Special Needs Test Review

Flashcards on special education terminology and key concepts related to special needs assessment and identification.

IPRC

Identification, Placement, and Review Committee; a formal meeting to decide if a student should be identified as Exceptional and the appropriate placement.

MID

Mild Intellectual Disability; characterized by an IQ level of 50-70, below average intellectual functioning.

ADHD

Attention Deficit Hyperactivity Disorder; a condition characterized by inattention, hyperactivity, and impulsiveness.

FASD

Fetal Alcohol Spectrum Disorder; caused by alcohol exposure in the womb, impacting the individual's cognitive and functional capabilities.

IEP

Individual Education Plan; a document outlining educational goals and accommodations for a student with exceptional needs.

Learning Disability (LD)

A disorder that affects the ability to learn in one or more areas while typically having average to above average intelligence.

Giftedness

A term for individuals who have an IQ of 130 and above, demonstrating exceptional ability or potential in various domains.

Adaptive functioning

The ability to cope with everyday demands and skills required to take care of oneself and relate to others.

CAPD

Central Auditory Processing Disorder; a hearing disorder that affects how the brain processes spoken language.

Behavioural

One of the categories of exceptionalities; refers to students who exhibit significant behavioral issues that affect their learning and integration.

Modification

Changes made to the curriculum or educational goals to accommodate a student's learning needs.

Accommodations

Supports provided to give students equal access to learning without changing the curriculum.

Jordan's Principle

A child-first principle ensuring that First Nations children can access necessary services without delays.

Consultative services

Specialized support provided to teachers to help manage students with exceptional needs within a regular classroom setting.

SEAC

Special Education Advisory Committee; a committee that provides advice on special education matters and services.

Self-Contained Classroom

A specialized classroom setup for students with significant needs, where they receive most of their instruction.

Class Size for MID

Maximum class size of 12 students for primary division students with Mild Intellectual Disabilities.

IEP Review Timeline

An IEP must be updated within 30 school days after a student is identified by the IPRC.

Special Needs Test Review

IQ match question

TYPE

IQ Level

DD

Developmental Disability

Varies

MID

Mild Intellectual Disability

50

70

Below average IQ, all scores correlate with their potential scores

ID

Intellectual Disability

Below average

Average IQ

85

115

LD

Learning Disability

Average to above intelligence, but achievement is lower, gap between their ability and their potential scores

Giftedness

130 and above

IPRC

Identification, Placement, and Review Committee

Formal meeting, consisting of at least three members, meet to decide if a student should be Identified as Exceptional, and what placement will be. This will formally place students in Special Education Services.

At least one member must be Administrator and will be Chair of the meeting.

Other people who attend, could be advocates or professionals who have been working with the student (Physician, counsellor, etc.)

Role of IPRC

Invite parent/guardian (and student over 16) to attend meeting

Review relevant information about student (assessments, strengths, needs)

Decide if student meets criteria for one or more Exceptionalities

Conditions that DON’T Qualify for IPRC

Mental Health Disorders (Anxiety, OCD, Depression, Selective Mutism, Social, Panic Disorder)**

ADHD

Acquired Brain Injury

Fetal Alcohol Syndrome Disorder (FASD) or Neonatal

Abstinence Syndrome

Central Auditory Processing Disorder (CAPD)

Categories of Exceptionalities

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Placement Options

Regular Class with Indirect Service:

Students are placed in regular class for the entire day, and the teacher receives specialized consultative services.

Regular Class with Resource Assistance:

Students are placed in regular class for most or all of the day and receive specialized instruction, individually or in small groups, within regular classrooms from qualified special ed teachers.

Regular Class with Withdrawal Assistance:

Students placed in regular class and receive instruction outside of the classroom for less than 50 per cent of the school day, from qualified special ed. teachers.

Special Education Class with Partial Integration:

Students placed in special education class for at least 50% of day but are integrated into regular class for at least one instructional period per day.

Special Education Class Full

Time:

Students placed by IPRC in special education class for the entire school day.

Placement in Self

Contained Classroom:

Requires full explanation in IPRC Statement of Decision. These classrooms are “System Classrooms” and are not located in every school. Students from other board schools are bussed to System Classrooms depending on the criteria for the classroom. For example, Autism classrooms. SEAC decides on the System Classrooms (how many, criteria for admission, location, etc.) since it’s linked to funding.

Class Size

8 in class for students who are emotionally disturbed or socially maladjusted, have severe learning disabilities, or are below compulsory school age and have impaired hearing

10 in class for students who are blind, are Deaf, or have developmental disabilities or speech and language disorders

12 in class for students who are hard of hearing, have low vision, or have orthopaedic or other physical disabilities

12 in class for students in primary division who have mild intellectual disabilities

16 in class for students in junior and intermediate divisions who have mild intellectual disabilities

Gifted students in elementary school:

20 in class if class consists only of students in primary division

23 in class if class includes at least 1 student in primary division and at least

1 in junior or intermediate division

25 in class if class consists only of students in junior or intermediate division

6 in class for aphasic or autistic students, or for students with multiple handicaps for whom no one handicap is dominant

16 in class of exceptional students consisting of students with different exceptionalities

Common Abbreviations

ABA Applied Behaviour Analysis

ABI Acquired Brain Injury

ADHD Attention Deficit Hyperactivity Disorder

ADOS Autism Diagnostic Observation Schedule

ADP Assistive Devices Program