1. Special Education
1.1. Regular Teachers and Classroom (first choice and preference if students needs can be met)
1.2. Special Education Teachers
1.3. Inclusive special ed (norm in Ontario)
1.3.1. Recommended Approaches for Teachers to Include Students
1.3.1.1. Use a variety of instructional methods, including differentiated instruction and universal design.
1.3.1.1.1. Universal Design for Learning
1.3.1.1.2. Differentiated Instruction
1.3.1.2. Extend inclusion to the whole school
1.3.1.3. Work with the school team, including the student
1.3.1.4. Examine your own beliefs
1.4. IEPS
1.4.1. Follow students from grade to grade but should be updated
1.4.2. IEP Development Team includes many people
1.4.2.1. students
1.4.2.2. administrators
1.4.2.3. teachers
1.4.2.4. student's parents
1.4.2.5. special education staff
1.4.2.6. principal
1.4.2.7. guidance counsellor
1.4.2.8. Possibly others (e.g. OTs, speech-language pathologists, autism program providers etc.)
1.4.3. Modification on IEP-may include changing grade level expectaions
1.4.4. Accommodation on the IEP- helping student meet grade level expectations)
1.5. Types of Ontario School Placements for Students
1.5.1. A regular class with indirect support
1.5.2. A regular class with resource assistance
1.5.3. A regular class with withdrawal assistance
1.5.4. A special education class with partial integration
1.5.5. A full-time special education class
1.6. Inaccessability of Assessment (backlog, expensive to do privately)
1.7. Types of Exceptionalities
1.7.1. Physical Exceptionalities
1.7.1.1. Student that requires a wheelchair
1.7.1.2. Cerebral Palsy
1.7.1.3. Blind or low vision
1.7.2. Behavioural Exceptionalities
1.7.2.1. PTSD
1.7.2.2. Anxiety
1.7.2.3. Depression
1.7.2.4. ADHD
1.7.2.4.1. Neurological Causes
1.7.2.4.2. Challenges
1.7.2.4.3. Strengths
1.7.2.4.4. Strategies for Attention
1.7.2.4.5. Strategies for Hyperactivity
1.7.2.4.6. Strategies for Impulsivity
1.7.3. Communicational Exceptionalities
1.7.3.1. Autism
1.7.3.1.1. Areas of Impairment
1.7.3.1.2. What teachers should be aware of
1.7.3.2. Language Impairment
1.7.3.3. Hearing Impairment
1.7.3.4. Speech Impairment
1.7.3.5. Learning Disability
1.7.3.5.1. Average to above average intelligence
1.7.3.5.2. Most common exceptionality (10% of Canadians)
1.7.3.5.3. Possible difficulties in social interaction
1.7.3.5.4. Results in difficulties in the development and use of skills
1.7.3.5.5. Often cognitive processing issue
1.7.4. Intellectual Exceptionalities
1.7.4.1. Giftedness
1.7.4.2. Mild Intellectual Disability
1.7.4.3. Developmental Disability
1.7.5. Multiple Exceptionalities
2. Well Being
2.1. Self care
2.2. Mindfulness
2.2.1. Effective for many kinds of students
2.2.1.1. Trauma-sensitive mindfulness can help students affected by ACEs
2.2.1.2. Could help soothe anxiety in student with autism
2.2.1.3. Help calm hyperactivity in student with ADHD
2.3. Sleep
2.4. Exercise
2.5. Healthy Meals
2.6. Self Regulation
2.7. Characteristics of Experiencing Well-being (still mentally healthy)
2.7.1. Occassional Stress
2.7.2. Mild Distress
2.7.3. No impairment
3. Mental Health
3.1. Examples of Mental Health Issues
3.1.1. Trauma (ACES)
3.1.1.1. Effects of Trauma
3.1.1.1.1. Can impact success in school
3.1.1.1.2. Affect ability to create healthy attachments
3.1.1.1.3. Difficulty forming supportive relationships
3.1.1.1.4. Undermine ability to learn
3.1.1.1.5. Difficulty following classroom expectations
3.1.1.2. Impairments Caused
3.1.1.2.1. social-emotional
3.1.1.2.2. language and literacy
3.1.1.2.3. cognitive
3.1.1.2.4. physical
3.1.1.2.5. Highly reactive fight or flight stress response
3.1.1.3. Strategies for Teachers
3.1.1.3.1. Consistent Daily Routines
3.1.1.3.2. Prepare students for out of the ordinary events
3.1.1.3.3. Give choices
3.1.1.3.4. Anticipate and support during difficult periods of day or transitions
3.1.1.3.5. Teach self-regulation
3.1.1.3.6. Understand where behaviour may be coming from and stay calm
3.1.1.3.7. Be nurturing and sensitive to individual triggers
3.1.1.3.8. Postive guidance to appropriate actions
3.1.2. Anxiety/Panic Attacks
3.1.3. Borderline Personality Disorder
3.1.4. Depression
3.1.5. Bipolar
3.1.6. Schizophrenia
3.2. Characteristics of Experiencing Mental Illness
3.2.1. Marked Distress
3.2.2. Moderate to Disabling or Chronic Impairment
3.3. Promoting Mental Health in Schools
3.3.1. Provide opportunities for physical activity
3.3.2. Strength-based teaching
3.3.3. Social-emotional learning (promoted in classroom and whole school focus)
3.3.4. Support students with self-regulation
3.3.5. Support students in identifying and empathizing with diverse feelings and emotions
3.3.6. When student demonstrates behaviour recognize they are doing their best with the skills they have