Department of Education: Enrichment and Skill Development Programming
Students who require special education will present with a learning profile, informed through a comprehensive assessment, which indicates a need for individualized programming to support enrichment and/or skill development.
All students have a learning profile. The learning profile is a student’s unique learning preferences, strengths and needs. Understanding student learning profiles aids teachers in selecting instructional approaches and classroom strategies that benefit all learners.
When the service delivery team has questions and determines that additional information is required to inform a student’s learning profile and to support teaching and learning, a comprehensive assessment is required. A comprehensive assessment will consider a diagnosis; however, medical and psychological diagnoses do not determine special education programming and services.
Individualized programming may be provided in one or more of four skill development areas (academic, accessibility, adaptive, social-emotional/behavioural) or enrichment. Special education programming and application for services are decided by the student’s program planning team.
Information on the skill development areas and enrichment are linked below. Additional information on special education is also available on the Special Education: Family and Community Partners Hub.
Enrichment and Skill Development programming:
- enrichment programming ,
- academic skill development programming,
- accessibility skill development programming,
- adaptive skill development programming ,and
- social-emotional/behavioural skill development programming.
Special education programming to support enrichment is determined by a program planning team and informed by a Comprehensive Assessment Report. Special education programming for enrichment is considered when a student’s learning profile indicates that the student exhibits exceptional intellectual potential and/or performance:
- over a period of time; and
- when compared to others of the same age, experience, and environment.
Enrichment requiring special education is typically associated with superior/very high intellectual ability.
Students who have already covered the prescribed material, either in another jurisdiction or outside the public education system, do not require a comprehensive assessment or special education programming. In this case, educators’ consult with district curriculum staff who conduct a review of the teaching and learning the child received, and make programming recommendations. Likewise, students do not require special education programming for enrichment when their learning needs are met through differentiated instruction; universal design for learning; enrichment of universal instruction (RTL Policy); or pre-referral intervention (SDM).
Special Education Programming for Enrichment
Special education programming for enrichment may include:
- accommodations (SDM);
- modified prescribed courses (increased challenge);
- alternate curricular course (increased challenge).
- subject acceleration (including dual enrollment); and/or
- grade acceleration.
Special education programming for enrichment will include a Transition Plan.
A comprehensive assessment may determine that special education programming for enrichment co-occurs with a need for skill development in the following:
- accessibility skill development;
- academic skill development; and/or
- social-emotional/behavioural skill development.
Special education programming for enrichment does not co-occur with a need for adaptive skill development.
Special education programming to support academic skill development is determined by a program planning team and informed by a Comprehensive Assessment Report. A diagnosis will be considered; however a diagnosis does not determine special education programming.
Prior to a comprehensive assessment, the student must exhibit learning difficulty despite the provision of strong academic instruction in literacy and numeracy foundational skills. This will involve using the collaborative inquiry cycle and responsive teaching and learning practices such as:
- universal design for learning;
- differentiated instruction; and
- tiered approach to learning (RTL Policy) or pre-referral intervention (SDM).
Foundational skills in literacy are defined as the ability to comprehend and make sense of the message in language and text, and to be able to inform a response to that message. Some of these skills include:
- receptive and expressive language;
- phonological awareness;
- phonemic awareness;
- word reading accuracy;
- reading comprehension;
- reading fluency;
- spelling accuracy; and
- clarity/organization of written expression.
Foundational skills in numeracy are defined as the ability to comprehend and make sense of mathematics, inclusive of aspects of measurement, geometry, probability and statistics. Some of these skills include:
- number sense;
- operation sense;
- accurate and fluent calculations (including the efficient recall of arithmetic facts); and
- mathematical reasoning.
| ACADEMIC SKILL DEVELOPMENT | ||
| When a comprehensive assessment identifies that all four qualifiers exist for one or more of the following characteristics, then special education is required to support the learning of the prescribed curriculum. | ||
| Characteristics | Qualifiers | |
Literacy:
Numeracy: · Difficulties mastering number sense, number facts, or calculation
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1. Universal instruction and intensive intervention for the foundational skill have not been successful (RTL Policy); or pre-referral intervention has not been successful (SDM).
2. The affected academic skills are substantially and quantifiably below those expected for the individual’s chronological age. 3. The affected academic skills cause significant interference with academic performance as confirmed by individually administered standardized achievement or language assessments, as part of a comprehensive assessment. 4. The difficulties are not attributed to Adaptive Skill Development. |
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Special Education Programming for Academic Skill Development
Special education programming for academic skill development may include:
- accommodations;
- intensive intervention (determined by the Program Planning Team) for literacy and/or numeracy documented on a responsive teaching and learning record (RTL Policy) or alternate pre-requisite program (SDM); and/or
- modified prescribed courses (decreased challenge).
Special education programming for academic skill development will include a transition plan.
