Definitions of Exceptionalities SE10

For the purpose of subsection 8 (3) of the Education Act, R.S.O. 1990, Chapter 129, the exceptionalities of pupils are those set
out below by exceptionality grouping, specific exceptionality identification, and specific exceptionality definition.

Exceptionality Grouping Exceptionality Definition

A. Behavioural Exceptionality A learning disorder characterized by specific
behaviour problems over such period of time,
and to such a marked degree, and of such a
nature, as to adversely affect educational
performance and that may be accompanied by
one or more of:
a) an inability to build or to maintain
interpersonal relationships;
b) excessive fears or anxieties;
c) a tendency to compulsive reaction;
d) the inability to learn that cannot be
traced to intellectual, sensory, or
other health factors, or any
combination thereof.
B. Communication Exceptionality 1. Autism A severe learning disorder that is characterized
by:
a) disturbances in:
I. rate of educational development;
II. ability to relate to the environment;
III. mobility;
IV. perception, speech, and language;
b) lack of the representational symbolic
behaviour that precedes language.
2. Deaf & Hard of Hearing An impairment characterized by deficits in
language and speech development because of a
diminished or non-existent auditory response to
sound.
3. Language Impairment A learning disorder characterized by an
impairment in comprehension and/or use of
verbal communication or the written or other
symbol system of communication, which may
be associated with neurological, psychological,
physical, or sensory factors, and which may:
a) involve one or more of the form,
content, and function of language in
communication; and
b) include one or more of the following:
I. language delay;
II. dysfluency; and
III. voice and articulation development,
which may or may not be organically or
functionally based.
4. Speech Impairment A disorder in language formulation that may be
associated with neurological, psychological,
physical, or sensory factors; that involves
perceptual motor aspects of transmitting oral
messages; and that may be characterized by
impairment in articulation, rhythm, and stress.
5. Learning Disability One of a number of neurodevelopmental
disorders that persistently and significantly has
an impact on the ability to learn and use
academic and other skills and that:
a) affects the ability to perceive or process
verbal or non-verbal information in an
effective and accurate manner in students
who have assessed intellectual abilities that
are at least in the average range;
Exceptionality Grouping Exceptionality Definition
Learning Disability (continued) b) results in (I) academic underachievement
that is inconsistent with the intellectual
abilities of the student (which are at least in
the average range) and/or (II) academic
achievement that can be maintained by the
student only with extremely high levels of
effort and/or with additional support;
c) results in difficulties in the development and
use of skills in one or more of the following
areas: reading, writing, mathematics, and
work habits and learning skills;
d) may typically be associated with difficulties
in one or more cognitive processes, such as
phonological processing; memory and
attention; processing speed; perceptual-
motor processing; visual-spatial processing;
executive functions (e.g., self-regulation of
behaviour and emotions, planning,
organizing of thoughts and activities,
prioritizing, decision making);
e) may be associated with difficulties in social
interaction (e.g., difficulty in understanding
social norms or the point of view of others);
with various other conditions or disorders,
diagnosed or undiagnosed; or with other
exceptionalities;
f) is not the result of a lack of acuity in hearing
and/or vision that has not been corrected;
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.
C. Intellectual Exceptionality 1. Giftedness An unusually advanced degree of general
intellectual ability that requires differentiated
learning experiences of a depth and breadth
beyond those normally provided in the regular
school program to satisfy the level of
educational potential indicated.
2. Mild Intellectual Disability A learning disorder characterized by:
a) an ability to profit educationally within a
regular class with the aid of considerable
curriculum modification and supportive
service;
b) an inability to profit educationally within a
regular class because of slow intellectual
development;
c) a potential for academic learning,
independent social adjustment, and economic
self-support.
3. Developmental Disability A severe learning disorder characterized by:
a) an inability to profit from a special education
program for students with Mild Intellectual
Disabilities because of slow intellectual
development;
b) an ability to profit from special education
program that is designed to accommodate
slow intellectual development;
c) a limited potential for academic learning,
independent social adjustment, and
economic self-support.
Exceptionality Grouping Exceptionality Definition
D. Physical Exceptionality 1. Physical Disability A condition of such a severe physica1
limitation or deficiency as to require special
assistance in learning situations to provide the
opportunity for educational achievement
equivalent to that of pupils without
exceptionalities who are of the same age or
developmental level.
2. Blind & Low Vision A condition of partial or total impairment of
sight or vision that even with correction affects
educational performance adversely.
E. Multiple Exceptionality A combination of learning or other disorders,
impairments, or physical disabilities, that is of
such nature as to require, for educational
achievement, the services of one or more
teachers holding qualifications in special
education and the provision of support services
appropriate for such disorders, impairments or
disabilities.