“student.with.special.education.needs1”.refers.to.children.who.have.learning.difficulties.or.disabilities.that.make.it.harder.for.

them.to.learn.than.most.children..of.the.same.age..A.student.with.special.education.needs.or.“exceptional.pupil2”.may.have.a.communicational,.behavioural,.intellectual,.or.physical.exceptionality,.or.they.may..have.multiple.exceptionalities..

Learning StrategiesSome.of.the.most.useful.strategies.for.people.with.special.education.needs.come.from.Frontier.College’s.Student.Centered.Individualized.Learning.(SCIL).method,.specifically.the.following.points3:

•. Learning.is.based.on.the..needs.of.the.learner,.defined..by.the.learner

•. Every.person.can.learn.

•. Learning.begins.with.attention.to.the.learner’s.strengths.and.successes.rather.than.deficiencies.and.failures

By.keeping.these.three.things.in.mind,.working.with.a.student.with.special.education.needs.will.be.much.easier..Encouragement.and.understanding.are.key.when.working.with.your.child..Even.small.successes.can.make.a.difference.to.a.child.who.frequently.deals.with.failure.and.frustration..By.pointing.

out.the.student’s.strengths,.and.not.dwelling.on.their.weaknesses,.a.sense.of.trust.and.a.positive.atmosphere.emerge.where.the.student.can.feel.more.at.ease..

A.student.who.has.special.education.needs.will.also.need.help.in.other.areas..Structure.and.sequence.is.very.important..Have.everything.you.will.need.ready.before.sitting.down.to.work..Avoid.jumping.from.one.topic.to.another.as.this.can.cause.confusion.and.frustration..As.well,.help.your.child.with.organizing.their.notes.and.planning.for.deadlines.

Other useful strategies include:

•. Use.visual.aids,.but.make.sure.they.are.not.distracting

•. Try.not.to.talk.and.write.at.the.same.time;.write.it.down.and.then.explain

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•. Speak.slowly.and.give.one.instruction.at.a.time.(e.g.,..instead.of.saying,.“Let’s.work..on.pages.8-10.in.the.reader..and.then.we’ll.do.these.colouring.pages”.say,.“Let’s..turn.to.page.8.in.the.reader.”)

•. Ensure.the.student.fully.understands.any.instructions.or.sequences;.break.it.down.into.mini-steps.if.necessary.and.present.them.one.at.a.time

•. Provide.lots.of.repetition..and.review

•. Repeat.or.re-phrase.material..if.not.understood

•. Have.the.student.repeat.or.re-phrase.the.lesson.or.instruction

•. Ensure.the.student.is.attentive.before.giving.instructions.or.help

•. Summarize.key.points.and..have.the.student.copy.or..write.them.down

•. Allow.time.for.the.student.to.think.about.what.is.being.learned

•. Give.lots.of.feedback

Even.if.your.homework.area.is.not..in.an.ideal.location,.there.are..some.things.that.can.help.students.with.special.education.needs.to.better.focus4:

•. Reduce.distractions..Face.away.from.the.main.part.of.the.room.when.working

•. Keep.work.area.clear–have.only.the.required.materials.on.hand

•. Find.a.quiet.area

•. Build.in.success.each.visit

•. Spend.time.organizing.notebooks

•. Ensure.the.child.or.youth.knows.what.to.do

•. Allow.the.child.or.youth.to.pre-read.a.passage.before.practising.orally

•. Help.the.student.to.set.up.and.use.an.agenda

•. Provide.immediate.feedback..on.academic.and.social.skills

Learning Environment

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Communication ExceptionalitiesLearning Disabilities

“The.Ontario.Ministry.of.Education.defines.learning disability.as.one.of.a.number.of.neurodevelopmental.disorders.that.persistently.and.significantly.has.an.impact.on.the.ability.to.learn.and.use.academic.and.other.skills”.5.Learning.disabilities.are.not.caused.by.factors.such.as.cultural.or.language.differences,.inadequate.or.inappropriate.instruction,.socio-economic.status.or.lack.of.motivation..However,.any.one.or.a.combination.of.these.factors.may.make.the.impact.of.learning.disabilities.worse..For.further.information.about.the.conditions.for.a.learning.disability,.please.see.Appendix.3:.Conditions.for.a.Learning.Disability..

Strategies for children who have Learning Disabilities6

•. Create.a.comfortable.learning.environment

•. Provide.constructive.feedback.frequently

•. Use.a.consistent.approach.to.support.your.child

•. Provide.instructions.in.a.format.that.is.easy.to.remember.(e.g.,.emphasize.steps.and.stages.in.the.proper.order)

•. Allow.child.to.select.reading.and.writing.materials.that.capture.their.interests

•. Remove.any.distractions

•. Plan.for.“mini-breaks”

Common Misconceptions about Students with a Learning Disability

Learning Disabilities are caused by poverty, health problems, or a bad diet..

A.learning.disability.is.not.the.result.of.lifestyle.choices.or.social.class.7.It.is.evidence.of.“faulty.writing”8 in.the.brain..Like.other.exceptionalities,.however,.a.learning.disability.can..be.negatively.affected.by.socio-economic.factors..

Learning disabilities do not really exist; it is only a category meant to refer to “lazy” or “unmotivated” individuals.

Research.shows.that.learning.disabilities.are.biologically.determined.9.At.the.moment,.genetics.is.assumed.to.have.something.to.do.with.whether..or.not.a.person.is.likely.to.have..a.learning.disability..

Learning disabilities are only school problems.

Some.people.who.have..learning.disabilities.only.have.difficulties.in.reading,.writing,..or.mathematics;.but.most.people.who.have.learning.disabilities.have.difficulties.that.interfere.in.multiple.areas.of.life,.including.being.social.with.friends.and.family,.as.well.as.doing.everyday.activities.such.as.shopping,.working.at.a.job,.and.participating.in.sports..

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All it takes to create a learning disability is to have one bad teacher.

Rumours.and.speculation.have.circulated.for.years.that.bad.teaching.was.the.reason.why.students.demonstrated.difficulties.in.reading.and.writing..Quality.of.instruction.does.play.a.role.in.student.achievement.levels,.but.learning.disabilities.have.a.genetic.origin.to.them..Early.intervention.is.very.important.to.a.student’s.success.

Learning disabilities only affect children; adults grow out of learning disabilities. .

The.effects.of.learning.disabilities.continue.into.adulthood.and.may.intensify.as.adults.face.more.demands.and.deal.with.different.and.more.difficult.tasks.10

Individuals who have a learning disability are “dumb.”

Many.students.who.have.learning.disabilities.display.average.scores.on.IQ.tests..These.tests.do.not.provide.opportunities.for.students.to.demonstrate.their.abilities.to.read,.write.or.do.mathematical.calculations.in.different.ways..

Individuals who have a learning disability also have ADD/ADHD (or vice versa)..

There.is.no.connection.between.learning.disabilities.and.ADD/ADHD.11.A.person.who.has.a..learning.disability.may.also.have.ADD/ADHD.(or.vice.versa),.but..this.is.not.always.true..

Learning disabilities are identified as a result of testing.

A.learning.disability.is.an.exceptionality.that.is.given.to.a.student.or.learner.only.after.a.series.of.observations,.curriculum-based.assessments,.informal.tests,.and.standardized.activities.show.that.there.is.a.difference.between.academic.achievement.and.intellectual.skills..It.is.important.that.a.student.has.a.full.assessment.done;.there.is.a.range.of.activities.that.go.into.a.diagnosis..

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Attention Deficit/ Hyperactivity Disorder

Attention.Deficit/Hyperactivity.Disorder.(ADHD).is.a.diagnosis.applied.to.children.and.adults.who.consistently.display.certain.characteristic.behaviours.over.a.period.of.time..Keep.in.mind.that.it.is.important.to.consult.with.the.educators.and.clinicians.who.have.diagnosed.a.student.with.ADD/ADHD.to.assist.in.determining.the.exceptionality.of.the.student..The.most.common.behaviours.fall.into.three.categories12:

1.. Inattention:.have.a.hard.time.keeping.their.mind.on.any.one.thing.and.may.get.bored.with.a.task.after.only.a.few.minutes

2.. Hyperactivity:.always.seem.to.be.in.motion;.they.can’t.sit.still.and.may.feel.constantly.restless

3.. Impulsivity:.seem.unable.to.curb.their.immediate.reactions.or.think.before.they.act.

