Special Education

Teaching Students with Learning and Behavioural Differences
A Resource Guide for Teachers

Maintaining Effective Communication

If a student requires adaptations or modifications to the learning outcomes of the provincial curriculum, parents should be informed about these adjustments. In addition, in order to ensure consistency in programming, the adjustments should be documented where they can easily be accessed and used for future program development. In some cases, the adjustments will be documented in an Individual Education Plan (IEP). Refer to The Individual Education Plan for Students with Special Needs: A Resource Guide for Teachers for more information about IEPs. In other cases, if the student does not require an IEP, the adjustments can be documented on the report card or by placing a note in the student's permanent record file.

Adapted Programs

An adapted program retains the learning outcomes of the prescribed curriculum, but adaptations are provided so the student can participate in the program. These adaptations can include alternate formats, instructional strategies and assessment procedures. Students on adapted programs are assessed using the standards for the course/program and can receive credit toward a Dogwood graduation certificate. These students may be eligible for Adjudication so that appropriate adaptations can also be made to the administration of provincial exams in Grade 12. Adaptations include, but are not limited to:

  • advanced organizers to assist with following classroom lectures,
  • extended time for assignments or tests,
  • a learning assistance support block is scheduled to develop and practice study skills,
  • audio tapes or a peer helper to assist with assigned readings,
  • a computer to facilitate the completion of written assignments,
  • alternatives to written assignments to demonstrate understanding,
  • separate setting for tests and exams, and
  • supervised breaks for tests and exams.

Modified Programs

A modified program has learning outcomes which are substantially different from the prescribed curriculum, and specifically selected to meet the student's special needs. These learning outcomes are detailed on the student's IEP. When reporting on modified programs/courses teachers must use structured written comments rather than letter grades or percentage marks. Modified courses are not counted as credit toward a Dogwood graduation certificate. Some examples of modifications include:

  • A Grade 9 student could be learning how to manage a personal budget while other students are introduced to Algebra.
  • A Grade 5 student could be learning to recognize common signs while other students write booklets about safety.
  • Alternate assignments and/or tests, reduced in conceptual difficulty, are developed at a student's own level so that the student can achieve a feeling of success.
  • Only portions of the provincially developed learning outcomes are used for a specific student. For example, in a science class a student with learning differences is required to complete the learning outcomes in only two modules (weather and the environment) while the provincial curriculum requires the completion of six modules.