Sp' Ed' Part one Intro

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Sp. Ed. Part one - Intro!

• All students require support from teachers,
  classmates, family, and friends in order to
  thrive and to gain full benefit from their school
  experience.
• Some students have special needs that require
  additional supports beyond those ordinarily
  received in the school setting.

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In Ontario . . . . .

• Children who have behavioural or communication
  disorders, or intellectual, physical or multiple
  disabilities, or who are gifted, may require
  special education services or special education
  programs in order to enable them to attend school
  and to benefit fully from their school
  experience.
• Such students may be formally identified as
  exceptional pupils. The ministry sets out
  definitions of exceptionalities that must be used
  by school boards after determining that a student
  is an exceptional pupil.

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ON - MOE states . . . .

• All students formally identified as exceptional
  by an Identification, Placement, and Review
  Committee (IPRC) must have access to an education
  that will enable them to develop the knowledge
  and skills they need in order to participate in
  the life of Ontarios communities.
• The Education Act and regulations made under the
  Act require school boards to provide exceptional
  pupils with special education programs and
  special education services that are appropriate
  for their needs. Specific procedures for the
  identification and placement of exceptional
  pupils are set out in Regulation 181/98.

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Who is identified as an exceptional pupil?

• The Education Act defines an exceptional pupil as
  a pupil whose behavioural, communicational,
  intellectual, physical or multiple
  exceptionalities are such that he or she is
  considered to need placement in a special
  education program....
• Students are identified according to the
  categories and definitions of exceptionalities
• provided by the Ministry of Education.

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What is a special education program?

• A special education program is defined in the
  Education Act as an educational program that
• is based on and modified by the results of
  continuous assessment and evaluation and
• includes a plan (called an Individual Education
  Plan or IEP) containing specific objectives and
  an outline of special education services that
  meet the needs of the exceptional pupil.

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For instance, Standards for Development, Program
Planning, and Implementation2004 - IEP

• This document describes new, province-wide
  standards that school boards(1) must meet when
  developing, implementing, and monitoring
  Individual Education Plans (IEPs) for exceptional
  students, in accordance with Regulation 181/98 of
  the Education Act, and for students not
  identified as exceptional who are receiving a
  special education program and services.

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Teachers of exceptional students - Secondary

• We need . . . .
• Teachers for resource withdrawal programs  
• Teachers for self-contained classes  
• Itinerant Special Education teachers  
• Teacher diagnosticians (Assess/Evaluate)
• Coordinators   Consultants (Board Level)
• Educational assistants in special education - E.
  A. / T.A.s (paraprofessionals)  

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A Special Educator will liaise with . . . .

• Psychologists   Psychometrists  Psychiatrists  
• Speech-language pathologists  Audiologists  
• Occupational therapists   Physiotherapists  
• Social workers  
• Paraprofessional resource staff such as, 
• Orientation and mobility personnel  
• Oral interpreters (for deaf students)  
• Sign interpreters (for deaf students)  
• Transcribers (for blind students)  
• Interveners (for deaf-blind students)  
• Auditory-verbal therapists

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Your role as a Teacher

• The teacher carries out duties as outlined in
  the Education Act, regulations, and policy/
  program memoranda
• follows board policies and procedures regarding
  special education
• maintains up-to-date knowledge of special
  education practices
• where appropriate, works with special education
  staff and parents to develop the IEP for an
  exceptional pupil
• provides the program for the exceptional pupil in
  the regular class, as outlined in the IEP
• communicates the students progress to parents
• works with other school board staff to review and
  update the students IEP.

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Special Educators Role

• The special education teacher, in addition to the
  responsibilities listed above under the
  teacher
• holds qualifications, in accordance with
  Regulation 298, to teach special education
• monitors the students progress with reference to
  the IEP and modifies the program as necessary
• assists in providing educational assessments for
  exceptional pupils.

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The Students Role

• The student
• complies with the requirements as outlined in the
  Education Act, regulations, and policy/program
  memoranda
• complies with board policies and procedures
• participates in IPRCs, parent-teacher
  conferences, and other activities, as
  appropriate.

