1. Exceptional Students
1.1. Who Supports Exceptional Students?
1.1.1. Teachers
1.1.2. Parents/Guardians
1.1.3. Principals/Admin
1.1.4. Special Education Team
1.1.5. Educational Assistants
1.1.6. Peers/Classmates
1.1.7. Community Agencies
1.1.8. Healthcare Network
1.1.9. Board policies and systems
1.1.10. Government policies and systems
1.2. Categories of Exceptionalities
1.2.1. Behaviour
1.2.2. Intellectual
1.2.3. Physical
1.2.4. Communication
1.2.5. Multiple
1.3. Mental Health
1.3.1. Difficult to categorize in any one of the Exceptionalities as it can affect all of these areas
1.3.2. An important factor to consider for all students
1.3.3. Everyone has mental health, but only some have mental illness
1.3.4. Can seriously impact a person's ability to learn and interact with others
2. Evolution of Rights
2.1. 1960s/70s
2.1.1. referred to those with a developmental disability as "mentally retarded"
2.1.2. youth and adults were sent to live in "institutions" if their disability did not fit into the traditional school environment
2.2. 1980s
2.2.1. referred to those with a developmental disability as "handicapped"
2.2.2. used "low grades" and "high grades" to refer to ability level
2.2.3. segregated schooling systems for students with disabilities
2.2.4. Community living opportunities started to be provided to individuals living in provincially-operated "facilities"
2.2.5. Bill 82 passes and mandating that special education programs be made available by school boards for exceptional students
2.3. 1990
2.3.1. referred to a wide range of disabilities as "special needs"
2.3.2. Focus shifts to inclusive education
2.3.3. increase in funding for special education
2.3.4. Canada signs UN Convention on the Rights of the Child
2.4. 2000s to Now
2.4.1. We use the term "exceptionalities"
2.4.2. Use "high functioning" and "low functioning" to refer to ability level
2.4.3. focus on person first language
2.4.4. increase in availability of assistive technology
2.4.5. More of a of focus on wrap around supports both in the school, at home, and in the community
2.4.6. 2005 - Accessibility for Ontarians with Disabilities Act is passed
3. The IPRC
3.1. Identification
3.1.1. Some students may not be successful in a full time, regular classroom, with regular teacher support. These students may be identified under one or more of these "exceptional" categores
3.1.2. Some students may have a formal diagnosis and others may not
3.2. Placement
3.2.1. Regular classroom with some accommodations and/or modifications
3.2.2. Regular classroom with direct EA support
3.2.3. Regular classroom with indirect EA support
3.2.4. Regular classroom with withdrawal support
3.2.5. Special Education classroom with partial integration into regular classroom, with EA support
3.2.6. Full time Special Education classroom with EA Support
3.3. Review
3.3.1. IPRC must review each identified students' case at least once per year
3.3.1.1. Parents/Guardians can request more frequent meetings after 3 months of first meeting
3.3.2. IEP can be updated more frequently if needed
3.3.3. Classroom teacher and others involved in supporting the student should support the review process