EDTE 532- Designation Grid

Tasha Pegg

Designation Designation Ministry Designation Diagnosis e.g. Learning IEP Focus for Goal 1 Support Services e.g.
Category Letter Category Name Requirements (Must adversely affect educational Challenges e.g. (core competency) (people)
program)

A Physically Physically dependent - Cerebral Palsy - There may be - Must address - Provincial
Dependent in all 5 areas: - Congenital Disability none physical Integrated Support
-mobility - Genetic Disorder - Communication dependence Program (PISP)
-feeding - Traumatic Brain - Physical
-toileting Injury Therapist
-dressing - Speech and
-hygiene Language
Pathologist (SLP)
- Counsellor
- Occupational
Therapist
B Deaf and Blind -Medical diagnosis of -vision and auditory - There may be -must address -POPDHH
deafness and impairments can range none deafness and -OT
blindness from partial sight to - Communication blindness -PT
total blindness -learn to -PRCVI
-range from moderate communicate -SET-BC EA
to profound hearing
loss.
C Moderate to -IQ less than 45 -Down Syndrome - Safety -must address - Teachers
profound -2 or more standard -FASD -IQ is less than 45 intellectual - Teachers’
intellectual deviations below the -ASD disability Assistants
disability mean on an -Congenital
individually -TBI
administered Level C
assessment instrument
of intellectual
functioning.
-limitations of a similar
degree in adaptive
functioning in at least
two skill areas
 appropriate to the
student’s age.
D Physical Nervous system - Juvenile arthritis - There may be - Must address - Teachers and
Disability or impairment that - Cerebral Palsy none physical other
Chronic Health impacts movement or - Diabetes - Communication disability or professionals
mobility; - Those who don’t fit - Mobility chronic health - Teachers’
- musculoskeletal designation A - Mental health issue assistants
condition; and/or - Epilepsy (dependent) - Social skills -Individualized
- chronic health - Amputee goals with (In addition, they
should have advanced
impairment that - FASD measurable
coursework in:
seriously impacts - Childhood cancer objectives, -the characteristics and
students’ education -Adaptations needs of students with
and and/or physical disabilities and
chronic
achievement. modifications health impairments;
where and
A medical diagnosis, appropriate -specialized
by itself, does not instructional
methodologies and
determine the need for technologies; and
special educational adaptation or
services by students modification of
with physical programs for students
with physical
disabilities or chronic disabilities or chronic
health impairments. health
impairments.)
E Vision a student with visual -Blind -There may be - Must address - Teacher of the
Impairment impairment is one -legally blind none visual visually impaired
whose visual -partially sighted -social, emotional impairment - Orientation and
acuity is not sufficient -low vision and educational - example: visual mobility instructor
for the student to -cortically visually implications of skills, orientation - Teachers’
participate with ease impaired. vision impairment. and mobility assistants
in everyday activities. skills, social - Braillists
skills, daily living
skills, specialized
instruction and
adaptations from
reading, writing,
mathematics
F Deaf and Hard of A student considered A student who is deaf -social, emotional addressing the Supporting
Hearing to be deaf or hard of or hard of hearing has and educational direct effects of cochlear implant
 hearing is one who has an audiological implications of hearing loss and students
a medically diagnosed assessment by an hearing loss language -Visual Language
hearing loss that audiologist that affirms -struggle with development interpreters
results in a substantial a bilateral hearing competence in the -address the -teachers of the
educational difficulty loss, a unilateral loss communication social and deaf and hard of
with significant mode of the vocational needs hearing (can use
speech/language student(s) which arise as a adjacent district if
delay, or a cochlear result of the none available in
implant. hearing loss and yours)
which are known -policies and
to be significant. procedures
(assessing
effectiveness of
local programs,
monitoring
educational
program,
evaluating student
progress specific
to additional
supports,
adjustment of
communication
methodology)
G Autism spectrum -a diagnosis of ASD -Autistic Disorder -may be none -must address -Paediatrician
Disorder must have been made -Asperger -language Autism Spectrum -Teacher
by appropriately Disorder/Syndrome development disorder which -EA
qualified professionals -Rett Syndrome -social emotional should focus on -SBT
(registered -Childhood challenges the following: -POPARD
psychologist, Disintegrative Disorder -relationships -socially adaptive -OT
-PDD-NOS/Atypical -communication behaviours and -Resource support
paediatrician,
Autism - reciprocal social social teacher
neurologist or
interaction responsiveness; -Behaviour
psychiatrist) and the -restricted -motor Specialist
ASD must adversely repetitive patterns development;
affect educational of interests and -communicative
performance behaviours competence; and
-seeming lack of -academic
empathy performance.
