Teaching Strategies & Resources

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

Key Practices

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

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

Glossary

FAQs

Glossary

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Gambling Disorder :

A diagnosable condition via the Diagnostic and Statistical Manual, 5th Edition (DSM-v), and an area of student need involving persistent problematic gambling within a 12-month period, resulting in distress with at least four of the following:

1. Gambles with increasing amounts of money to achieve the desired excitement.
2. Restless/irritable when attempting to cut down or stop gambling.
3. Repeated unsuccessful efforts to cut back or stop gambling.
4. Preoccupied thoughts of gambling.
5. Often gambles when feeling distressed.
6. After losing money, often returns to recoup losses.
7. Lies to conceal the extent of gambling.
8. Gambling has jeopardized a significant relationship, job or education.
9. Relies on others for money to relieve financial situations caused by gambling.

General Ability Index (GAI) :

An alternative overall score to the Full Scale Intelligence Quotient (FSIQ) for the Wechsler Intelligence Scale for Children (WISC). The GAI is a useful estimate of a student’s overall ability if better overall indicator of a student’s functional ability If a great deal of difference exists between the four scores that make up the FSIQ: verbal comprehension, perceptual reasoning, processing speed and working memory.

Giftedness Exceptionality :

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

Graphic Organizers :

Outlining assistive technology software programs support the writing process by collecting ideas and information in any order and then providing organization choices for sentence and paragraph development.

Grief Management :

Grief management skills are positive ways of coping with loss and the associated negative feelings. Grief management skills can include: acknowledging emotions, being prepared for fluctuating emotions, understanding that the process is individualized, seeking out support from others, taking care of physical self, monitoring for depression.

Gross Motor Skills :

An area of student need, involving gross (large) physical motor skills.

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Glossary