The Special Needs Population

Categories and Definitions

Chapter 3

Broad General Categories

• Many professionals and parents involved in Special Education…..different orientations…different vocabulary

• All agree on 6 broad general categories:-Intellectual and developmental differences

-Sensory disabilities-Communication Disorders-Physical and Health Difficulties-Behaviour Disorders-Combinations of above

5 Official Ministry Categories of Exceptionality

• Communications

- 5 sub-categories

• Behaviour

• Physical

-1 sub-category

• Intellectual

-3 sub-categories

• Multiple- any 2 or more co-existing from above list

Categories and Sub-Categories(Areas)

• Communication (Category)Sub-Categories:

1) Learning Disabilities2) Deaf and Hard of Hearing3) Autism4) Speech Impairment5) Language Impairment

Definitions: Appendix Page 221

Category: Behaviour

• No subcategories, but many different descriptors which include

• Mental health disorders/mental illnesses• Emotional disturbances• Socially maladjusted• Delinquent ( criminal behaviour )• Conduct DisordersForm a continuum from extreme aggression and acting

out behaviour to extreme withdrawal /shyness : Appendix p.221

Category: Intellectual

• Sub-Categories:

1.Gifted

2.Mild Intellectual Disability (M.I.D.)

-Slow learner, at times confused with L.D.

3. Developmental Disability

-Very low intellectual functioning ( <.1 %ile). and poorly developed ADAPTIVE Behaviour

Category: Physical

• Blind and Low Vision• Orthopaedic Concerns : Cerebral Palsy,

Muscular Dystrophy, Musculer Sclerosis, Spina Bifida, etc.

• Neurological Disabilities• Health Difficulties that interfere with

learningMinistry definition: Appendix p.222

Category: Multiple

• Combination of learning or other disorders, or physical disabilities

• Any 2 or more of the above sub-categories• Co-occuring or comorbid conditions• Require specialized teacher (s) (Special Education

AdditionalQualifications) AND• Specialized Equipment and…• Services of an Educational Assistant ( usually)

What Do the Numbers tell Us?

• Steady increase in numbers of Special Education students since inception of Bill 82

• Incidence data: the number of new cases identified over a period of time

• Prevalence data: total number of existing data• Example: At both elementary and secondary levels, L.D.

exceptionality is the largest segment of the exceptional population (high prevalence) and the most frequent new identifications ( high incidence rate)

High Incidence ExceptionalitiesElementary

• High Incidence and High Prevalence in descending order:1) Learning Disabilities - 3 to12) Giftedness3)Mild Intellectual Disability (M.I.D.)4)Behaviour *5)Language Impairment *6) Autism - fastest growing ( incidence)7) Developmental Disability

Low Incidence ExceptionalitiesElementary

• Low Incidence and Low Prevalence in descending order

1) Multiple Exceptionalities2) Physical Disability3) Deaf and H.of H.4)Speech Impairment5)Blind and Low Vision6) Deaf and Deaf-Blind ( alternative

program

Round Table Discussions

• Tables 1 and 2: What factors could account for the large increase in students identified as L.D. in secondary schools over elementary schools?

• Tables 3 and 4: There are over 3000 fewer students identified as Behavioural Exceptionality in secondary schools vs. elementary schools. What could account for this decrease in numbers?

• Tables 5 and 6: Why would it appear that the number of students who are speech impaired is greatly decreased in secondary from elementary?

• Tables 7 and 8: What factors could be causing the numbers of students being identified as Communications: Autism to be so drastically increasing at both elementary and secondary levels? What does an increase of 175 % in services for autism at secondary mean??????