One.thing.to.remember.about.children.who.have.ADHD.is.they.may.seem.as.though.they.are.not.paying.attention,.but.the.opposite.is.true..People.who.have.ADHD.pay.attention.to.everything.around.them.and.are.unable.to.determine.which.items.require.their.attention.and.which.can.be.

ignored..For.instance,.if.a.child.who.has.ADHD.is.asked.to.find.his.sister.in.a.playground,.you.may.find.that.child.a.few.moments.later.staring.all.around.him.and.then.carefully.studying.an.anthill.without.regard.for.his.sister..He.might.have.started.out.by.looking.for.his.sister,.but.instantly,.the.colours,.sounds,.movements,.people.and.things.distracted.him..

Strategies for children who have ADHD

•. Remove.all.distractions.from..the.work.area

•. Use.a.cubicle.in.a.corner,.facing.the.child.away.from.windows.and.other.people.(this.could.simply.be.a.tri-fold.science..board.around.a.desk)

•. Place.only.needed.material..on.the.desk.(one.pencil,.one.piece.of.paper,.one.book)

•. Keep.the.noise.and.interruptions.to.a.minimum

•. Help.a.student.get.started.on.a.project.or.assignment.(break.the.project.down)

•. Give.frequent,.but.short,.breaks

•. Provide.clear.written.and.verbal.instructions

•. Be.flexible.and.patient

•. Give.the.student.choice.when.possible

Quick Facts

4 to 12% of school-aged students are identified as having ADHD

A.diagnosis.is.done.by.a.physician.or.psychologist,.who.gathers.information.from.the.child,.parents.and.teachers..They.use.behavioural.checklists,.interviews.and.observations.

Inclusion of Exceptional Learners in Canadian Schools, 2010 (p 90-91)

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DyslexiaDyslexia.is.a.language-based.learning.disability..Students.with.dyslexia.experience.difficulties.with.language.skills.such.as.reading,.spelling,.writing,.and.pronouncing.words..It.is.referred.to.as.a.learning.disability.because.dyslexia.can.make.it.very.difficult.for.a.student.to.succeed.academically..in.the.typical/traditional.instructional.environment.13.It.is.an.inherited.condition.that.does.not.arise.from.a.physical.condition.or.developmental.disability..In.Ontario,.a.student.who.has.dyslexia.may.be.identified.by.the.Ministry.of.Education.as.an.exceptional.pupil.who.has.a.“learning.disability”;14.however,.not.all.students.who.have.dyslexia.may.meet.the.criteria.for.Special.Education.resources..

The.effects.of.dyslexia.will.vary.depending.on.the.child..The.International.Dyslexia.Association.Disability.Ontario.Branch.lists.the.following.challenges.that.a.child.with.dyslexia.may.show15:

Reading Difficulties

•. Difficulty.learning.sounds..of.letters.

•. Separating.words.into.sounds.

•. Slow.and.inaccurate.reading.

•. Poor.reading.comprehension.

Speaking and Listening Difficulties

•. Delayed.spoken.language.

•. Does.not.understand..when.spoken.to.

•. Lack.of.awareness.of.different.sounds.in.words.and.rhymes.

•. Difficulties.with.organizing..their.thoughts.

Writing Difficulties

•. Difficulties.with.organizing.ideas.

•. Poor.spelling.

•. Poor.letter.formation.and..spatial.organization.

Mathematics Difficulties

•. Memorizing.math.facts.

•. Difficulty.understanding.the.correct.order.of.steps.when.solving.problems

•. May.switch.digits.within.numbers.

Strategies for children who have Dyslexia

•. Set.realistic.and.developmentally.appropriate.goals

•. Provide.extra.time.on.activities.

•. Read.written.questions.or.instructions.aloud

•. Direct.focus.away.from.spelling.and.place.emphasis.on.content

•. Offer.recording.devices.to.support.learning

•. Increase.the.font.size.to.accommodate.needs.of.the.learner

•. Arrange.for.the.child.to.answer.homework.questions.orally..and.have.someone.write.the.answer.down

•. Use.(if.available).voice.recognition.software.for.writing.and.print-to-speech.software.for.reading.texts

Quick Facts

15 to 20% of the general population lives with a language-based learning disability.

70 to 80%..

of students with a learning disability receiving special education support have deficits in reading skills.Dyslexia.is.the.most.common.cause.of.spelling,.reading,.and.writing.difficulties...

Reproduced with permission from “The International Dyslexia Association Ontario Branch”

8

Quick Facts

It is estimated that approximately

3.6 % of the world’s population lives with dyscalculia. That is roughly the equivalent of 216,000,000 people! Researchers.have.described.four.sub-forms.of.dyscalculia:.semantic.retrieval.dyscalculia;.procedural.dyscalculia;.visuospatial.dyscalculia;.numeric.dyscalculia

Dyscalculia Forum, 2012.

DyscalculiaDyscalculia.is.a.specific.learning.disability.in.mathematics.16.Individuals.who.have.dyscalculia.tend.to.have.problems.not.only.with.math,.but.struggle.with.activities.such.as.being.able.to.tell.time,.judging.left/right.orientation,.playing.by.the.rules.in.games.and.much.more.17

Dyscalculia.has.varying.degrees..of.severity;.however,.if.the.student.has.persistent.difficulty.with.one.or.several.of.the.following.learning.expectations,.there.is.a.high.probability.the.student.has.dyscalculia18:

•. Understanding.concepts.related.to.time,.including.days,.weeks,.months,.seasons,.etc.

•. Understanding.basic.and.complex.math.concepts.and.rules

•. Doing.basic.math,.such.as.addition.and.subtraction

•. Understanding.times.tables

•. Remembering.the.names.of.shapes.such.as.squares.and.triangles

•. Understanding.fractions

•. Understanding.square.roots

•. Distinguishing.which.is.a.larger..or.smaller.number

•. Understanding.percentages

•. Copying.numbers.to.paper

The.student.may.also.have.anxiety.when.asked.to.do.math.

Strategies for children who have Dyscalculia19

•. Play.dice.games

•. Play.games.that.involve.some.type.of.numbers

•. Be.patient

•. Try.to.show.numbers.visually

•. Use.a.variety.of.visual.aids.where.appropriate

•. Use.“math.manipulatives”.(e.g.,.counters,.pictures,.blocks,.etc.)

9

Autism Spectrum DisorderAutism.is.a.spectrum.disorder.because.children.who.have.this.disorder.range.from.mild.(high.functioning).to.severe.(low.functioning)..Children.on.the.Autism.Spectrum.show.impairment.in.communication.skills,.social.interactions.and.repetitive.patterns.of.behaviour,.although.the.degree.of.impairment.varies.for.each.child.

There.are.five.disorders.in.the.Autism.Spectrum:.

1. Autism.“affects.the.functioning..of.the.brain.and.is.believed..to.be.genetic.in.origin,.although.diagnosis.is.based.on.a.child’s.behaviours.and.must.be.evident.before.the.child.is.three..years.old.”20

2. Asperger Syndrome.is.characterized.by.children.who.are.“hypersensitive.to.sensory.stimulation.”21.

3. Rett Syndrome.almost.exclusively.affects.female.children;.children.usually..develop.normally.up.to.the..age.of.four.years.followed.by..a.sudden.regression.22.

4.. Children.who.are.diagnosed.with.Childhood Disintegrative Disorder.are.characterized.by.at.least.two.years.of.normal.development,.followed.by.loss..

of.language,.social.skills,.and.motor.skills.before.age.ten.23..This.disorder.is.quite.rare.24.

5. Pervasive Development Disorder not otherwise specified.(PDD-NOS).appears.after.the.age.of.3,.with.symptoms.that.are.similar.to.Autism,.but.to.a.lesser.degree.25.

Students.who.are.identified..along.the.spectrum.often.show.unusual.and.distinct.behaviours,.including:.an.obsession.with.one.interest,.needing.a.strict.routine,.showing.repetitive.behaviours.and.struggling.with.change..They.sometimes.have.unusual.responses.to.textures.or.sounds.26.

Strategies for children who have ASD

• PAMELA–to.enhance.communication27.

