Acronyms and Definitions used in Special Education

SPECIAL EDUCATION is a term used to describe a number of services, programs and supports that are intended to meet the educational needs of learners with exceptionalities. 

SPECIAL EDUCATION SERVICES are resources, equipment, and personnel that are required for a special education program.

A SPECIAL EDUCATION PROGRAM is outlined on an Individual Education Plan (IEP) for an exceptional student. 

A SPECIAL EDUCATION PROGRAM is based on continuous assessment and evaluation. 

SPECIAL EDUCATION PROGRAMS and SERVICES are provided at elementary and high school.

EXCEPTIONALITIES are conditions that impact  a student's ability to learn. 

The Education Act outlines 5 categories of EXCEPTIONALITIES: 

• Behavioural
• Communicational
• Intellectual
• Physical
• Multiple

NOTE: EXCEPTIONALITIES are not diagnoses. Diagnoses can only be provided by those licensed to do so. This does NOT include teachers or other educational staff at a school. 

More information on EXCEPTIONALITIES can be found in blog posts.

An EDUCATIONAL ASSESSMENT is a gathering of information about a learner to help better meet their needs educationally. 

Also called an ED ASSESSMENT, it may be completed by a special education teacher, who may use a specific assessment tool, such as the WIAT 4.  

NOTE: Assessment tools used regularly in the classroom may also be used for an EDUCATIONAL ASSESSMENT for the purposes of an IPRC or IEP.  These can include:

• observations, conversations
• tests, projects
• performance tasks
• journals, rubrics
• self- and peer-assessment

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ACCOMMODATIONS are teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. 

When a student receives ACCOMMODATIONS, the learning expectations for their grade are not changed. 

Examples of ACCOMMODATIONS include the use of a laptop, priority seating, learning in small chunks of time or information. 

ACCOMMODATIONS are provided for elementary and high school students.

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ALTERNATIVE LEARNING EXPECTATIONS are not part of a subject or course outlined in the provincial curriculum documents. 

When a child has an ALTERNATIVE LEARNING EXPECTATIONS those expectations form an ALTERNATIVE PROGRAM or COURSE.

Examples of ALTERNATIVE PROGRAMS/COURSES include speech remediation, social skills, orientation/mobility training, and personal care programs. 

ALTERNATIVE PROGRAMS/COURSES are provided for elementary and high school students.

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Ministry Regulation and Policy directs that every student with an IEP must also have a TRANSITION PLAN. 

Effective TRANSITION PLANNING prepares students to adapt and flourish as they encounter change, whether within a school from one setting to another, or from one grade to another, or from one school or program to another. 

TRANSITION PLANNING must include input from the student and family. Transition plans must be updated regularly, to ensure their success.