Teaching strategies, supports and/or services that are required in order for the student to access the curriculum and demonstrate learning.
A systematic way of examining variables (setting, events, antecedents, consequences) to understand why behaviour occurs in a particular environmental context.
ABA uses methods based on scientific principles of learning and behaviour to build useful repertoires of behaviour and reduce problematic ones. The behaviour to be changed is clearly defined and recorded. The antecedents or undesirable behaviours are analyzed, as are the reinforcers that might be maintaining the undesirable behaviours or that might be used to help develop adaptive behaviours.
Any technology that allows one to increase, maintain or improve the functional capabilities of an individual with special learning needs. (Edyburn, 2000)
Refers to the Care and Treatment-Correctional Facilities funded by the Ministry of Child and Youth Services.
This is a Partially Integrated class in a local community school (not necessarily the home school) which has the specific resources (program, human, or physical) required to most effectively respond to a student’s needs.
Differentiated instruction is a teacher’s response to a learner’s needs guided by the general principles of differentiation, such as respectful tasks, quality curriculum, flexible groupings and ongoing assessment and adjustment. Teachers can differentiate content, process, product and the affect/environment according to a student’s readiness, interests and learning profile through a range of instruction and management strategies.
A Ministry document that provides strategies for universal design and differentiated instruction for all students.
A systematic process that is designed to look beyond the student’s behaviour and focus on identifying its function or purpose.
Ontario’s Education Act requires school boards to establish Identification, Placement, and Review Committees (IPRCs) in order to identify those students who need special education programs and services. Students who are to be identified for Indirect Support, Resource or Withdrawal Assistance or Partially Integrated placement in the Student Support Centre have their IPRCs at their home school. All other students who are to be identified for Partially Integrated placements in a Community Class must have their IPRC through the CEC or area level with the CEC Student Services Coordinator and principal.
IBI is a structured approach used by the Ministry of Child and Youth Services Autism Intervention Program designed for children with Autism Spectrum Disorder. It is usually delivered at home or in a private space on a one to one or small group setting for a specified number of hours per week, supervised by a Clinical Director or Psychologist.
Intensive Behavioural Intervention is:
- a structured approach that breaks down the barriers that isolate children with autism from the world around them;
- based on the principles of Applied Behaviour Analysis;
- uses systematic methods to encourage development and change behaviour;
- individually tailored to each child based on a thorough assessment of the child's unique strengths and needs; and
- practical as the focus is on developing the skills each child needs for greater independence.
Intensive Behavioural Intervention professionals work with children with autism, either individually or in small groups. Parents are critical to the success of Intensive Behavioural Intervention. The program has a parent-training component so that parents can help their children reach their goals.
Inclusive education is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings and the broader environments, in which diversity is honoured and all individuals are respected. (The Equity and Inclusive Education Strategy, 2009).
An IEP is an individualized program for an exceptional student developed in response to identified strengths and needs. It is written within 30 school days after the student’s placement in a special education program and a copy is given to the parents.
Administrators, teachers, educational assistants, Student Services support staff (Psychological Services staff, Speech-Language Pathology staff, Occupational/Physical Therapy Services staff, etc.) assigned to the school often meet to discuss, problem solve and program for a student’s academic, behavioural, social or emotional strengths and needs. Ongoing interventions and progress are monitored through the In-school Team process
A group of professionals (i.e. Psychologist, Speech-Language Pathologist, Occupational/Physiotherapist, SERT, Principal, etc.) who work together often during an In-School Team meeting to provide strategies and support to meet the individual strengths and needs of students.
A Ministry document that supplements Education for All. It provides strategies to meet individual student needs such as developing a student and class profile and checklists.
Modifications refer to changes made to the grade level expectations for a subject or course to meet the needs of the student.
This is a class for students who are deaf where simultaneous use of speech and manually coded English are used throughout the day.
A teacher with special education qualifications responsible for administering academic assessments and teaching students placed in a Student Support Centre (Partially Integrated/Withdrawal Assistance) or receiving Resource Assistance within the regular classroom setting.
A teacher with special education qualifications who teaches students placed in a Community Class.
The Student Support Centre is a Partially Integrated placement that is designed to facilitate an integrated approach to special education for those students needing a more intense level of service than Resource and/or Withdrawal Assistance. The intent is, wherever possible, to determine and support students in their home school.
The Ontario Curriculum policy outlines the knowledge, skills and high standards of learning required to help students compete in a global economy. The Ontario Curriculum, Grades K-12 sets out the standards for each grade and identifies what parents and the public can expect children to learn in the schools of Ontario.
Universal Design for Learning (UDL) is an orientation intended to shape teaching in order to provide all students with access to the curriculum. It is based on the notion that assistance targeted to a specific group of students can help everyone. The aim is to design products and environments to make them accessible to everyone, regardless of age, skills, or situations. The core concepts of UDL are:
- Universality and equality
- Flexibility and inclusion
- Appropriately designed space
- Simplicity and
- Safety.
One of the keys to ensuring success when following UDL principles is to provide assessment and feedback to students and to adjust instruction as necessary to maximize student learning. (Learning for All K-12, 2009)