• P–use.puppets,.games..and.music

• A–anchor.instruction..with.visual.cues

• M–maintain.joint.attention*.and.use.symbolic.play

• E–echolalia.(repetition..of.speech)

• L– learn.through.modelling• A–adapt.teaching

*Joint.attention.(or.shared.attention).is.the.shared.focus..of.two.individuals.on.an.object.28

10

90% of parents whose children are deaf or hard of hearing have hearing.Inclusion of Exceptional Learners

in Canadian Schools, 2010 (p 134)

Quick Facts

The ratio of children with Autism Spectrum Disorder is three males to one female.Inclusion of Exceptional Learners

in Canadian Schools (p. 126)

•. Use.concrete.examples

•. Do.hands-on.activities

•. Use.a.visible.daily.schedule.(this.is.sometimes.done.with.a.Velcro.strip.and.individual.pieces.that.describes.a.child’s.day..The.child.can.remove.each.piece.as.it.happens,.but.can.see.what.is.coming.up)

•. Remove.textures.child.finds.unpleasant

•. Teach.good.listening.skills

Deaf and Hard of HearingA.person.who.is.deaf.cannot.process.any.linguistic.information,.even.with.the.help.of.a.hearing.aid,.whereas.a.person.who.is.hard.of.hearing.often.finds.success.with.a.hearing.aid.29.There.are.four.categories.of.hearing.loss:.mild,.moderate,.severe.and.profound.or.deaf.30.There.are.some.warning.signs.that.may.indicate.that.a.child.is.struggling.with.their.hearing:

•. a.child.does.not.respond.to.his.or.her.name

•. they.are.consistently.asking.for.you.to.repeat.information.

•. they.turn.their.head.to.one.side.to.hear.(one.ear.works.better.than.the.other)

•. they.talk.too.loud,.or.too.soft.(they.cannot.judge.the.volume..of.their.voice)

•. the.child.has.recurring.earaches31.

Early.detection.can.be.very.important.to.a.child’s.success.in.school;.it.has.been.found.that.students.who.have.problems.with.their.hearing.often.fall.behind.in.language.skills,.but.often.do.well.in.science.and.math.32.

There.are.many.devices.that.help.students.who.are.hard.of.hearing.in.the.classroom..Cochlear.implants.are.surgically.implanted.electronic.devices.that.use.small.electrical.currents.to.stimulate.the.cochlea,.allowing.some.speech.recognition;.these.devices.are.often.an.option.for.students.who.have.severe.or.profound.deafness.33.Students.who.have.some.hearing.loss.may.use.hearing.aids.to.assist.them;.some.of.these.students.may.use.an.amplification.system.in.the.classroom..There.are.three.types..of.amplification.systems:..(1).An.FM.system.is.linked.directly.to.a.student’s.hearing.aids,.(2).speakers.are.placed.throughout.the.classroom,.or.(3).a.speaker.is.placed.directly.on.the.student’s.desk.

Many.students.use.speech.reading.(or.lip.reading),.in.combination.with.cochlear.implants.or.amplification.systems,.to.enhance.their.understanding..It.is.important.to.remember.that.students.will.become.fatigued.and.frustrated.when.they.are.having.trouble.communicating,.they.may.become.disruptive.or.inattentive.34.

11

Strategies for children who have Deafness or Hard of Hearing

•. Provide.a.quiet.environment

•. Face.child.when.speaking.to.them.and.keep.your.hands..away.from.your.mouth

•. Do.not.turn.your.back.while.talking

•. Get.the.child’s.attention.before.speaking.to.them

•. Repeat.and.rephrase.information.or.directions

•. Speak.naturally.(over-enunciating.makes.speech.reading.more.difficult)35.

•. Use.visual.aids.(e.g.,.write.down.key.information.or.directions)

•. Be.patient – students.can.get.fatigued.when.they.have.been..lip.reading.all.day

Language ImpairmentChildren.who.regularly.have.difficulty.expressing.their.needs,.ideas,.or.information,.and/or.do.not.understand.what.others.say,.may.have.an.exceptionality.known.as.“language.impairment.”36.

A.language.impairment.can.affect.speech.in.different.ways,.such.as:

1.. Morphology:.a.child’s.ability..to.understand.and.use.parts..of.speech.

2.. Phonology:.a.child’s.ability.to.combine.sounds.to.form.words,.and.manipulate.blends.to.form.understandable.speech..For.example,.the.child.may.say..“twee”.instead.of.“tree.”37.

3.. Syntax:.how.a.child.applies.grammar.rules.and.makes.sentences..For.example,.a.child.may.say.“what.he.is.doing?”.instead.of.“what.is.he.doing?”

4.. Semantics:.understanding.the.meaning.of.language..For.example,.a.child.would.not.understand.that.the.metaphor.“take.your.best.shot,”.is.meant.to.be.encouraging..They.may.think.it.literally.means.to.use.their.fists.

5.. Pragmatics:.the.child.may.have.problems.with.using.language.in.a.socially.acceptable.way,.or.may.not.be.able.to.appropriately.respond.to.social.encounters..

Strategies for children who have Language Impairment38

•. Allow.the.child.to.ask.questions.and.be.willing.to.repeat.instructions

•. Avoid.long.periods.of.work

•. Get.the.child’s.attention.before.speaking

•. Use.simple.explanations.and.avoid.using.overly.complicated.ideas.

12

•. Offer.written.instructions..with.activities.to.help.guide..the.student

•. Limit.the.use.of.abstract.or.symbolic.words

•. Check.for.understanding.by.asking.your.child.to.repeat..what.has.been.said

•. Be.careful.of.overcorrecting.your.child’s.language;.it.may.discourage.them.from.speaking.in.the.future

Speech ImpairmentStudents.who.have.a.speech.impairment.have.trouble.forming.sounds,.but.have.no.problems.with.understanding.language..The.first.three.years.are.an.important.time.in.the.development.of.a.child’s.speech.and.language.39

There.are.many.types.of.speech.impairments.that.affect.students:.

1.. Articulation.problems:.when.students.cannot.make.a.particular.sound.because.of.problems.with.the.coordination.of.facial.muscles

2.. Omission.errors:.when.students.leave.sounds.(often.blends).out.of.words.

3.. Substitution:.when.students.use.another.sound.in.place.of.a.sound.that.they.cannot.make;.children.who.have.this.type.of.impairment.are.said.to.have.a.lisp..

4.. Distortions:.when.incorrect.sounds.are.made.in.speech.because.the.child.places.their.tongue.or.lips.in.the.wrong.position.to.make.a.sound..

5.. Addition.of.sounds:.when.a..child.adds.extra.sounds.between.blended.sounds.in.a.word.

6.. Dysfluency:.when.speech..is.interrupted.by.repetition,.prolonged.sounds,.words,.phrases.or.syllables;.this.is..often.referred.to.as.stuttering.40.

Strategies for children who have Speech Impairment

•. Give.your.child.time.to.think.about.a.question.and.formulate.an.answer

•. Praise.often

•. Model.proper.speech.patterns.and.sounds

•. Encourage.your.child.to.talk

•. Resist.the.urge.to.interrupt.or.finish.a.child’s.sentence

•. Do.not.allow.other.students.or.siblings.to.tease.a.child.about.their.speech

13

When.talking.about.a.behavioural.exceptionality.there.is.some.confusion.over.what.it.means.and.which.students.fall.under.this.category..That.confusion.is.because.there.is.no.agreement.on.what.exactly.a.behavioural.exceptionality.is,.but.there.is..some.accepted.understanding..

In.Ontario,.behavioural.exceptionalities.are.defined.by.the.Ministry.of.Education.as.follows:

Behaviour:.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:

•. an.inability.to.build.or.to.maintain.interpersonal.relationships;

•. excessive.fears.or.anxieties;

•. a.tendency.to.compulsive.reaction;

•. an.inability.to.learn.that.cannot.be.traced.to.intellectual,.sensory,.or.other.health.factors,.or.any.combination.thereof.41

Behavioural.disorders.affect.social.relationships.and.academic.progress..The.characteristics.listed.above.may.appear.to.varying.degrees.in.children.who.have.behavioural/

emotional.disorders..Having.some.of.these.characteristics.does.not.always.indicate.a.behavioural.exceptionality..The.frequency,.intensity,.or.duration.of.the.behaviours.must.be.taken.into.account,.and.whether.the.behaviours.appear.and.persist.in.different.settings.and.with.different.people..They.are.not.generally.due.to.intellectual.or.health.factors..

