CASE - Council of Administrators for Special Education
CSRT - Children's Services Resource Team
FBA-P - Functional Behavioural Assessment with Planning
ICMP - Integrated Case Management Plan
IEP - Individual Education Plan
LSS - Learning Support Services
PBSP - Positive Behaviour Support Plan
PISP - Provincial Integration Support Program
POPARD - Provincial Outreach Program for Autism and Related Disorders
POPFASD - Provincial Outreach Program for Fetal Alcohol Syndrome Disorders
SBT - School Based Team
SET-BC - Special Education Technology
An adapted program retains the learning outcomes of the prescribed curriculum,
but adaptations are provided so the student can participate successfully in the
program. These adaptations can include alternate formats (e.g., Braille, books-ontape),
instructional strategies (e.g., use of interpreters, visual cues, and aids), and
assessment procedures (e.g., oral exams, additional time). School personnel should
document the adaptations provided for the student. Students on adapted programs
are assessed using the standards for the course/program and can receive full credit
for their work and credit toward a Dogwood certificate.
The ministry recognizes there are circumstances under which a student may be
unable to demonstrate his or her learning on provincial exams using standard
procedures and formats. Adjudication is the process that determines if a student
qualifies for adapted exam conditions. Adjudication falls into two categories:
predictable, and unpredictable circumstances. For more information
Assessment is the systematic gathering of information about what students know, are able to do and are working toward. Assessment should be continuous, collaborative, consultative and based on an agreed upon set of criteria.
Collaborative Consultation is a process in which people work together to solve a
common problem or address a common concern. A successful collaborative
process is characterized by the following features: it is voluntary; there is mutual
trust and open communication among the people involved; identification/clarification
of the problem to be addressed is a shared task; the goal is shared by all
participants; each participant's contribution is valued equally; all participants' skills
are employed in identifying and selecting problem-solving strategies; and there is
shared responsibility for the program or strategy initiated.
Usually, the person appointed by the School Based Team to supervise the development
of an IEP for a specific student with special needs. Responsibilities include
organizing and chairing meetings, acting as the school liaison for matters concerning
that student, and seeing that IEP goals are met.
Differentiating instruction means creating multiple paths so that students of different abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process.
It allows students to take greater responsibility and ownership for their own
learning, and provides opportunities for peer teaching and cooperative learning.
The diploma issued to students who fulfill graduation requirements in either the
regular Secondary School Graduation Program or the Adult Education Program.
Evaluation is a judgment about the quality of a response, product or performance, based on established criteria and standards. Assessing, evaluating and reporting student achievement and growth are integral to learning. They can be positive, supportive experiences for students. (Ministry of Education, 2004)
Ongoing collection of data used to determine if expectations are achieved (e.g.,
anecdotal records, checklists, learning logs, portfolios, student-self evaluation etc.)
A small group, explicit reading instructional strategy during which homogeneous
groups of children work with the teacher to build and practice successful reading
strategies. All group members are working with text that has been carefully selected
to match their developmental reading level. The focus is to facilitate the children's
successful use of reading strategies, confirming for the child "I can do this by
- Deaf - A deaf person is one who cannot hear sounds below 55 decibels in his
- Hard of Hearing - a person with any level of hearing loss, from mild to
profound, whose primary method of communication is the spoken language.
They have a hearing loss to the extent that makes difficult, but does not
preclude, the understanding of speech through the ear alone, with or without a
hearing aid. The hard of hearing tend to seek to remain in the mainstream of
The education of all students within their neighbourhood school. Schools and
classrooms are seen as communities of learners in which people with diverse
backgrounds and abilities work and learn together. www.bced.gov.bc.ca/specialed/
Support provided for teachers or students with special learning or language needs
which does not involve working directly with the student on skill or concept
development, but rather with other factors that impact the student or the learning
environment, such as curriculum planning, liaison meetings, or adapting materials.
Also known as consultative service.
Any screening tool that allows the teacher to observe or interact with learners in a "real-life" context. This is usually done via checklists or some form of note-taking.
A major strategy used to achieve an inclusive philosophy. Integration sees students
with special needs included in educational settings with their peers who do not
have special needs, and provided with the necessary accommodations and
Integrated Case Management Plan
Integrated support plans developed for students with special needs through the
collaborative efforts of school support personnel, government ministries, healthcare
personnel and/or community agencies.