-behaviour or
 aggression
H Serious Mental -antisocial, extremely -these students are -Antisocial -must have goals -ISPP
Illness or disruptive behaviour in often already -with-drawl or that address the -School based
Intensive most environments identified by the other internalizing students counsellor
Behaviour -behaviours that are professionals within behaviours behaviour or -community
Support consistent/persistent the community -disruptive conditions of the counsellor
over time. -analyze the student's behaviours mental illness -classroom
-serious mental health functional behaviours -behaviours and measures for teachers
conditions which have in various settings and serious enough student -specialist
been diagnosed by a with different people that they are at achievement of teachers
qualified mental health who regularly are a risk to themselves the goals -EA
clinician (psychologist part of her/his or to others or -current -mental health
with appropriate environment significantly behavioural and support workers
training, psychiatrist, (functional behaviour interfere with learning
or physician) assessment); academics strengths and
-serious mental -integrate information needs;
illnesses which from the different -the goals for the
manifest themselves in aspects of a student's student's
profound withdrawal or life; program
other negative -focus on strengths as referenced to
internalizing well as needs; measurable
behaviours -rule out or address objectives; the
-these students often other conditions which behavioural
have histories of may be precipitating strategies used
profound problems, or contributing to the to achieve the
and present as very behaviour (e.g., goals and
vulnerable, fragile hearing loss, learning measures for
students who are disabilities, side- tracking student
seriously 'at risk' in effects of medication); achievement of
classroom and other -clarify the the goals
environments without characteristics of the -if applicable,
extensive support. behaviour disorder or specification of
mental illness; the components
-address the possibility of the curriculum
of other medical or that will be
health impairments; adapted and/or
-contribute to the modified
process of planning -the resources
and evaluating the needed to
student's educational support the
 program. student
-the names of
staff responsible
(school,
community
agencies) for
implementing
the plan
K Mild Intellectual -Student “has -FASD -IQ is less than 70, -Individualized -EA
Disabilities intellectual functioning -drug introduced to the and above 45. goals with -Resource Teacher
that is 3 or more womb measurable -Counselor
standard deviations -accident resulting in objectives,
below the mean on an brain injury -Adaptations
individually and/or
administered Level C modifications
assessment instrument where
of intellectual appropriate,
functioning.” -The strategies
-Student “has to meet these
limitations of a similar goals, and
degree in adaptive -Measures for
functioning in at least tracking student
two skill areas achievement in
appropriate to the relation to the
student’s age.” goals
P Gifted -student demonstrates -Diagnosis is made by -Higher cognition Goal must -universal
an exceptionally high a team (in certain areas) address why teaching
capability in intellect, -teacher observations -heighted they are in the strategies
creativity, or skills in a including anecdotal awareness designation: -Teacher
certain area (often in records, checklists, -too focused or too Gifted -EA
more than one area). and inventories; narrow -Resource teacher
-they may -records of student -social coping -SBT
demonstrate an achievement including strategies -multi age cluster
intense focus in their assignments, -can have an area class
area of talent and/or portfolios, grades and of deficit, which -gifted classes or
interest. outstanding talents, can lead to events (district
-they may also have interests and behavioural wide)
accompanying accomplishments; challenges -consultant of
disabilities -nominations by -perfectionism services
-students should not educators, parents, -mental health -dual credit
 be expected to have peers and/or self; courses for high
strengths in all areas -interview of parents scchool students
of intellectual and students; and
functioning. -formal assessments
to Level C of cognitive
ability, achievement,
aptitude and
creativity. A student
who is talented in
areas other than
academics should also
have an assessment of
intellectual abilities, as
it is important
information for
educational planning
Q Learning -Persistent difficulty -FASD -Oral language Goal must -EA
Disabilities learning and -asphyxiation at birth -Reading address the -Teachers with
-Average or above -drugs introduced to -Written language learning specialist
average cognitive the womb -Mathematics disability responsibilities for
ability and supporting
-Weaknesses in students with
cognitive processing. learning
disabilities
-counselor (if the
student’s learning
disability starts to
affect their
behaviour)
R Students -behaviours such as -analyze the student's -behaviours such Goal must -in-depth therapy,
Requiring aggression (physical, functional behaviours as aggression (of a address the counselling and/or
Behaviour emotional or sexual in various settings and physical, behaviour support for the
Support or nature) and/or with different people emotional or requiring support student or family
Students with hyperactivity; who regularly are a sexual nature) in the community
Mental Illness -behaviours related to part of her/his and/or -pharmacological
social problems such environment hyperactivity; treatment as
as delinquency, (functional behaviour -behaviours prescribed and
substance abuse, child assessment); related to social monitored by a
abuse or neglect. -integrate information problems such as physician.