Some examples of commonly identified behavioural exceptionalities

Childhood Depression

Childhood.depression.is.a.disorder.that.has.increased.dramatically.over.the.past.10.years..Students.who.have.childhood.depression.may.regularly.appear.sad,.show.limited.academic.gain,.may.not.sleep.well,.and.harbour.feelings.of.worthlessness.or.hopelessness..Educators.and.parents.need.to.recognize.these.symptoms.and.refer.the.student.for.a.thorough.mental.health.evaluation..Treatment.for.childhood.depression.usually.involves.psychotherapy.and.medication,.but.adults.can.also.be.very.helpful.by.assisting.the.learner.to.develop.social.skills.and.encouraging.an.increase.in.activity.level.42.

Behaviour Exceptionalities

14

Reactive Attachment Disorder (RAD)

RAD.is.a.condition.that.is.believed.to.arise.from.a.failure.to.bond.with.other.humans.very.early.in.life..RAD.may.develop.in.the.very.young.because.of.the.lack.of.nurturing.and.attention.in.places.like.shelters.for.abandoned.or.orphaned.children.during.wars.or.other.crises;.or.because.of.deliberate.abuse;.or.because.their.parents.are.too.self-involved.and.time-driven.to.provide.the.necessary.emotional.support.for.a.newborn.43

Conduct Disorder

Children.who.demonstrate.great.difficulty.following.rules,.throw.temper.tantrums,.destroy.property,.bully.or.regularly.act.in.deceitful.ways.may.express.patterns.of.behaviour.that.is.indicative.of.conduct.disorder.44 Treatment.for.this.disorder.involves.both.behavioural.therapy.and.psychotherapy.and.happens.over.a.long.period.of.time..The.earlier.a.child.who.has.conduct.disorder.is.identified.and.receives.treatment,.the.better.likelihood.for.a.positive.outcome.and.a.more.productive.adult.life.45.

Oppositional Defiance Disorder (ODD)

Oppositional.Defiant.Disorder.(ODD).may.exist.in.a.child.or.adolescent.who.is.persistently.oppositional,.negative,.and/or.

hostile.to.authority.figures..These.behaviours.must.be.present.for.at.least.six.months.and.may.be.accompanied.by.temper.tantrums,.aggression.towards.peers,.and.deliberately.annoying.others.46

Strategies for children who have Behaviour Exceptionalities

•. Establish.supportive.interpersonal.relationships

•. Create.a.warm.atmosphere.(show.acceptance.without.giving.in.to.the.child’s.aggression)

•. Establish.routines.and.set.clear.limits.of.behaviour

•. Determine.why.the.child.is.acting.out.in.a.particular.situation.(Are.they.frustrated?.Confused?.Angry?)

•. Keep.a.sense.of.humour

•. Remove.objects.that.may.distract.the.child

•. Model.and.coach.appropriate.social.skills

•. Set.up.a.reward.system..For.example,.set.a.timer.to.go.off.at.regular.intervals..Every.time.the.timer.goes.off,.the.student.earns.points.if.they.are.on.task..Choose.a.reward.for.a.certain.number.of.points.(and.allow.some.choice).

15

GiftednessStudents.who.are.identified.as.gifted.are.those.who.show.advancement.in.a.particular.area..of.the.curriculum..Keep.in.mind.that.they.“may.also.have.accompanying.disabilities.and.should.not.be.expected.to.have.strengths.in.all.areas.”47.This.is.an.exceptionality.that.sometimes..goes.unnoticed,.especially.among.“young.boys,.adolescent.girls,.students.from.diverse.cultural.groups.and.students.with.a.disability.”48.These.children.often.have.an.advanced.vocabulary...They.are.often.curious,.can.think..in.an.abstract.way.and.learn.quickly..What.you.must.remember.is.that.these.children.are.advanced.intellectually,.not.emotionally..Students.who.are.gifted.are.different.from.their.classmates..in.three.ways:.(1).they.learn.new.skills.very.quickly,.(2).they.have.a.deeper.understanding.of.new.material,.and.(3).they.have.a.varied.range.of.interests.49

Strategies for children with Giftedness

•. Find.out.what.challenges.or.interests.the.child.and.provide.them.with.opportunities.to.explore.it

•. Consider.co-op.placements.to.discover.what.they.enjoy

Mild Intellectual and Developmental Disabilities Mild.intellectual.and.developmental.disabilities.are.conditions.where.a.child.has.a.significant.delay.in.their.development..These.children.acquire.language,.motor.skills.and.social.skills.more.slowly.than.their.average.counterparts..These.students.have.“limitations.in.three.or.more.of.[the.following.areas]:.self-care,.receptive.and.expressive.language,.learning,.mobility,.self-direction,.capacity.for.independent.living,.and.economic.self-sufficiency.”50.These.students.are.disadvantaged.in.the.formal.school.system,.but.tend.to.thrive.in.the.community.51.

Strategies for children who have a Mild Intellectual and Developmental Disability

•. Repetition.will.help.them..learn.new.concepts

•. Use.lots.of.praise

•. Provide.immediate.feedback

•. Apply.learning.to.everyday.situations

•. Take.breaks.and.have.the.student.write.or.tell.you.about.what.they.have.learned.and.the.questions.they.may.have52.

•. Colour.code.notebooks53.

•. Highlight.key.text.so.student..can.focus.on.important.information.only

•. Use.simple.instructions,.one..at.a.time,.repeat.as.necessary

Intellectual Disabilities

2-5% of school-aged children are identified as gifted.

Gifted.learners.need.to.be.with.their.intellectual.peers.for.part.of.the.school.day.to.stimulate.their.learning;.they.also.need.to.be.with.their.same-age.peers.to.stimulate.their.social.and.emotional.learning.

Inclusion of Exceptional Learners in Canadian Schools, 2010

(p 73 & p 76)

“Intellectual disabilities” is replacing “mental retardation.”

Developmental.delays.are.diagnosed.before.a.student.reaches.the.age.of.18..

Inclusion of Exceptional Learners in Canadian Schools, 2010 (p 90-91)

Quick Facts

16

Physical.exceptionalities.are..defined.by.the.Ontario.Ministry..of.Education.as.a.condition..that.requires.special.support.to.have.the.same.academic.achievement.as.a.child’s.peers.54.

Children.who.have.these.conditions.may.experience.limitations.to.their.strength,.speed,.endurance,.and.motor.function..Some.children.may.have.a.combination.of.conditions..Children.who.have.physical.disabilities.must.be.given.opportunities.to.integrate.into.the.whole.learning.environment.

While.no.list.is.complete,.the.following.conditions.and.traits..may.be.found.in.varying.degrees..in.a.child.identified.as.having.a.physical.disability:.

•. nervous.system.disorders

•. musculoskeletal.conditions

•. chronic.health.conditions

•. seizures

Blind and Low VisionStudents.can.experience.a.problem.with.their.vision.at.any.age..Students.who.have.been.identified.with.a.vision.disability.or.blindness.require.modifications.in.four.areas:.(1).Presentation.of.information.–.for.example,.oral.presentation.of.information.allows.children.to.absorb.information.without.tiring.them..

(2).Classroom.environment.and.organization.–.a.classroom.needs.to.be.kept.clear.and.furniture.cannot.be.moved.around.without.the.child.knowing..

(3).Learning.resources.–.some.people.may.require.Braille.learning.resources,.or.other.assistive.technology.to.help.them.with.their.classroom.tasks..

Physical Exceptionalities

17

(4).Assessment55.–.when.doing.assessment.tasks,.a.student.may.need.extra.time.and.technology,..or.somebody.to.assist.them.

Strategies for children who are Blind or have Low Vision

•. Do.not.move.furniture.without.the.student’s.knowledge

•. Stress.legibility.of.their.writing,.not.the.size

•. Use.audio.books.or.technology.when.possible.to.avoid.fatigue..in.the.student

•. Enlarge.print.for.student.(minimum.of.18-pt.font)

•. Keep.floors.clear

Cerebral PalsyCerebral.palsy.is.a.condition..caused.by.injury.to.the.brain.before,.during,.or.after.birth,.and..is.mostly.characterized.by.a.motor.disorder..It.is.not.progressive,.nor..is.it.contagious..Students.who..have.cerebral.palsy.have.limited.mobility,.which.creates.barriers..to.their.learning.that.must.be.overcome..Some.students.may.be.mobile,.while.others.may.require.a.wheelchair..

