Support Staff
Special Education Resource Teacher (S.E.R.T)
Educational Assistant (E.A.)
Community Care Access Center (C.C.A.C)
Child and Youth Counsellor (C.Y.C)
Occupational Therapy (O.T.)
Physical Therapy (P.T.)
Speech and Language Pathology (S.L.P)
Program Processes and Resource Teams
Individual Education Plan (I.E.P)
Identification Placement Review Committee (I.P.R.C)
School Resource Team (S.R.T)
Special Education Advisory Committee (S.E.A.C)
Identifications of Student Needs
Attention Deficit Hyperativity Disorder (A.D.H.D)
Autism Spectrum Disorder (A.S.D)
Cerebral Palsy (C.P)
Developmentally Delayed (D.D.)
Fetal Alcohol Syndrome (F.A.S)
Generalized Anxiety Disorder (G.A.D)
Giftedness
Hearing Impaired (H.I.)
Learning Disability (L.D.)
Mild Intellectual Disability (M.I.D)
Non-Verbal Learning Disability (N.V.L.D)
Obsessive Compulsive Disorder (O.C.D)
Oppositional Defiant Disorder (O.D.D)
Pervasive Developmental Disorder (P.D.D)
Social Anxiety Disorder (S.A.D)
Tourette Syndrome (T.S)
Accommodations:
Special teaching or assessment strategies, human supports and/or individualized equipment required to enable a student to learn and to demonstrate learning. Accommodations do not alter the provincial curriculum expectations for the grade.
Examples (just a few of many):
- alternative work space
- preferential seating
- access to a computer for written work
- read written instructions, as necessary
Modifications:
Changes made in the age-appropriate grade-level expectations for a subject in order to meet a student's learning needs. This may involve developing expectations that reflect knowledge and skills required in the curriculum for a different grade level and/or increasing or decreasing the number and/or complexity of the regular grade level curriculum expectations.