from the different delinquency,
 -the frequency or aspects of a student's substance abuse,
severity of the life; child abuse or
behaviours or negative -focus on strengths as neglect.
internalized states well as needs;
have a very disruptive -rule out or address
effect on the other conditions which
classroom learning may be precipitating
environment, social or contributing to the
relations or personal behaviour (e.g.,
adjustment; and hearing loss, learning
-they demonstrate the disabilities, side-
above behaviour(s) or effects of medication);
conditions over an -clarify the
extended period of characteristics of the
time, in more than one behaviour disorder or
setting and with more mental illness;
than one person -address the possibility
(teachers, peers); and of other medical or
-they have not health impairments;
responded to support -contribute to the
provided through process of planning
normal school and evaluating the
discipline and student's educational
classroom program.
management
strategies.

Designation Designation Typical Behavioural / Social-Emotional Learning Strategies to Support Meaningful Resources
Category Letter Category Name Challenges Inclusion and Belonging (Books, Websites, Blogs, Resource Programs,
(What needs to be explicitly taught to the student?) etc.)

A Physically
Dependent
- Whatever the focus is in goal 1 must - Classroom set up, physical - PISP
be directly taught to/for the student. arrangement of furniture -MAPS/MATH
- trying to create as much independence - Accessibility: table height, chair size, -CLBC
as possible. peers, student placement (with peers)
- strategies from IEP - Access to resources
- social emotional strategies: self- - Classroom community, inclusion,
regulation sense of belonging
 - scheduling for toileting
B Deaf and Blind - Whatever the focus is in goal 1 must
be directly taught to/for the student.
- trying to create as much independence
as possible.
- strategies from IEP
C Moderate to -Strategies from I.E.P.
Profound -Social emotional strategies: self-
Intellectual regulation
Disability
D Physical - Whatever the focus is in goal 1 must
Disability or be directly taught to/for the student.
Chronic Health - trying to create as much independence
as possible.
- strategies from IEP
E Vision - Whatever the focus is in goal 1 must
Impairment be directly taught to/for the student.
- trying to create as much independence
as possible.