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DEFINITIONS OF EXCEPTIONALITIES

• 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
• a) an inability to build or to maintain
  interpersonal relationshipsb) excessive fears
  or anxieties c) a tendency to compulsive
  reaction d) an inability to learn that cannot
  be traced to intellectual, sensory, or other
  health factors, or any combination thereof.

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Physical Exceptionality

• Physical Disability 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.

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Multiple Exceptionalities

• Multiple Exceptionalities 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.

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SPECIALIZED HEALTH SUPPORT SERVICES

• Nursing     
• Occupational Therapy
• Physiotherapy   -  Nutrition   -  Speech and
  language therapy     
• Speech correction and remediation     
• Administering of prescribed medications     
• Catheterization     
• Suctioning   -  Lifting and positioning     
• Assistance with mobility     
• Feeding  -   Toiletting  -   Other?

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Task

• Use the CUP to locate the Sp. Ed.
• Companion list all the categories
  exceptionality definitions ! 15
• Share your findings in class.
• Also visit http//snow.utoronto.ca/prof_dev/tht/s
  pecialed/part1/accom/except.html

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IPRC

• What is an IPRC?
• Individual Placement Review Committee
• Regulation 181/98 requires that all school boards
  set up IPRCs. An IPRC is composed of at least 3
  people, one of whom must be a principal or a
  supervisory officer of the board.
• School boards may list the members, identifying
  the member who is a principal or a
• supervisory officer.
• 1. S.O. of Sp. Ed.
• 2.Vice-Principal
• 3.Teacher
• Parents are invited and encouraged to attend the
  meeting.

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What is the role of the IPRC?

• The IPRC will
• decide whether or not your child should be
  identified as exceptional
• identify the areas of your childs
  exceptionality, according to the categories and
  definitions of exceptionalities provided by the
  Ministry of Education
• decide an appropriate placement for your child
  (What school/Home/Special Program?
• review the identification and placement at
  least once in each school year.

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What are special education services?

• Special education services are defined in the
  Education Act as the facilities and resources,
  including support personnel and equipment,
  necessary for developing and implementing a
  special education program.

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What is an IEP?

• The IEP must be developed for your child, in
  consultation with you. It must
• include
• specific educational expectations
• an outline of the special education program and
  services that will be received
• a statement about the methods by which your
  childs progress will be reviewed and
• for students 14 years and older (except those
  identified as exceptional solely on the basis of
  giftedness), a plan for transition to appropriate
  postsecondary school activities, such as work,
  further education, and community living.
• The IEP must be completed within 30 days after
  your child has been placed in the
• program, and the principal must ensure that you
  receive a copy of it.

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CATEGORIES DEFINITIONS OF EXCEPTIONALITIES

• Communication
• Autism
• 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.

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Deaf and Hard-of-Hearing

• An impairment characterized by deficits in
  language and speech development
• because of a diminished or non-existent auditory
  response to sound.

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Language Impairment

• A learning disorder characterized by an
  impairment in comprehension and/or the 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.

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Speech Impairment

• 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.

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Learning Disability

• A learning disorder evident in both academic and
  social situations that 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 disability
• developmental disability
• primary emotional disturbance
• cultural difference and

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ContdLearning Disability

• 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 for academic
  learning, independent social adjustment, and
  economic self-support.

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Contd Learning Disability

• c) may be associated with one or more conditions
  diagnosed as
• a perceptual handicap
• a brain injury
• minimal brain dysfunction
• dyslexia
• developmental aphasia.

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Intellectual

• Giftedness
• 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.

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Mild Intellectual Disability

• A learning disorder characterized by
• a) an ability to profit educationally within a
  regular class with the aid 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

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Developmental Disability

• A severe learning disorder characterized by
• a) an inability to profit from a special
  education 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.

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Physical Disability

• 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.

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Blind and Low Vision

• A condition of partial or total impairment of
  sight or vision that even with correction
• affects educational performance adversely.

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Multiple Exceptionalities

• 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.

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In sum,

• Please summarize each group will contribute
  something.
• What is Special Education ?
• What is the IEP, the IPRC?
• What are the categories?
• What do these labels mean ? - define