Strategies for children who have Cerebral Palsy

•. Create.an.environment.that..does.not.hinder.mobility.with..a.wheelchair

Signs of a Vision ProblemA.child:

•. Is.squinting.or.closing.one.eye•. Holds.objects.very.close,.or.very.far•. Needs.rest.after.a.short.period.of.reading•. Cannot.remember.things.that.they.have.seen•. May.complain.of.blurred.vision.or.headaches•. Turns.their.head.while.reading.across.a.page

Children with Exceptionalities in Canadian Classrooms, 2005 (p 371)

18

•. Make.sure.the.floor.is.clean.and.free.from.rugs.or.elevated.surfaces.that.may.cause.the.child.to.trip

•. Use.antibacterial.cleaners;..keep.students.with.infections.away.from.a.child.who.has.cerebral.palsy

•. Work.on.verbal.communication.skills.using.role.playing.activities

•. Secure.any.necessary.special.adaptive.tools.such.as.pencil.grips,.and.slanted.writing.surfaces

•. Allow.the.child.to.stretch.and.be.as.mobile.as.possible.during.homework.time

Motor DisorderMotor.disability.and.paralysis.are.typically.classified.according.to.the.limbs.involved.in.the.condition.56.These.are.the.terms.generally.used:

•. Paraplegia:.both.legs.are.involved

•. Quadriplegia:.all.four.limbs..are.involved

•. Diplegia:.legs.involved.more..than.arms

•. Hemiplegia:.one.side.of.the.body.involved

Strategies for children who have Motor Disorder

•. Implement.recommendations.provided.by.Occupational.and.Physical.Therapists

•. Use.assistive.devices.as.prescribed.(e.g.,.orthopedic..chair,.desk,.etc.)

•. Reward.efforts

•. Provide.frequent.breaks.to..avoid.fatigue

•. Teach.skills.to.address.needs

•. Focus.on.successes.and.improvements

•. Teach.and.encourage.self-advocacy.for.the.student.to.articulate.needs.to.avoid.injuries

•. Ensure.safety.by.providing.adequate.space.for.the.child..to.walk.around

•. Develop.and.practice.a.plan..for.emergency.evacuations..to.ensure.safety

Spina BifidaSpina.Bifida.occurs.in.the.spinal.column.when.one.or.more.vertebrae.do.not.close.during.prenatal.development..It.is.not.a.progressive.condition.and.generally.manifests.itself.in.three.basic.forms..The.resulting.condition.varies.from.minor.to.severe..

• Spina Bifida Occulta.is.the.most.common.form.and.is.the.mildest.57.This.form.of.Spina.Bifida.usually.does.not.result.in.any.visible.effect.and.can.only.be.detected.by.x-ray..

• Meningocele.is.considered.a.more.serious.form.of.Spina.Bifida.where.the.covering.of.the.spine.sticks.out.from.the.defect.in.the.spine,.creating.a.sac.of.fluid..This.condition.is.usually.corrected.after.birth.and.most.people.do.not.have.major.difficulties.58

19

• Spina Bifida with Mylemeningcele.is.the.most.severe.condition.in.which.a.sac.containing.nerves.and.parts.of.the.spinal.cord.protrude..This.type.of.Spina.Bifida.usually.results.in.an.irreversible.disability,.such.as.lower.body.paralysis.or.bladder.and.bowel.control.difficulties..This.form.of.Spina.Bifida.is.often.accompanied.by.hydrocephalus,.an.enlargement.of.the.head.caused.by.an.excessive.collection.of.fluid.in.the.brain.that,.if.not.diagnosed.and.treated.in.time,.can.cause.brain.injury..Usually,.the.medical.response.to.hydrocephalus.is..the.instalment.of.a.short.tube..in.the.spinal.column.to.help..the.fluid.drain..

Strategies for children who have Spina Bifida

•. Special.desk/chair.for.work

•. Use.of.orthopedic.pencils/crayons

•. Special.transportation

•. Assistance.with.moving.materials.from.one.place.to.another

Muscular DystrophiesMuscular.dystrophies.include.a.large.group.of.inherited.diseases.that.can.affect.people.at.various.stages.of.life..These.diseases.are.characterized.by.skeletal.muscle.wasting.and.weakness.to.varying.

degrees..The.most.common.form.of.childhood.muscular.dystrophy.is.Duchenne.MD.59.Affecting.more.boys.than.girls,.Duchenne.MD.is.generally.noticeable.between.the.ages.of.three.and.five,.and.can.be.seen.as.the.child.begins.to.walk..This.disorder,.which.progresses.quickly,.starts.with.the.weakening.of.the.pelvis.and.progresses.to.a.stage.where.the.child.is.bedridden..Lifespan.estimates.for.children.who.have.Duchenne.MD.are.around.20.years.old,.although.recent.medical.interventions.have.increased.this.age..Treatments.include.physical.therapy.and.respiratory.therapy,..as.well.as.medications.60.

Strategies for children who have Muscular Dystrophies

•. Supportive.seating:.a.sturdy.chair.with.arms.to.support.upright.posture.and.getting.up.successfully.(similar.to.the.needs.of.an.elderly.person)

•. Raised.desktop:.height.should.accommodate.the.height.of.the.supportive.chair

•. Special.pencil.grips:.to.help.control.writing

•. Note-taking:.allow.more.time,.use.of.a.tape.recorder.or.computer

•. Access:.allow.extra.time.to.get.places

•. Communication:.be.supportive,.understanding.and.consistent.with.your.words.and.actions

20

Acquired Brain InjuryAcquired.brain.injury.(ABI).is.any.type.of.sudden.injury.that.causes.temporary.or.permanent.damage.to.the.brain.after.birth..Motor.vehicle.accidents,.near.drowning,.violence-related.incidents.and.sport-related.injuries.are.among.the.leading.causes.61.ABI.can.have.a.serious.effect.on.a.student’s.cognitive,.behavioural/emotional.and.physical.well-being..Cognitively,.students.may.experience.difficulties.with.attention,.processing,.judgment,.anticipation,.perception,.problem.solving,.transfer.of.learning,.memory.initiation,.and.fatigue..As.for.behaviour.and.emotion,.individuals.may.experience.agitation,.disinhibition,.sudden.outbursts.of.anger,.and.impulsivity,.as.well.as.have.general.difficulty.controlling.their.emotions..Physical.difficulties.may.include.central.and.peripheral.nervous.system.disruption,.as.well.as.orthopaedic.complications..Individuals.may.also.experience.difficulty.in.other.areas.such.as.fine.and.gross.motor.skills,.speech,.hearing,.vision,.taste,.smell,.muscle.spasticity,.contracture,.paralysis.and.physical.fatigue..

Strategies for children who have Acquired Brain Injury

•. Reduce.auditory.and.visual.stimulation.(use.study.carrels.or.room.dividers)

•. Structure.the.child’s.activities.and.schedule.to.limit.the.number.of.changes,.and.reduce.unstructured.time

•. Limit.the.number.of.people.that.the.child.deals.with.each.day

•. Provide.the.student.with.a.written.schedule.and.keep..the.schedule.as.consistent..as.possible

•. Provide.an.area.to.keep.supplies,.books,.etc.,.away.from.the.child’s.work.area

Epilepsy Epilepsy.is.not.a.disease.but.rather.a.symptom.of.a.brain.disorder.that.leads.to.seizures..There.are.several.types.of.seizure,.the.two.most.common.being.tonic-clonic.and.absence.seizure.62.In.a.tonic-clonic.seizure,.an.individual.loses.consciousness,.often.convulses,.and.may.fall..Breathing.may.stop.temporarily..The.individual.may.even.lose.bowel.and.bladder.control,.or.bite.the.tongue..After.an.episode.(usually.1.to.5.minutes).the.person.regains.consciousness,.but.may.experience.confusion,.headaches.and.drowsiness..Absence.seizures,.on.the.other.hand,.are.very.brief.and.often.go.unnoticed..They.may.occur.several.times.a.day,.usually.when.the.person.is.sedentary,.and.are.characterized.by.what.is.often.called.a.“clouding.of.the.consciousness,”.during.which.the.individual’s.eyes.may.stare.blankly.or.the.hands.move.aimlessly..Return.to.normal.is.usually.abrupt..The.other.forms.of.epilepsy—idiopathic.and.symptomatic.epilepsy—occur.with.less.frequency,.

21

and.individuals.with.these.forms.can.often.function.quite.normally.between.seizures..