- strategies from IEP
- Student is present as much as
possible
-electronic communication –voice
output device
- Classroom set up, physical - Provincial Outreach Program
arrangement of furniture for Deafblind Students
- Accessibility: table height, chair size, - Provincial School for the
peers, student placement (with peers) Deaf
- Access to resources - Provincial Resource Centre
- Classroom community, inclusion, for the Visually Impaired –
sense of belonging PRCVI or SET-BC
- Student is present as much as - Auditory Training Equipment
possible (ATE)
-OT/PT -SLP
-3-wheel walking bike
-intense direct instruction; -ISPP
-instruction in learning and -Provincial Outreach Program
compensatory strategies; and for Early Years (POPEY)
-adaptation of instructional practices -Inclusion Outreach
and assessment strategies. -SET-BC
- Classroom set up, physical -ISPP
arrangement of furniture -Inclusion Outreach
- Accessibility: table height, chair size, -Provincial Outreach Program
peers, student placement (with peers) for Fetal Alcohol Spectrum
- Access to resources Disorder (POPFASD)
- Classroom community, inclusion, -SET-BC
sense of belonging
- Student is present as much as
possible
- Counselling
- Visuals
- Universal Teaching Strategies
- Classroom set up, physical -Inclusion Outreach
arrangement of furniture -SET-BC
- Accessibility: table height, chair size, -Provincial Resource Centre
peers, student placement (with peers) for the Visually Impaired
- Access to resources
- Classroom community, inclusion,
sense of belonging
 - Student is present as much as
possible
F Deaf and Hard -Whatever the focus is in goal 1, must -language development, auditory -Provincial Education Review
of Hearing be directly taught to/for the student. management -Committee for Deaf Students
-trying to create as much independence -speech development, speech reading -Auditory Training Equipment
as possible. -sign language as required -Provincial Outreach Program
-strategies form IEP -deaf culture when appropriate. -Resource Centre
-a regular class with direct, frequent
support from a qualified itinerant
teacher of the deaf and hard of
hearing
-a resource room staffed by a teacher
of the deaf and hard of hearing
-a self-contained class staffed by a
teacher of the deaf and hard of
hearing who has access to the
appropriate support services
-an individual program for students
with hearing loss and additional
special needs
G Autism -Strategies from IEP - Classroom set up -POPARD
spectrum -Social/Emotional Strategies - Accessibility: table height, chair size, -BCAAN
Disorder -Socially adaptive behaviours and social peers, student placement (with peers) -SET-BC
responsiveness - Student is present as much as -ISPP
-Motor development possible -texts representing people
-Academic performance - Counselling with autism.
Typical behaviour challenges - Universal Teaching Strategies
-repetitive behaviour -focus on promoting socially adaptive
-challenges with relationships behaviours and social responsiveness
-turn taking -life skills
-rigid to change - Access to resources
-impulsive and compulsive behaviours - Classroom community

H Serious Mental -Whatever the focus is in goal 1 must be - consult with the parents and -part or fulltime placement in
Illness or directly taught to /for the student attempt alternate strategies to specialized learning
Intensive -trying to create as much independence manage the behaviour or support the environments until the
Behaviour as possible. student in the classroom student can be assisted to re-
Support -strategies from IEP -If these prove unsuccessful, the enter the regular classroom
teacher may seek assistance from on a full-time basis and/or
 other school-based services or from successfully enter the world
the school-based team. The teacher's of work.
observations should be incorporated -ISPP
into an identification and assessment -Jack Ledger House
process for educational purposes, as -The Maples Adolescent
should the assessments of other Treatment Center
professionals
K Mild -Whatever the focus is in goal 1 must be -intense direct instruction; -POPEY
Intellectual directly taught to /for the student -instruction in learning and -Inclusion Outreach
Disabilities -trying to create as much independence compensatory strategies; and -SET-BC
as possible. -adaptation of instructional practices -ISPP
-strategies from IEP and assessment strategies
P Gifted -Strategies from IEP - Classroom set up, physical -enrichment programs, in the
-Social/Emotional Strategies arrangement of furniture, creating a school, district, or community
safe space for all students
- Accessibility: table height, chair size,
peers, student placement (with peers)
- Access to resources
- Classroom community, inclusion,
sense of belonging
- Student is present as much as
possible
- Counselling
- Universal Teaching Strategies
-Access to extension lessons and
activities
Q Learning -Whatever the focus is in goal 1 must be -intense direct instruction; POPEI
Disabilities directly taught to /for the student -instruction in learning and PRCVI - SET-BC (only if their
-trying to create as much independence compensatory strategies; and vision and learning disability
as possible. -adaptation of instructional practices are connected)
-strategies from IEP and assessment strategies
R Students -Whatever the focus is in goal 1 must be -direct remedial, corrective, tutorial or -part or fulltime placement in
Requiring directly taught to /for the student skill-building instruction; specialized learning
Behaviour -trying to create as much independence -adapted or supplementary environments until the
Support or as possible. curriculum and materials; student can be assisted to re-
Students with -strategies from IEP -alternate instructional and/or enter the regular classroom
Mental Illness evaluation strategies, including on a full-time basis and/or
adjudicated provincial examinations; successfully enter the world
-use of equipment, including of work
computer and audiovisual technology; -Jack Ledger House
-social skills training; -The Maples Adolescent
-instruction and practice of self Treatment Center
advocacy skills; and
-learning strategies instruction.