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Special Education Language – 10 Acronyms You Should Know
Ontario’s special education system has its own language. If you are the parent of a child recently identified as exceptional by the school board, you may get lost in the language during your first school encounters. There are many acronyms that are used by school administrators and school staff and most often they don’t think about the fact that parents may not understand their “language”. It is therefore up to the parents to familiarize themselves with the language of special education. In this article, I will explain the meaning of ten of the most important acronyms in special education.
IEP- Iindividual Eeducation Plan.
The IEP is a document that lists the strengths and needs, as well as the programs, services, accommodations, and supports required by a particular student. It lists yearly goals in each alternative or modified subject, as well as learning expectations for each term, which are determined by the student’s strengths and needs. A student does not need to be formally identified as an exceptional student to receive an IEP. But if the student is officially identified by an IPRC, Education Act Regulation 181/98 requires the student to receive an IEP.
ICRP-Iidentification, Place and Rmeet again VScommittee.
The IPRC is made up of at least three people, one of whom must be a principal or a supervisory officer of the school board. At annual meetings, where parents are invited to attend, the committee decides whether or not the student should be identified as exceptional and if so, which category of exception. They also decide on an appropriate placement for the student. Parents can either accept the decisions or appeal the decisions.
OEN – Ontario Eeducation NOTshadow
Parents will notice the OEN on school documents such as the report card. A unique OEN is assigned to every student in the province by the Department of Education. This same number will follow the student throughout his primary and secondary studies and will be indicated on all his school records.
SAR – Ontario Sstudent Rsave
The OSR is a record of a student’s academic progress at school. The content must be used by school personnel for the purpose of “improving the instruction” of the student, in accordance with the Education Act. Parents should be informed of the purpose of the DSO and its content. They must be authorized to have access to all the information contained in the OSR.
EQAO – Eeducation Qquality and Aresponsibility Odesk
EQAO is an independent agency that provides information on student achievement in Ontario based on periodic assessments. It’s basically looking at the performance of teachers, school boards and the education system in general. When students are in Grade 3 and again in Grade 6, they must take reading, writing and math tests administered by EQAO. They are also required to take a math test in grade 9. However, the director is authorized to exempt students from taking all or part of the tests if they cannot participate for reasons such as an intellectual disability.
SERT– Sspecial Eeducation Rresource Jeach
There is usually one in each school. As the name suggests, this teacher is a resource for regular teachers. He or she consults with classroom teachers regarding students who have IEPs and are placed in the regular classroom. In fact, SERT is usually the person responsible for developing the IEP for these students. Sometimes small groups of students are removed from the regular classroom into a resource room for more intensive math and language instruction. This class is managed by SERT.
EA – Eeducational Aassistant
EAs are assigned to classrooms, whether regular classes or small placements, to support students as part of a multidisciplinary team. They also help teachers with non-teaching tasks. In some school boards, EAs may perform the same duties as described below for ANS.
ANS – Sspecial NOTneeds Aassistant
The SNA supports students with special educational needs, usually in a special education class, under the supervision of a special education teacher. In addition to helping with their learning needs, duties may include assisting with student safety and physical needs, including hygiene and diet, as well as assisting with therapy sessions .
ABA-Aapplied Bbehaviour Ato analyse
ABA methods are best known for treating people with autism and other developmental disabilities. ABA methods are based on scientific principles of learning and behavior to build useful repertoires of behavior and reduce problematic ones. Undesirable behaviors are clearly defined and recorded, and antecedents and reinforcers of undesirable behaviors are analyzed. Individual programs are developed based on this information. The teacher must collect and analyze data on an ongoing basis to measure student progress in each area of the curriculum. The program should be modified as needed to maintain or increase a student’s success.
TO TEACH – Jtreatment and Eeducation of Autist and VScommunication disabilities Chchildren.
Intervention strategies include clear and explicit expectations, physical and visual structure, schedules, work systems and task organization. The aim is to enable children with autism to develop skills so that they can be independent of direct promptings from adults.
These ten acronyms are just the tip of the iceberg. Take the time to learn the “language” of special education and you will be a better advocate for your son or daughter with special needs.
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