People.who.have.epilepsy.may.experience.memory.deficits,.which.can.affect.their.ability.to.complete.tasks,.remember.job.duties,.or.recall.daily.actions.or.activities..These.deficits.may.be.caused.by.a.side-effect.to.medications.or.from.recent.seizure.activity..They.may.have.difficulty.managing.their.time,.which.can.affect.their.ability.to.complete.tasks.within.a.specified.time.frame..It.may.also.be.difficult.to.prepare.for,.or.to.begin.some,.work.activities..It.is.possible.to.trigger.seizures.when.stress.is.not.properly.managed..Situations.that.create.stress.can.vary.from.person.to.person,.but.could.likely.involve.heavy.workload,.unrealistic.timeframes,.shortened.deadlines,.or.conflict.among.peers.or.with.other.persons.

Epilepsy.may.be.a.condition.that.only.affects.a.child’s.performance.for.a.short.time.around.the.seizure..You.will.need.to.investigate.the.

abilities.of.the.person.to.find.out.whether.the.strategies.below.are.needed..Many.people.of.average.intelligence.have.seizures..These.strategies.are.also.helpful.for.a.student.who.has.a.dual.diagnosis.(usually.a.developmental.disability)..

Strategies for children who have Epilepsy

•. Provide.written.or.pictorial.instructions,.or.prompts.with.verbal.cues

•. Offer.refreshers.

•. Use.a.chart.to.describe.steps.to.complicated.tasks.

•. Use.voice.recordings.of.verbal.instructions

•. Label.items.on.the.desk

•. Divide.large.assignments.into.several.small.tasks

•. Provide.a.checklist.of.assignments.

•. Supply.an.electronic.or.handheld.organizer,.and.train.on.how.to.use.effectively

•. Use.a.wall.calendar.

•. Provide.praise.and.positive.reinforcement

22

Tourette SyndromeTourette.Syndrome.is.a.neurological.disorder.that.usually.manifests.itself.in.childhood,.and.is.frequently.characterized.by.motor.and/or.vocal.tics..In.a.small.percentage.of.cases,.the.sounds.are.obscenities.or.curses.(called.“Coprolalia”)..Although.the.condition.was.long.thought.to.be.limited.to.these.manifestations,.a.recent.and.more.careful.study.of.Tourette.Syndrome.suggests.that.significant.behavioural.features.may.also.be.involved,.such.as.hyperactivity,.obsession,.and.indiscriminate.rage.63.Although.Tourette.Syndrome.seems.to.be.a.lifelong.disorder,.symptoms.have.been.known.to.disappear.for.long.periods.or.even.disappear.altogether,.with.or.without.medication..

Strategies for children who have Tourette’s Syndrome

•. Provide.advanced.notice.of.changing.focus;.for.example,..“in.two.minutes.we.will.be...”.

•. Allow.the.child.to.feel.comfortable.before.beginning.any.activity

•. Show.concern.about.the.child.and.not.the.symptoms;.treat.them.as.individuals.and.distinguish.them.from.their.condition.

•. Instead.of.paper.and.pencil.tasks,.offer.the.child.an.opportunity.to.share.thoughts.or.do.an.activity.with.the.aid.of.a.computer.or.word.processing.program

•. Do.not.stress.timed.responses;.allow.child.to.do.work.at.their.own.pace.and.rhythm

•. Eliminate.sources.of.distraction.or.discomfort,

•. Find.a.quiet.location.to.spend.time.and.do.work

•. Prepare.activities.that.do.not.exploit.motor.or.vocal.tics

23

Special Education Process, Programs and Services in OntarioSpecial.Education.programs.and.services.include.accommodations.and.modifications.to.a.student’s.educational.program.that.are.different.from.those.given.to.the.general.student.population..Accommodations.and.modifications.are.explained.further.below,.but.generally.they.refer.to.changes.in.instruction,.the.classroom.environment,.or.student.assessment..In.Ontario,.to.become.identified.as.requiring.Special.Education.services,.a.student.and.his/her.parents.must.go.through.the.Identification,.Placement.and.Review.Committee.(IPRC).process.to.develop.an.Individualized.Education.Plan.(IEP).that.will.specify.strategies.to.help.the.student.learn.successfully..The.IPRC.process.is.described.below..This.process.may.be.different.outside.of.Ontario.

Identification, Placement and Review Committee (IPRC)The.Identification,.Placement.and.Review.Committee.(IPRC).consists.of.the.principal,.teacher,.Special.Education.teacher,.other.professionals.and.parents..This.

team.works.to.identify.a.student’s.exceptionality.and.then.creates.an.Individualized.Education.Plan.(IEP).that.will.drive.the.student’s.classroom.learning..For.students.who.have.been.identified.as.exceptional,.the.IEP.must.also.indicate.the.student’s.placement,.which.includes64:

•. A.regular.class.with.indirect.support

•. A.regular.class.with.resource.assistance

•. A.regular.class.with.withdrawal.assistance

•. A.special.education.class.with.partial.integration

•. A.special.education.class.full-time

Working.with.an.IPRC.is.the.only.process.by.which.a.student.can.be.identified.as.“exceptional”.and.therefore.become.entitled.to.Special.Education.programs.and.services..Your.child.may.still.be.able.to.receive.extra.help.through.the.school.and.have.an.IEP,.but.the.IPRC.is.the.official.method.of.legally.entitling.students.to.Special.Education..The.IPRC.may.be.delayed.until.the.child.has.been.assessed,.but.an.IEP.can.still.be.put.in.place.

24

A.parent.can.start.the.IPRC.process.by.writing.a.letter.to.the.principal.requesting.an.IPRC.review..A.parent.is.entitled.to.be.present.and.participate.in.all.IPRC.discussions..A.parent.also.has.the.right.to.have.a.representative.at.an.IPRC.meeting.to.speak.on.the.parent’s.behalf,.or.provide.support..Check.in.with.your.local.Learning.Disabilities.Association.to.see.if.they.have.this.service.available.

After.making.its.decision,.the.Chair.of.the.IPRC.must.send.a.written.decision.to.the.parent..A.parent.may.take.home.and.review.the.IEP.that.is.presented.by.the.IPRC.before.signing;.it.must.be.signed.within.15.days,.and.the.decision.will.be.implemented.after.30.days..The.committee.meets.annually.to.update.and.change.the.IEP,.as.necessary.

Individual Education Plan (IEP)An.Individual.Education.Plan.(IEP).is.“a.written.plan.developed.for.an.exceptional.student.that.describes.the.adaptations.(accommodations.and.modifications).and.services.to.be.provided”.to.a.student.to.ensure.a.successful.learning.environment.65.

An.IEP.will.identify.a.student’s.current.level.of.functioning,.long-.and.short-term.goals,.instructional.strategies.and.accommodations.to.be.made.for.the.student,.and.assessment.procedures.required.for.the.student..It.will.also.identify.the.team.members.and.their.roles.in.the.completion.of.the.Individual.Education.Plan.66.An.IEP.is.completed.and.signed.within.30.school.days.of.placement.in.a.Special.Education.program..IEPs.help.the.teacher.understand.a.child.and.what.they.need.to.be.successful,.and.help.the.student.to.set.goals.and.outline.the.steps.to.these.goals..

The.IEP.process.involves.the.following.five.phases:

1.. Gather.information

2.. Set.the.direction

3.. Develop.the.IEP.as.it.relates.to.the.student’s.special.education.program.and.services

4.. Implement.the.IEP

5.. Review.and.update.the.IEP67

For.further.details,.please.see.Appendix.1:.Overview.of.the.IEP.Process

25

Accommodations, Modifications and Alternative ExpectationsA.student’s.IEP.will.specify.whether.their.learning.will.require.accommodations.(AC),.modifications.(MOD).or.alternative.expectations.(ALT)..

Accommodations:.are.strategies,.supports.and.services.to.help.the.student.with.their.learning.68.This.may.come.in.the.form.of.assistive.technology.or.more.time.to.complete.a.task..There.are.no.changes.to.the.student’s.grade-level.curriculum,.just.strategies.put.in.place.to.help.with.learning..Any.accommodations.are.categorized.on.the.IEP.as.instructional,.environmental,.or.assessment.accommodations.69.See.Appendix.2:.

Examples.of.Accommodations.for.examples.of.each.of.these.types..

Modifications:.are.changes.made.to.the.expectations.of.the.curriculum.to.meet.a.student’s.needs..A.teacher.may.teach.different.curriculum.content.to.a.student,.change.the.expected.amount.of.material.that.they.are.required.to.learn,.change.the.level.of.thinking.required,.or.lower.the.grade.level.expectations..For.example,.a.Grade.5.student.with.an.identified.exceptionality.may.work.on.the.Grade.3.math.curriculum.

