What is Exceptionality

A learning disorder characterized by specific behavior 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:

 an inability to build or to maintain interpersonal relationships

 excessive fears or anxieties
 a tendency to compulsive reaction, or
 An inability to learn that cannot be traced to intellectual, sensory, or other health factors,
or any combination thereof.

What does it mean to be an Exceptional

Student?

The Education Actdefines an 'exceptional student' as "a pupil whose behavioural,

communication, intellectual, physical or multiple exceptionalities are such that s/he 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.

For students who have been identified as exceptional, the IEP must indicate the student's
exceptionality, as stated in the IPRC's statement of decision (and as given in the ministry-
approved list of categories and definitions of exceptionalities). The approved list of
exceptionalities is as follows:

 Behaviour
 Autism
 Deaf and Hard-of-Hearing
 Language Impairment
 Speech Impairment
 Learning Disability
 Giftedness
 Mild Intellectual Disability
 What is Exceptionality
 Developmental Disability
 Physical Disability
 Blind and Low Vision
 Multiple Exceptionalities

Characteristics

In addition to the above, these students often manifest the following characteristics:

 low self-esteem
 regularly breaks social or cultural norms that are usually well established for the age level
 Deviates in a significant manner from the behavior that is normally expected in the
situation.

Identificat ion

Children in this category display inappropriate behavioral, social and/or emotional responses
that are of such severity in terms of frequency, intensity, or duration that the children’s education
performance and/or the learning of other children are adversely affected. These responses will be
observed in more than one setting. Observations must be supported by anecdotal records, letters
to parents, letters regarding modified school attendance, suspension letters, and medical
diagnosis. A behavior plan should be in place and evidence of in-school meetings to problem
solve around the student's behavior must be on file.

A child identified with severe behavioral problems and impulse control requires almost constant
supervision in some settings in order to maintain safety of the student and others. This student
could engage in life-threatening behavior if left unsupervised.
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Types of Exceptionalities:
1. Autism: A developmental disability that can affect the verbal and nonverbal communication,
social interaction, and can have a negative affect on the child's education. The prevalence of
autism is 1 in 150 as determined by the CDC or Center for Disease Control.

2. Other Health Impaired (OHI): The child exhibits limited strength, alertness, due to chronic or
acute health problems, including but not limited to asthma, ADD/ADHD, cancer, diabetes, which
negatively affects the child's education.

3. Mental Retardation: Defined as significantly below average general functioning, with deficits
in adaptive behavior, which negatively affects the child's education.

4. Emotional Disturbance (ED): Exhibits one of the following conditions over an extended
period of time and these conditions negatively effect a child's education. An inability to learn
that cannot be explained by intellectual, sensory or health factors. For a child to be ED they are
not supposed to have any other type of disability negative affecting their education.

5. Deafness: Residual hearing is severely impaired in processing the spoken word, negatively
affecting the child's education.

6. Hearing Impairment: Exhibits a hearing loss that is permanent or fluctuating, which even with
amplification negatively affects the child's education.

7. Visual Impairment: Impairment is such that educational potential cannot be fulfilled without
special services and materials.

8. Deaf-Blindness: Child has both hearing and visual disabilities.

9. Specific Learning Disability (LD): Exhibits a disorder in one or more of the basic
psychological process (such as visual, motor, language etc) which negatively affects a child's
education.

10. Multiple Disabilities: The child exhibits two or more severe disabilities, one of which is
mental retardation.

11. Orthopedic Impairment: Displays severe impairments that are the result of congenital
anomaly, developmental, or other causes (such as CP) which negatively affects the child's
education.
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12. Speech or Language Impairment: Exhibits a communication disorder, such as stuttering,

impaired articulation, a receptive and/or expressive language disorder, that negatively affects the
child's education.

13. Traumatic Brain Injury: The child has an injury to their brain resulting in total or partial
functional disability.

What is Blind and Low Vision?

Blind and Low Vision

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

Characteristics
Unable to access the curriculum without the intervention of a specialist teacher of the blind

Identification
A children identified in this category is assessed as being legally blind and Braille is assessed to
be potentially appropriate.
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Blindness
Characteristics
A student may be fully or partially visually impaired. Those who are functionally blind may be
able to see light and darkness, but not printed materials.

Braille Text

Allows students who are blind or severely visually impaired to read.

A medical condition of the eyes that involves a severe impairment in vision, not corrected by
glasses.

Teaching Strategies

INSTRUCTIONAL
• Provide copies of written texts and handouts in large print or Braille.

• Use appropriate assistive technology.

• Implement strategies received from a teacher of the blind.

• Use other media sources for delivering information (audio cassette, voice file).

• Use physical models and/or concrete materials whenever possible, to help the student understand
concepts.
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ENVIRONMENTAL
• Consistently keep items in predictable/predetermined places (desks, chairs, scissors, etc.).

• Give the student appropriate warning of any changes to the classroom set up, and provide
support for familiarizing with the new set up.

• Use preferential seating so that the student is close to the teacher for additional instructions.

• Reduce auditory noise in classroom.

• Provide easy access to Braille equipment, if appropriate.

• Provide elevator access if necessary/available.

• Develop and practice a plan for emergency evacuations to ensure safety.

ASSESSMENT
• Use assistive technology and Braille materials.

• Provide extra time.

• Use oral tests/scribe.

• Provide choices for projects/assignments.

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Low Vision
An area of a child need, involving reduced vision, even when corrected with glasses.

Teaching Strategies

INSTRUCTIONAL
• Implement strategies suggested by a teacher of the blind.
• Provide copies of notes.
• Use white chalk on a blackboard or black marker on a whiteboard.
• Provide oral instructions with visual ones.
• Use an auditory cue to get the attention of the class.

ENVIRONMENTAL
• Use preferential seating near the front of the class and near assistive technology.
• Use a slant board to reduce glare.
• Dim or brighten the lighting according to the needs of the student; a desk lamp may be needed
with access to an outlet (consider window lighting too).
• Develop a plan for safely moving through the school and for evacuation.

ASSESSMENT
• Use assistive technology/computers for enlargement.
• Provide enlarged copies of tests.
• Allow extra time.
• Allow oral tests and/or scribing.
• allow breaks to refocus/rest eyes.
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Acknowledgement

We would like to thank our family for the support and encouragement they have given us, we

will also like to thank God for the health and strength he has given us in order for us to finish this

assignment. We will also like to thank Ms. French or giving us the assignment it has enabled us

to become more knowledgeable on the different types of agencies that protects our children

against domestic violence which we found to be very insightful and very interested, this

assignment has been a great journey.