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Exceptionalities Determined by Identification Placement and Review Committee (IPRC) | Teach Special Education

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Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual

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- early screening and interventions are important in determining whether a student’s difficulties in learning may be due to a LD.
- if assessment and instruction have been tailored over time to a students strengths and needs if...
- a students progress is closely monitored and assessed
- if key characteristics continue of the students LD, the student should be considered for more in-depth assessment.

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Identification:
- to diagnose an LD a child is assessed by a psychologist (this can take a lot of time to see through a school).
- if a child's reading, writing or math is much lower than expected for age, exposure, and education they may be diagnosed

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Can People With Learning Disabilities Be Identified and Supported?

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- NOT the result of a lack of acuity in hearing and or/vision that hasn't been corrected
- NOT intellectual disabilities; socio-economic factors; cultural differences; lack of proficiency in the language of instruction; lack of motivation or effort; gaps in school attendance or inadequate opportunity to benefit from instruction.

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50% or more people with an LD also have ADHD, language issues, sensory processing issues, tourettes syndrome, anxiety, planning & time management challenges

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- NOT a lack of motivation or poor teaching doesn't cause an LD. But, can make things more difficult.
- NOT due to global development or a sensory problem

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- accommodations can be made for students with an LD (such as taking notes/scribing)
READING disability:
- phonological processing (breaking up words into sounds), reading fluency/comprehension
- also called dyslexia
WRITING disability:
- organizing, composing, coming up with ideas
- spelling, grammar, handwriting
MATH disability:
- decoding written problems into math symbols
- counting, following sequences, copying numbers, learning multiplication tables

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Trusted information on everyday and complex child health conditions from The Hospital for Sick Children.

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Earlier identification is the better!

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- affects the ability to perceive and process verbal and non-verbal information
- academic under achievement
- difficulties in development in one or more of these areas: reading writing, math, work habits/learning skills
- may be associated with cognitive processes, or difficulties with social interactions

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Ministry of Educations definition: A number of neurodevelopmental disorders that persistently and significantly have an impact on the ability to learn and use academic and other skills