A student is considered to have an intellectual disability if intellectual functioning
is more than two standard deviations below the norm on an individually
administered Level C assessment instrument of intellectual functioning, and there
is delayed adaptive behaviour and functioning of similar degree. Students can
experience intellectual disabilities across a range: mild to moderate to severe to
Students with Intellectual Disabilities: A Resource for Teachers
Refers to a number of disorders that may affect the acquisition, organization,
retention, understanding or use of verbal or nonverbal information. These
disorders affect learning in individuals who otherwise demonstrate at least average
abilities essential for thinking and/or reasoning. As such, learning disabilities are
distinct from global intellectual disabilities. www.bced.gov.bc.ca/specialed/ ppandg/planning_4.htm
Changes made to a student's program or instruction which reflect a completely
personalized education plan or significantly alter the learning outcomes of the
prescribed course or subject.
A modified program has learning outcomes which are substantially different from
the prescribed curriculum, and specifically selected to meet the student's special
Physiotherapy/Occupational Therapy (PT/OT)
Physiotherapy is a professional health discipline primarily directed toward the
prevention and alleviation of movement dysfunction to promote maximal
independence for the student in his/her home, school and community.
Occupational therapy is a professional health discipline that utilizes the analysis
and application of activities specifically related to performance in the areas of selfcare,
productivity, and leisure. In a school setting, occupational therapists work to
promote, maintain, and develop the skills needed by students to be functional in a
school setting. www.bced.gov.bc.ca/specialed/ppandg/services_5.htm
The Provincial Outreach Program for Autism and Related Disorders is a provincial
program that school districts can access for capacity building and student consultation.
Specialized assessment of intelligence, personality, and information processing
completed by, or under the direction of, a psychologist. For further information
consult with your school Psychologist.
Support for learning through instruction, modeling, questioning or feedback that is
adjusted to the learner's needs, by providing 'just enough' support to encourage
independent use of strategies. This concept is based on Vygotzsky's (1978) theory
of the 'zone of proximal development'.
School Based Team
School Based Team is comprised of a small group of regularly attending members which usually includes the principal, learning support teacher, counsellor and a classroom teacher. This group meets to support classroom teachers in meeting the needs of students with special needs. When a teacher has a concern the team meets to collaboratively problem solve and develop an action plan. The team may provide consultation on instructional or classroom management strategies, planning and coordination of services for a student, or access to additional school, district, community or regional agencies.
School Completion Certificate
Awarded to students who complete the goals and objectives stated in their Student
Learning Plan (SLP) or Individual Education Plan (IEP), as agreed upon by the
student, parent and school administration.
Students do not need to graduate in order to qualify for a School Completion
Certificate. They may be on an adjusted or modified Grade 12 Program.
Student Review Meetings
Besides meeting to plan for individual student needs, School Based Teams often
meet on a regular basis to discuss and review groups or classes. Periodic, scheduled
student review meetings facilitate the collaboration of the school administrator,
learning assistance teachers, classroom teachers and other support staff. The strong
advantage is that the administrator and staff members work together to become
informed about the strengths and needs of all students' in the group and are able
to share the decision making to best meet the needs of the class or group. General
review meetings most often take place at the beginning and/or end of the school
Collection of data on which to judge the student's achievements in relation to
some standard of excellence or in relation to some body of knowledge (scoring
rubrics with exemplars, subject area tests, projects, etc.)
Universal Design for Learning
UDL is a framework that can help you turn the challenges posed by high standards
and increasing learner diversity into opportunities to maximize learning for every
student. Drawing upon new knowledge of how the brain works and new technologies
and media now available for teaching and learning, UDL frames a systematic
approach to setting goals, choosing or creating flexible materials and media, and
assessing students accurately www.cast.org/teachingeverystudent/
Normal vision represents 6/6m (20/20 feet). A visual acuity of 6/60 m means that
the visually impaired person sees at 6m what a person with normal vision sees at
60m. 6/60 vision is defined as legal blindness and gives access to specific government
services and allowances. Legally blind persons, however, may have residual
vision and function with visual aids. For this reason, educational services may
classify the students as partially sighted or functionally blind.