A comprehensive assessment may determine that special education programming for academic skill development co-occurs with a need for skill development in the following:
- accessibility skill development;
- social-emotional/behavioural skill development; and
- enrichment.
Special education programming for academic skill development will not co-occur with a need for adaptive skill development.
Accessibility Skill Development
Students who have a medical diagnosis related to physical functioning, vision, and/or hearing, which impacts their ability to access learning, require a comprehensive assessment to identify their specific learning needs. A comprehensive assessment may determine that special education programming and services to support accessibility skill development are required. This may co-occur with a need for skill development in the following:
- academic skills;
- adaptive skills;
- social-emotional/behavioural skills and/or
- enrichment.
Special education programming and services for accessibility skill development is outlined under the subcategories of physical; blind or visually impaired; and Deaf or hard of hearing.
Special Education Programming and Services for Accessibility Skill Development
- Physical
- A comprehensive assessment will consider the impact of a medical diagnosis affecting physical abilities on the student’s ability to access learning and the requirement for special education. Diagnoses that may require special education include acquired or congenital physical and/or motor impairment such as cerebral palsy, spina bifida, muscular dystrophy, arthritis, developmental coordination disorder, amputations, genetic disorders, etc.
- The physical impairment must interfere with the student’s functional ability at school and may include one or more of the following:
- paralysis;
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- altered muscle tone;
- unsteady gait;
- loss of, or inability to use, one or more limbs;
- difficulty with gross-motor skills such as walking or running; or
- difficulty with fine-motor skills such as buttoning clothing or pencil grip.
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Special education programming and services for accessibility skill development (physical) may include:
- accommodations;
- individualized transportation plan; and/or
- student assistant support.
Special education programming and services for accessibility skill development (physical) will include a transition plan.
Note: Any recommendations made by medical personnel for students’ medical care will be documented on a medical plan , and not as special education programming and services.
- Blind or Visually Impaired
A comprehensive assessment will consider the impact of a medical diagnosis affecting vision, on the student’s ability to access learning and the requirement for special education.
Special education programming and services for accessibility skill development (BVI) may include:
- accommodations for students with vision loss ranging from mild to severe;
- expanded core curriculum for students on prescribed or modified prescribed curriculum with one or more of the following:
○ visual acuity of 20/70 or less at near or distance in the better eye after correction
○ visual field of 20 degrees or less or a diagnosis of hemianopsia or bilateral scotomas
○ congenital or degenerative condition
○ Cortical Visual Impairment (CVI)
○ temporary eye condition where service is required for a limited time (determined on a case by case basis);
- orientation and mobility support
- individualized transportation plan; and/or
- student assistant support.
Special education programming and services for accessibility skill development will include a transition plan.
- Deaf or Hard of Hearing
A comprehensive assessment will consider the impact of a medical diagnosis affecting hearing, on the student’s ability to access learning and the requirement for special education.
Special education programming for accessibility skill development (DHH) may include:
- accommodations for students with hearing loss ranging from mild to profound;
- expanded core curriculum for students on prescribed curriculum or modified prescribed curriculum who have a moderate to profound hearing loss as follows:
○ there is a better ear average loss of 40db
○ there is a better ear average loss less than 40db, and assessment determines there is a need
○ language levels are impacted by hearing loss;
- individualized transportation plan;
- auditory-verbal therapy; and/or
- student assistant support.
Special education programming and services for accessibility skill development will include a transition plan.
Special education programming and services to support adaptive skill development is determined by a program planning team and informed by a Comprehensive Assessment Report. Significant difficulties with intellectual and adaptive functioning typically associated with intellectual disability (Diagnostic and Statistical Manual-5-TR) will likely require special education programming and services for adaptive skill development.
Intellectual function is usually measured with individually administered, standardized, and culturally appropriate tests of intelligence. Adaptive Skill Development Programming recognizes that some measures of IQ may be invalid for a number of reasons. Given this, students may avail of Adaptive Skill Development Programming using data sources (other than IQ scores) that inform an understanding of an individual’s cognitive profile. The data collected by the assessor would indicate that intellectual function is significantly affected.
The determination of adaptive skill development programming is strongly associated with the diagnosis of intellectual disability. However, in rare instances, the determination of adaptive skill development may occur in the absence of an intellectual disability diagnosis. When this happens, reassessment is required at least every five years to ensure that the option for alternate courses and alternate curriculum is still valid, and that the student’s individualized programming is addressing learning. Reassessment may be sooner than five years if there is an indication that the student’s learning profile has changed.
Students who require adaptive skill development present with marked difficulties in the skills required for daily life functioning. Adaptive skill development supports students in becoming more socially responsible and independent in their performance of daily activities. These skills are categorized under three broad domains.
- Conceptual Skills Domain:
- Special education programming and services focused on increasing the student’s functioning in areas such as memory, receptive and expressive language, reading, writing, math, problem solving, self-direction, and judgement in novel situations.