Alternative.expectations:.help.students.to.learn.skills.that.are.not.actually.part.of.the.Ontario.Curriculum..Examples.of.this.include:.“speech.remediation,.social.skills,.orientation/mobility.training,.and.personal.care.programs.70”

26

Acronym Glossary

Page # Abbreviation Relevant Sections

21 ABI Acquired Brain Injury Acquired Brain Injury

7 ADD Attention Deficit Disorder

Attention Deficit Hyperactivity Disorder

7 ADHD Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder

10 ASD Autism Spectrum Disorder

Autism Spectrum Disorder

25 IEP Individualized Education Plan

Attention Deficit Hyperactivity Disorder; Special Education Process

24 IPRC Identification Placement and Review Committee

What is Exceptionality; Special Education Process

5 LD Learning Disabilities Learning Disabilities

15 ODDOppositional Defiance Disorder


10 PDD-NOSPervasive Development Disorder–Not Otherwise Specified

Autism Spectrum Disorder

15 RAD Reactive Attachment Disorder


2 SCILStudent Centered Individualized Learning

What is Exceptionality; Tutoring Strategies

27

1. Gathering Information•. Review.student’s.record.

•. Consult.with.parents,.student,.staff.and.other.professionals

•. Gather.information.from.observations

•. Conduct.further.assessments,.if.necessary

•. Consolidate.and.record.information

2. Set the Direction•. Establish.IEP.team

•. Begin.work.on.IEP

•. Indicate.student’s.areas.of.strength.and.areas.of.need.on.the.IEP

3. Develop the IEP as it Relates to the Student’s Special Education Programs and Services

•. Determine.modifications,.accommodations.and/or.alternative.expectations

•. Determine.teaching.strategies.and.assessment.methods

•. Record.evaluation.results.and.reporting

•. Consult.with.parents/students

•. Secure.principal’s.approval

4. Implement the IEP•. Share.completed.IEP.with.IPRC

•. Put.IEP.into.practice

•. Make.any.adjustments.necessary

5. Review and Update the IEP•. Review.regularly.and.record.any.revisions

•. Update.at.the.beginning.of.each.reporting.period

Appendix 1: Overview of the Individual Education Plan (IEP) Process71

28

Instructional Accommodations – adjustments in teaching strategies required to enable the student to learn and to progress through the curriculum.

Assessment Accommodations – adjustments in assessment activities and methods required to enable the student to demonstrate learning

•. Peer.tutoring

•. Note-taking.assistance

•. Duplicated.notes

•. Contracts

•. Reinforcement.incentives.

•. Partnering

•. Alternative.communications.systems

•. Assistive.technology

•. Graphic.organizers

•. Non-verbal.signals

•. Organization.coaching

•. Time-management.aids

•. Mind.maps

•. More.frequent.breaks

•. Manipulatives

•. Large-size.fonts

•. Tracking.sheets

•. Uncluttered.format

•. Repetition.of.information

•. Extra.time.for.processing.

Environmental Accommodations – changes or supports in the physical environment of the classroom and/or the school

Appendix 2: Examples of Accommodations72

•. Alternative.work.space

•. Strategic.seating

•. Proximity.to.instructor

•. Reduction.of.stimuli

•. Study.carrel

•. Extended.time.limits

•. Verbatim.scribing

•. Oral.responses

•. Alternative.settings

•. More.frequent.breaks

•. Assistive.devices

•. Prompts.to.return.student’s.attention.to.task

•. Alternative.communication.systems

•. Assistive.technology

•. Large-size.font

•. Uncluttered.format

•. Computer.options

•. Extra.time.for.processing

•. Reduction.in.number..of.tasks

•. Minimizing.of.background.noise

•. Quiet.setting

•. Use.of.headphones

•. Special.lighting

•. Assistive.devices

29

Learning.disability.is.a.neurodevelopmental.disorder.that:

•. Affects.the.ability.to.perceive.or.process.information.in.an.effective.and.accurate.manner.in.students.who.have.assessed.intellectual.abilities.that.are.at.least.in.the.average.range

•. Results.in.(a).academic.underachievement.that.does.not.match.with.the.intellectual.abilities.of.the.student.(which.are.at.least.in.the.average.range).and/or.(b).academic.achievement.that.can.be.maintained.by.the.student.only.with.extremely.high.levels.of.effort.and/or.with.additional.support.

•. Results.in.difficulties.in.the.development.and.use.of.skills.in.one.or.more.of.the.following.areas:.reading,.writing,.mathematics,.work.habits.and.learning.skills;.

•. May.typically.be.associated.with.difficulties.in.one.or.more.cognitive.processes,.such.as.phonological.processing;.memory.and.attention;.processing.speed;.perceptual-motor.processing;.visual-spatial.processing;.executive.functions.(e.g.,.self-regulation.of.behaviour.and.emotions,.planning,.organizing.of.thoughts.and.activities,.prioritizing,.decision.making);.

•. May.be.associated.with.difficulties.in.social.interaction;.or.with.various.other.conditions,.disorders.or.exceptionalities.

•. Is.not.due.to.uncorrected.hearing.and/or.vision.problems;.intellectual.disabilities;.socio-economic.factors;.cultural.differences;.lack.of.proficiency.in.the.language.of.instruction;.lack.of.motivation.or.effort;.gaps.in.school.attendance.or.inadequate.opportunity.to.benefit.from.instruction.73.

Appendix 3: Conditions for a Learning Disability

30

Resources

Bennet,.S.,.Dworet,.D.,.&.Weber,.K..(2008)..Special Education in Ontario Schools.(6th.ed.)..St..David’s,.ON:.Highland.Press..

Dyscalculia.org.(2015)..MLD Symptoms..Retrieved.from:.http://www.dyscalculia.org/diagnosis-legal-matters/math-ld-symptoms.

Dyslexic.Speld.Foundation.(2014)..What is Dyscalculia...Retrieved.from:.https://dsf.net.au/what-is-dyscalculia/.

Encyclopedia.of.Mental.Disorders.(2015)..Childhood Disintegrative Disorder..Retrieved.from:.http://www.minddisorders.com/Br-Del/Childhood-disintegrative-disorder.html

Hutchinson,.Nancy.L..(2010)..Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, Third Edition..Toronto,.ON:.Pearson.

International.Dyslexia.Association.Ontario.Branch.(2015a)..What is Dyslexia...Retrieved.from:.http://www.idaontario.com/about-us/what-is-dyslexia/.

International.Dyslexia.Association.Ontario.Branch.(2015b)..Is My Child Dyslexic? Common Traits of Dyslexia..Retrieved.from:..http://www.idaontario.com/about-dyslexia/is-my-child-dyslexic/

Kane,.J..(2012)..Five Misconceptions about Learning Disabilities..Retrieved.from:..http://www.pbs.org/newshour/rundown/five-misconceptions-about-learning-disabilities/.

Kaufmann,.J..M..(2005)..Characteristics of emotional and behavioural disorders of children.(8th.ed.).Columbus,.OH:.Merrill/Prentice.Hall..

Learning.Disabilities.Association.of.America.(2015)..Dyscalculia..Retrieved.from:..http://ldaamerica.org/types-of-learning-disabilities/dyscalculia/.

Lewis,.T..J.,.Heflin,.J.,.&.Digangi,.S..(1991)..Teaching students with behaviour disorders: Basic questions and answers..Reston,.VA:.Council.for.Exceptional.Children.

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31

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Ontario.Ministry.of.Education.(2014,.August.26). Identification of and Program Planning for Students with Learning Disabilities. Policy/Program Memorandum No. 8..p..1-2..Retrieved.from.the.Ministry.of.Education.web.site:..http://www.edu.gov.on.ca/extra/eng/ppm/ppm8.pdf

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Tourette.Canada.(2015)..What conditions and challenges are associated with TS? .Retrieved.from:.https://www.tourette.ca/what-conditions-are-associated-with-ts.

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32

Endnotes

1....Nidirect.Government.Services.(2014)..What are Special Education Needs?..Retrieved.from:.http://www.nidirect.gov.uk/what-are-special-educational-needs/

2....Ontario.Ministry.of.Education.(no.date)..Special Education...Retrieved.from:.http://www.edu.gov.on.ca/eng/parents/speced.html

3....Ms..Ruth.MacDonald,.Elliot.Lake.Secondary.School,.Elliot.Lake,.Ontario.

