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Exceptional Students

Students in Ontario can be identified as exceptional in 5 categories through  the IPRC process. The 5 categories of exceptionality recognized by the Ministry of Education are as follows:

  1. behaviour
  2. communication
  3. intellectual
  4. physical
  5. multiple

I have become particularly interested in the Communication – Autism exceptionality because the spectrum is so diverse and the needs are so different for each student. In my role as a Vice Principal, however, I need to think about what it is I need teachers to understand in order to help a student with this exceptionality meet with success. My tentative research of the literature uncovered the following recommendations:

  • Involve parents in the education of their child as they provide perspectives and information that will broaden educators understanding of the student.
  • Establish effective methods for home/school communication.
    Students with ASD often experience difficulty with change. Establishing consistent practices through collaborative planning may help alleviate some of the challenges experienced by the student. Plan for transitions.
  • Use the principles of Universal Design for Learning (UDL) and differentiated instruction to plan for and respond to students with various needs.

Paula Kluth(2005) in an online article entitled Supporting Students With Autism: 10 Ideas for Inclusive Classrooms suggested the following:

  • Learn About the Learner From the Learner
  • Support Transitions
  • Give Fidget Supports
  • Help with Organizing
  • Assign Class Jobs
  • Provide Breaks
  • Focus on Interests
  • Rethink Writing
  • Give Choices
  • Include

Some of the essential classroom look-fors and supports for a student with this exceptionality that I will be looking for when doing my walkthroughs are as follows:

  • Is verbal information supported with visuals?
  • Is more intensive levels of assistance provided to the student?
  • Are their opportunities for peer support?
  • Are opportunities provided for the student to practice and rehearse?
  • Are longer activities chunked into smaller segments.
  • Is technology being used and how often?
  • Is task participation and completion flexible?
  • Are a variety of opportunities and ways provided for the student to demonstrate learning?
  • Are visual supports such as graphic organizers or highlighting of keywords provided for the student?
  • Are alternatives to writing tasks provided for the student?
  • Has a visual schedule of daily activities been developed?
  • Is a consistent work system followed?
  • The location and rationale for the student’s seating arrangement.

As a school leader, I will endeavour to better support students with this exceptionality by…

  • Ensuring that teachers and I have a working understanding of Autism and what that means for particular students
  • Ensuring that home/school communication is in place and is effective
  • Ensuring that there is collaboration between all significant parties when it comes to the design and implementation of the IEP
  • Ensuring an IEP incorporates ABA teaching methods
  • Having a plan to deal with behavioural challenges
  • Supporting teachers in preparing the classroom for students with ASD
  • Managing resources (human, material, environmental) effectively
  • Formulating goals and interventions for students with ASD based on data
  • Evaluating outcomes of interventions based on data

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