 NELSON SPECIAL EDUCATION
Special Education
Instructional Services provides a variety of programs to assist students identified as exceptional by an IPRC and to those students who have needs beyond those that are met by regular classroom instruction. Programs and services are provided through individual and group approaches. Our staff focuses on assessment, remedial work, and development of study and time management skills. A learning strategies course, offered to students in grades 9-12, is available through referrals by the Nelson School Resource Team and/or from feeder school administration and Special Education Staff.
Staff
Special Education Plan
The Halton District School Board Special Education Plan 1999-2002, revised 2001, outlines the framework for the delivery of special education programs and services in Halton. This plan has been written in compliance with Ministry Standards for School Boards' Special Education Plans, and is available on the Board's website: www.haltondsb.on.ca
What Happens When There Are Concerns About A Student?
The student's needs may be recognized by the parent, the teacher, the principal, or other resource personnel.
As a parent, you are aware of your child's strengths and needs. It is expected that you will discuss these with your child's teacher. You are encouraged to discuss any concerns about your child with school staff. This way, issues can often be resolved.
However, situations may arise where further problem solving is needed.
The teacher will make use of all the in-school personnel available. These people may suggest modifications to the student's program or other ways to help the student. It is expected that you will be contacted and consulted throughout the School Resource Team process. You should have opportunities to discuss any Team recommendations to determine the best way to help your child.
For any questions about our gifted program please see Claire Bird.
DEFINITIONS OF EXCEPTIONALITIES
(As per Ministry of Education-Jan 1999.)
A. Behaviour
A learning disorder characterized by specific behaviour 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 amy be accompanied by one or more of the following;
a) inability to build or maintain relationships
b) excessive fears or anxieties
c) tendancy to compulsive reaction
d) the inability to learn which cannot be traced to intellectual, sensory, or other health
factors, or any combination thereof
It may be necessary to have appropriate modificationsand management techniques in place for several months, before changes in behaviour begin to take place
B. Communication
Autism
A severe learning disorder characterized by:
a)disturbances in:
- rate of educational development
- ability to relate to the environment
- mobility
- perception, speech, and language
b) lack of the representational symbolic behaviour that precedes language
Deaf and Hard-of-Hearing
An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound.
Language Impairment
A learning disorder characterized by an impairment in comprehension and/or use of the verbal communication or the written or other symbol system of communication, which may be associated withneurological, psychological, physical, or sensory factors, and which may:
a)involve one or more of the form, content and function of language in communication and
b)include one or more of the following:
- language delay
- dysfluency
- voice and articulation development which may or may not be organically or
functionally based.
Speech Impairment
A disorder in language formulation may be associated with neurological, psychological, physical,or sensory factors, that involves perceptual motor aspects of transmitting oral messages, and that may be characterized by impairment in articulation, rhythm, and stress.
Learning Disability
A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the use of spoken language or the symbols of communication, and that are characterized by a condition that:
a)is not primarily the result of:
- impairment of vision;
- impairment of hearing;
- physical disability;
- developmental disability;
- primary emotional disturbance;
- cultural difference;
b) results in a significant discrepancy between academic achievement and assessed
intellectual ability, with deficits in one or more of the following:
- receptive language (listening, reading);
- language processing (thinking, conceptualizing, integrating);
- expressive language (talking, spelling, writing);
- math computations;
c) may be associated with one or more conditions diagnosed as:
- a perceptual handicap;
- a brain injury;
- minimal brain dysfunction;
- dyslexia;
- developmental aphasia;
C. Intellectual
Giftedness
An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated.
Mild Intellectual Disability (MID)
A learning disorder characterized by:
a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive services;
b) an inability to profit educationally within a regular class because of slow intellectual development;
c) a potential for academic learning, independent social adjustment, and economic self-support.
Developmental Disability (DD)
A severe learning disorder characterized by:
a) an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development;
b) an ability to profit from a special education program that is designed to accommodate slow intellectual development;
c) a limited potential for academic learning, independent social adjustment, and economic self-support.
D. Physical
Physical Disability
A condition of such severe physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age or development level.
Blind and Low Vision
A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely.
E. Multiple
Multiple Exceptionalities
A combination of learning or other disorders, impairments, or physical disabilities, that is of such nature as to require, for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorders, impairments, or disabilities.
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