4....Ms..Ruth.MacDonald,.Elliot.Lake.Secondary.School,.Elliot.Lake,.Ontario.

5....Ontario.Ministry.of.Education.(2014)..Policy and Program Memorandum #8: Identification of and Program Planning for Students with Learning Disabilities..Retrieved.online:..https://www.edu.gov.on.ca/extra/eng/ppm/ppm8.pdf

6....Bennet,.S.,.Dworet,.D.,.&.Weber,.K..(2008)..Special Education in Ontario Schools.(6th.ed.)..St..David’s,.ON:.Highland.Press.

7....Kane,.J..(2012)..Five Misconceptions about Learning Disabilities..Retrieved.from:..http://www.pbs.org/newshour/rundown/five-misconceptions-about-learning-disabilities/.

8....Silver,.Larry.B..(2002)..What is ADHD? Is It a Type of LD?.Retrieved.from:..http://www.ldonline.org/article/5800?theme=print.



11....Silver,.Larry.B..(2002)..What is ADHD? Is It a Type of LD?..Retrieved.from:.http://www.ldonline.org/article/5800?theme=print.

12....National.Institutes.of.Health.(no.date)..What is attention deficit hyperactivity disorder?.Retrieved.from:.http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/index.shtml.

13....International.Dyslexia.Association.Ontario.Branch.(2015a)..What is Dyslexia...Retrieved.from:.http://www.idaontario.com/about-us/what-is-dyslexia/.

14.....Bennet,.S.,.Dworet,.D.,.&.Weber,.K..(2008)..Special Education in Ontario Schools.(6th.ed.)..St..David’s,.ON:.Highland.Press.

33

15....International.Dyslexia.Association.Ontario.Branch.(2015b). Is My Child Dyslexic? Common Traits of Dyslexia..Retrieved.from:..http://www.idaontario.com/about-dyslexia/is-my-child-dyslexic/.

16...Dyslexic.Speld.Foundation.(2014)..What is Dyscalculia...Retrieved.from:.https://dsf.net.au/what-is-dyscalculia/.

17....Dyscalculia.org.(2015)..MLD Symptoms...Retrieved.from:.http://www.dyscalculia.org/diagnosis-legal-matters/math-ld-symptoms..

18....Learning.Disabilities.Association.of.America.(2015)..Dyscalculia..Retrieved.from:..http://ldaamerica.org/types-of-learning-disabilities/dyscalculia/..

19....Special.Education.Support.Service.(no.date)..Strategies for Learning and Teaching..Retrieved.from:.http://www.sess.ie/categories/specific-learning-disabilities/dyscalculia/tips-learning-and-teaching.

20....Hutchinson,.Nancy.L..(2010)..Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, Third Edition..Toronto,.ON:.Pearson:.p..126.

21....Hutchinson,.Nancy.L..(2010)..Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, Third Edition..Toronto,ON:.Pearson:.p..131.

22....Hutchinson,.Nancy.L..(2010).Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, Third Edition..Toronto,.ON:.Pearson:.p..126..

23....Encyclopedia.of.Mental.Disorders.(no.date)..Childhood Disintegrative Disorder,.Retrieved.from:.http://www.minddisorders.com/Br-Del/Childhood-disintegrative-disorder.html.





28....Wikipedia.(2015)..Joint Attention..Retrieved.from:..https://en.wikipedia.org/wiki/Joint_attention.

29....Winzer,.Margret.(2005)..Children with Exceptionalities in Canadian Classrooms, Seventh Edition..Toronto,.ON:.Pearson:.p..315.

34







36....Ontario.Ministry.of.Education.(2001)..Special Education: A Guide for Educators...Toronto,.ON:.Queen’s.Printing.Press:.p..A19.

37....Bennet,.S.,.Dworet,.D.,.&.Weber,.K..(2008)..Special Education in Ontario Schools.(6th.ed.).St..David’s,.ON:.Highland.Press..

38....Bennet,.S.,.Dworet,.D.,.&.Weber,.K..(2008)..Special Education in Ontario Schools.(6th.ed.).St..David’s,.ON:.Highland.Press..

39....Winzer,.Margret.(2005)..Children with Exceptionalities in Canadian Classrooms, Seventh Edition..Toronto,.ON:.Pearson:.p.96.

40....Winzer,.Margret.(2005)..Children with Exceptionalities in Canadian Classrooms, Seventh Edition..Toronto,.ON:.Pearson:.p..110-111.

41....Ontario.Ministry.of.Education.(2001)..Special Education: A Guide for Educators..Toronto,.ON:.Queen’s.Printing.Press:.p..A18.

42....Bennet,.S.,.Dworet,.D.,.&.Weber,.K..(2008)..Special Education in Ontario Schools.(6th.ed.).St..David’s,.ON:.Highland.Press:.p.114.



45....Lewis,.T..J.,.Heflin,.J.,.&.Digangi,.S..(1991)..Teaching students with behaviour disorders: Basic questions and answers..Reston,.VA:.Council.for.Exceptional.Children:.p..46.

35

46....Kaufmann,.J..M..(2005)..Characteristics of emotional and behavioural disorders of children.(8th.ed.)..Columbus,.OH:.Merril/Prentice.Hall:.p.112..

47....Hutchinson,.Nancy.L..(2010)..Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, Third Edition..Toronto,.ON:.Pearson:.p.73.





52....Winzer,.Margret.(2005)..Children with Exceptionalities in Canadian Classrooms, Seventh Edition..Toronto,.ON:.Pearson:.p.206.

53...Hutchinson,.Nancy.L..(2010)..Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, Third Edition..Toronto,.ON:.Pearson:.p.112.

54....Ontario.Ministry.of.Education.(2001)..Special Education: A Guide for Educators..Toronto,.ON:.Queen’s.Printing.Press:.p..A20..

55....Hutchinson,.Nancy.L..(2010)..Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, Third Edition..Toronto:.Pearson:.p.139.

56....Bennet,.S.,.Dworet,.D.,.&.Weber,.K..(2008)..Special Education in Ontario Schools.(6th.ed.).St..David’s,.ON:.Highland.Press..p.181.

57....Spina.Bifida.and.Hydrocephalus.Association.of.Ontario.(2011)..Spina Bifida Information: What is Spina Bifida?.Retrieved.from:.http://www.sbhao.on.ca/spina-bifida.

58....Spina.Bifida.and.Hydrocephalus.Association.of.Ontario.(2011)..Spina Bifida Information: What is Spina Bifida?.Retrieved.from:.http://www.sbhao.on.ca/spina-bifida.



61....Powell.River.Brain.Injury.Society.(2015)..What is Acquired Brain Injury?.Retrieved.from:.http://braininjurysociety.com/information/acquired-brain-injury/what-is-abi/..

36


63....Tourette.Canada.(2015)..What conditions and challenges are associated with TS?..Retrieved.from:.https://www.tourette.ca/what-conditions-are-associated-with-ts.

64....Ontario.Ministry.of.Education..(2004)..The Individual Education Plan: A Resource Guide. p. 21-22..Retrieved.from:.https://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf.

65....Hutchinson,.Nancy.L..(2010).Inclusion.of.Exceptional.Learners.in.Canadian.Schools:..A.Practical.Handbook.for.Teachers,.Third.Edition..Toronto,.ON:.Pearson:.p.7..

66....Hutchinson,.Nancy.L..(2010)..Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, Third Edition..Toronto,.ON:.Pearson:.p.52..

67....Ontario.Ministry.of.Education.(2004)..The Individual Education Plan: A Resource Guide..Retrieved.from:.https://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf.

68....Hutchinson,.Nancy.L..(2010)..Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers, Third Edition..Toronto,.ON:.Pearson:.p.3..

69....Ontario.Ministry.of.Education..(2004)..The Individual Education Plan: A Resource Guide. p. 28..Retrieved.from:.https://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf.



72....Ontario.Ministry.of.Education..(2004)..The Individual Education Plan: A Resource Guide. p. 28-29..Retrieved.from:.https://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf.

73....Ontario.Ministry.of.Education.(2014,.August.26)..Identification of and Program Planning for Students with Learning Disabilities. Policy/Program Memorandum No. 8. p. 1-2...Retrieved.from.the.Ministry.of.Education.web.site:..http://www.edu.gov.on.ca/extra/eng/ppm/ppm8.pdf.

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