Ministry of Education Exceptionalities Definitions & LKDSB Programs/Placements
The use of the term "exceptional pupil" is required by the Ministry of Education and Training and means "a pupil whose behavioural, communication, intellectual, physical or multiple exceptionalities are such that the pupil is considered to need placement in a special education program by a committee of the board."
This committee is called Identification, Placement and Review Committee (IPRC). Student are identified according to the categories and definitions of exceptionalities provided by the Ministry of Education and Training. [Subsection 8(3) of the Education Act]
Following is an overview of the Ministry categories of exceptionalities and definitions:
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 may be accompanied by one or more of the following:
a) an inability to build or maintain interpersonal relationships;
b) excessive fears or anxieties;
c) a tendency to compulsive reaction; or
d) an inability to learn that cannot be traced to intellectual, sensory or other health factors, or any combination thereof.
A severe learning disorder that is characterized by:
a) disturbances in:
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.
A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or the written or other symbol system of communication which may be associated with neurological, 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:
A disorder in language formulation that 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.
A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that:
a) is not primarily the result of :
b) results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following:
c) may be associated with one or more conditions diagnosed as:
An unusually advanced degree of general intellectual ability that requires differential 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:
A learning disorder characterized by:
A severe learning disorder characterized by:
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 developmental level.
Blind or Low Vision
A condition of partial or total impairment of sight or vision that, even with correction, affects educational performance adversely.
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.