- Social Skills Domain:
- Special education programming and services focused on increasing the student’s functioning in areas such as emotional literacy, social-awareness, communication, relationship skills, leisure skills and social norms.
- Life Skills Domain:
- Special education programming and services focused on increasing a student’s functioning in areas such as self-care, home, school and community living, health and safety, and employability skills.
Special Education Programming and Services for Adaptive Skill Development
Special education programming and services for adaptive skill development is provided through a progression of individualized support. The program planning team considers the relationship between the student’s level of adaptive functioning and the demands of the provincial curriculum in determining the level of programming and services required.
Special education programming for adaptive skill development may include:
- For mild through moderate severity:
- accommodations;
- Intensive intervention (determined by the Program Planning Team) for literacy, numeracy and/or social-emotional learning (RTL Policy) /alternate prerequisite and/or non-curricular programs (SDM);
- modified prescribed course (decreased challenge);
- alternate course (non-curricular or curricular – decreased challenge);
- functional behavioural assessment;
- social-emotional/behavioural support plan with or without a response protocol;
- RTL Policy: Intensive intervention (determined by the Program Planning Team) for social-emotional learning is documented on a social-emotional/behavioural support plan, not on a responsive teaching and learning record.
- SDM: Individualized programming based on the results of comprehensive assessment which includes a functional behavioural assessment is documented on a record of alternate program and the revised 7-12 social-emotional/behavioural support Plan.
- individualized transportation plan; and/or
- student assistant support.
- For moderate through profound severity:
- accommodations;
- alternate curriculum;
- functional behavioural assessment;
- social-emotional/behavioural support plan with or without a response protocol;
- individualized transportation plan; and/or
- student assistant support.
Special education programming and services for adaptive skill development will include a Transition Plan.
A comprehensive assessment may determine that special education programming and services for adaptive skill development co-occurs with a need for accessibility skill development.
Special education programming and services for adaptive skill development will not co-occur with:
- academic skill development;
- social-emotional/behavioural skill development; or
- enrichment
Social-Emotional/Behavioural Skill Development
Special education programming and services to support social-emotional/behavioural skill development is determined by a program planning team and informed by a Comprehensive Assessment Report. Strong academic instruction in social-emotional learning foundational skills must occur prior to the comprehensive assessment and the comprehensive assessment will include a functional behavioural assessment. Strong academic instruction involves using the collaborative inquiry cycle and responsive teaching and learning practices including:
- universal design for learning;
- differentiated instruction; and
- tiered approach to learning (RTL Policy) or pre-referral intervention (SDM).
Foundational skills for social-emotional learning are defined as the ability to comprehend and exhibit:
- development of healthy identities;
- management of emotions;
- achievement of personal and collective goals;
- empathy for others;
- establishment and maintenance of supportive relationships; and
- attainment of responsible and caring decisions.
While a diagnosis is not required to determine the need for special education programming and services for social-emotional/behavioural skill development, it is expected that a student would either be seeing an appropriate health professional or has been/will be referred for further assessment and a possible diagnosis. The comprehensive assessment may inform such a referral.
| SOCIAL-EMOTIONAL/BEHAVIOURAL SKILL DEVELOPMENT | ||
| When a comprehensive assessment identifies that all seven qualifiers exist for one or more of the following characteristics, then special education is required to support the learning of the prescribed curriculum. | ||
| Characteristics | Qualifiers | |
| ● An inability to establish or maintain satisfactory relationships with peers or adults (includes deficits in using communication for social purposes or pragmatic language).
● The demonstration of a general mood of unhappiness. ● The demonstration of continued difficulty in coping with learning. ● An inability to regulate emotions or behaviours during normal conditions. ● The demonstration of physical symptoms or fears associated with personal or school problems. ● Difficulties in making responsible decisions affecting self and others. |
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Special Education Programming and Services for Social-Emotional/Behavioural Skill Development
Special education programming and services for social-emotional/behavioural skill development may include:
- accommodations;
- intensive intervention (determined by a program planning team) for social-emotional learning (RTL Policy) /alternate non-curricular program (SDM):
- RTL Policy: Intensive intervention determined by the Program Planning Team for social-emotional learning is documented on a social-emotional/behavioural support plan, not on a responsive teaching and learning Record.
- SDM: Individualized programming based on the results of comprehensive assessment which includes a functional behavioural assessment is documented on a record of alternate program and the revised 7-12 social-emotional/behavioural support Plan.
- individualized transportation plan;
- partial day programming; and/or
- student assistant support.
Special education programming and services for social-emotional/behavioural skill development will include functional behavioural assessment and a transition plan.
A comprehensive assessment may determine that special education programming and services for social-emotional/behavioural skill development co-occurs with a need for skill development in the following:
- accessibility skills;
- academic skills; and/or
- enrichment.
Special education programming and services for social-emotional/behavioural skill development does not co-occur with a need for adaptive skill development.