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Briarwood does not provide placement for certain disability diagnoses. These include Intellectual Disabilities, Autism Spectrum Disorder, Oppositional Defiance Disorder, and Emotional Disturbance. Does your child have intellectual disabilities like Autism/ASD, DDX3X, Down Syndrome, Fragile X, Intellectual Developmental Disabilities, Okur-Chung, Prader-Willi Syndrome, or Williams Syndrome?
Sep 7, 2024 · Fourney was born with a disability that was not caught until he was in his 40s and he had experienced a doctor giving him an incorrect diagnosis before the correct condition was found. Get weekly ...
- Autism Spectrum Disorder (ASD) Autism Spectrum Disorder refers to a developmental disability that affects social communication skills and behaviors. Students with ASD may have difficulties with social interactions, communication, repetitive behaviors, and sensory sensitivities.
- Specific Learning Disability (SLD) A Specific Learning Disability refers to a disorder that affects a student’s ability to acquire and use language, math, or reading skills.
- Speech or Language Impairment. Speech or Language Impairment refers to a communication disorder that affects a student’s ability to understand or express language.
- Emotional Disturbance. Emotional Disturbance refers to a condition that significantly impacts a student’s emotional well-being and behavior, affecting their ability to learn and build positive relationships.
A diagnosis of a learning disability can be based on criteria from the Learning Disability Association of Canada’s (LDAC) definition or criteria from the Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition (DSM V). Professionals may prefer one definition over the other, however both are recognized as authorized ways to determine whether a student has a learning disability.
- Reason For Developing An IEP
- IEP Student Profile
- The Student's Strengths and Needs
- The Special Education Program
- Special Education Strategies, Resources, and Other Accommodations
- Assessment, Evaluation, and Reporting
- Provincial Assessments
- Transition Plans
- Parent/Student Consultation
- Staff Involvement in Developing The IEP
An IEP is developed for a student for one of the following reasons. The relevant reason must be indicated in every IEP: 1. An IEP must be developed for every student who has been identified as an “exceptional pupil” by an Identification, Placement, and Review Committee (IPRC), in accordance with Regulation 181/98. 2. An IEP may be developed for a s...
In preparing a student's IEP, essential information about the student must be gathered from a variety of sources to establish a basic profile of the student. (The kinds of sources to be used and requirements associated with the gathering of information are outlined in section 11.) The principal must ensure that all of the required student informati...
A clear understanding of the student's strengths and needs is fundamental to the development of an effective special education program and the provision of appropriate accommodations and services to facilitate the student's learning. A description of the student's strengths and needs must be recorded in the IEP. For students who have been identifie...
The special education program section of the IEP, comprising the student's current level of achievement, annual goals, and learning expectations, is developed: 1. if the student is working on modified curriculum expectations; 2. if the student is working on alternative expectations. If the student is working on all curriculum expectations at the re...
Special education strategies, resources, and other accommodations support the student in achieving the annual goals and learning expectations identified in the IEP. Both students who are working on regular grade-level expectations and students who are working on modified or alternative expectations may require accommodations and specialized support...
6.1 Assessment of Student Learning
The student's progress towards achievement of the curriculum expectations and/or the learning expectations and annual goals identified in the IEP should be monitored and assessed continuously, using the processes of assessment for learning and assessment as learning. (See the Assessing Student Learning section in Part C, for more information on the integrated process of assessment and instruction and on the various types of assessment.) As discussed in section 5.1, above, assessment strategie...
6.2 Evaluation and Reporting of Student Achievement
The evaluation of student learning and reporting on the progress and achievement of students with special education needs must be consistent with the policy outlined in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010) . The relevant chapters are Chapter 5, “Evaluation”; Chapter 6, “Reporting Student Achievement”; and Chapter 7, “Students with Special Education Needs: Modifications, Accommodations, and Alternative Programs”. In all evaluations of student learnin...
7.1 Accommodations for Participation in Provincial Assessments
Students who have an IEP must be given the opportunity to participate and demonstrate the full extent of their knowledge and skills in provincial assessments, and school boards are required to provide accommodations to facilitate their participation. Accommodations must not affect the level or content of the assessment, the performance criteria, or the reliability or validity of the assessment. They must also comply with other related policies of the Education Quality and Accountability Offic...
7.2 Exemptions from Provincial Assessments
In a small number of cases, a student may require an exemption from provincial assessment. An exemption may be considered if, even given the full range of permitted accommodations, the student would not be able to provide evidence of learning under the circumstances of the assessment. If it is determined that the student will not participate in a particular provincial assessment, the IEP must include documentation to support an exemption. For secondary students, there must be clear indication...
The transition plan is a detailed and coordinated plan designed to assist the student in making successful educational transitions. The regulatory and policy requirements concerning the transition plan are set out at the beginning of this part of the guide, in the section entitled Requirements under Ontario Regulation 181/98 and Policy/Program Memo...
A form documenting consultations with a parent and the student (if 16 or older) must be prepared and attached to the student's IEP. (The sample IEP template in Appendix E-2has a section called “Log of Parent/Student Consultation” for this purpose.) The parent/student consultation form must contain the following information: 1. the date of each cons...
The school principal is responsible for ensuring that the IEP is developed collaboratively by school and board staff members and others who are familiar with the student. These individuals possess the knowledge and qualifications necessary to develop the most effective plan possible for the student. For more information on this collaborative proces...
Mar 26, 2021 · This is because a diagnosis of Intellectual Disability is characterized by significant limitations in these two areas. The term intellectual functioning refers to a person’s ability to learn and is often measured using standardized tests, such as intelligence quotient (IQ) tests. The term adaptive functioning refers to a person’s ability to ...
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About 30% to 40% of people with LD will also have AD/HD, so if one disorder is found it is important to look for the other. These fact sheets have been funded with an unrestricted educational grant from Eli Lilly Canada Inc. LDAC is solely responsible for the content. Learning Disabilities Association of Canada www.ldac-acta.ca info@ldac-acta.ca.
