The following are the Ministry mandated Categories of Exceptionalities with aligned Dufferin-Peel expanded descriptions. For further information on the Ministry Categories please refer to the Ministry of Education and/or the home school.
Category: Behaviour
Exceptionality: Behaviour
Ministry Category of Exceptionalities and Definitions:
A learning disorder characterized by specific behaviour problems over such a 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 the following:
- inability to build or maintain interpersonal relationships;
- excessive fears or anxieties;
- tendency to compulsive reaction; and/or
- the inability to learn which cannot be traced to intellectual, sensory, or other health factors, or any combination thereof.
Dufferin-Peel Catholic District School Board Expanded Description:
A behavioural exceptionality is defined as behavioural, social and/or emotional responses that are of such severity in terms of frequency, intensity and/or duration that the pupil’s performance within the school setting is adversely affected. These behaviours may be manifested as one or more of the following:
- inability to build or maintain interpersonal relationships;
- excessive fears or anxieties;
- tendency to compulsive reaction; and/or
- aggressive, hostile, or violent behavior.
These behavioural responses are not due to another known or identifiable exceptionality, and persist in more than one setting and with more than one individual, even though appropriate modifications in classroom management and changes in the pupil’s academic setting and/or program have been implemented.
Category: Communication
Exceptionality: Autism
Ministry Category of Exceptionalities and Definitions:
A severe learning disorder that is characterized by:
- disturbances in:
(a) rate of educational development
(b) ability to relate to the environment
(c) mobility
(d) perception, speech, and language; and - a lack of representational symbolic behaviour that precedes language.
Dufferin-Peel Catholic District School Board Expanded Description:
Included in this definition is Autism, Pervasive Developmental Disorder Not Otherwise Specified, Atypical Autism, Asperger’s Syndrome, Rett’s Syndrome and Childhood Disintegrative Disorder.
A significant impairment in the development of social relationships, verbal and non-verbal communication as diagnosed by an appropriately qualified medical practitioner, psychologist, or psychological associate. Symptoms may include:
- impairment in verbal and non-verbal communication;
- lack of appropriate social or emotional interaction with others;
- lack of showing, bringing, or pointing out objects of interest to others;
- failure to develop peer relationships;
- lack of make-believe-play or social imitative play;
- restricted, repetitive and stereotyped pattern of behaviour; and/or
- extreme variability of intellectual functioning.
Exceptionality: Deaf and Hard of Hearing
Ministry Category of Exceptionalities and Definitions:
An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound.
Dufferin-Peel Catholic District School Board Expanded Description:
Varying degrees of hearing that require amplification and perhaps specialist teaching in order to comprehend and acquire spoken language. Amplification may include hearing aids, cochlear implants and FM systems. A low percentage of deaf children may need sign language for communication.
Exceptionality: Language Impairment
Ministry Category of Exceptionalities and Definitions:
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:
- involve one or more of the form, content, and function of language in communication; and
- include one or more of the following:
(a) language delay;
(b) dysfluency; and/or
(c) voice and articulation development which may or may not be organically or functionally based.
Dufferin-Peel Catholic District School Board Expanded Description:
A learning disorder characterized by an impairment in the comprehension and use of oral and/or written language (listening, speaking, reading or writing), which significantly interferes with communication and academic achievement and may:
- involve one or more of the form, content and function of language in communication; and
- include one or more of the following:
(a) language delay or disorder; and/or
(b) phonological delay or disorder.
A language impairment differs from the category of learning disability in that it is not defined by a significant discrepancy between academic achievement and assessed intellectual ability. A language impairment often co-exists with a speech impairment, specifically an articulation and/or phonological disorder. Very young children with language impairment may be re-assessed at a later grade level and may be identified with a learning disability or with another exceptionality (i.e., Mild Intellectual Disability, Behaviour, Autism/Pervasive Developmental Disorder, or Developmental Disability).
Exceptionality: Speech Impairment
Ministry Category of Exceptionalities and Definitions:
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.
Dufferin-Peel Catholic District School Board Expanded Description:
An impairment in speech production which significantly interferes with the student’s communication and learning, (e.g. articulation and/or phonological disorder, dysfluency, apraxia, dysarthria, voice and resonance). A speech impairment may also be associated with other exceptionalities such as intellectual, developmental and physical exceptionalities.
Exceptionality: Learning Disability
Ministry Category of Exceptionalities and Definitions:
The Ministry of Education defines learning disability as 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:
- 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;
- results in (a) academic underachievement that is inconsistent with the intellectual abilities of the student (which are at least in the average range) and/or (b) academic achievement that can be maintained by the student only with extremely high levels of effort and/or with additional support;
- 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;
- may typically be associated with difficulties in one or more cognitive processes, such as phonological processing; language 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 and problem solving);
- 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;
- 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.
Dufferin-Peel Catholic District School Board Expanded Description:
Learning Disability should be diagnosed by an appropriately qualified psychologist or psychological associate. Average intellectual functioning is interpreted as being in the broad average, or potentially average, range.
Please see PPM 8 (https://www.edu.gov.on.ca/extra/eng/ppm/ppm8.pdf) for more information on Recognition and Identification of Learning Disabilities and Program Planning.
Category: Intellectual
Exceptionality: Giftedness
Ministry Category of Exceptionalities and Definitions:
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.
Dufferin-Peel Catholic District School Board Expanded Description:
To be identified as gifted within the Dufferin-Peel Catholic District School Board, a student must score at or above the 98th percentile on the Full Scale IQ or General Ability Index (Wechsler Intelligence Scale for Children, Fifth Edition) or at or above the 98th percentile on the Wechsler Adult Intelligence Scale, Fourth Edition, or at or above the 98th percentile on the Overall IQ (Stanford-Binet Intelligence Scales, Fifth Edition) They may be identified at any age and in any grade.
* Canadian norms will be required for the Wechsler scales as of September 2005
Characteristics of students with gifted intellectual ability may include:
- giftedness that is not always apparent in regular curriculum areas and is not always demonstrated in the achievement of high grades;
- an unusually advanced degree of general intellectual ability;
- an unusually strong aptitude in a particular area; and/or
- a requirement for differentiated programming and learning experiences of a depth and beyond those normally provided in the program in the regular classroom, to satisfy the level of educational potential indicated.
Exceptionality: Mild Intellectual Disability
Ministry Category of Exceptionalities and Definitions:
A learning disorder characterized by:
- an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service;
- an inability to profit educationally within a regular class because of slow intellectual development; and
- a potential for academic learning, independent social adjustment and economic self-support.
Dufferin-Peel Catholic District School Board Expanded Description:
Students with a Mild Intellectual Disability display:
- intellectual functioning that is in the mild range of intellectual disability, as measured on an individual test of intellectual ability. Care must be taken to ensure that the instruments are suitable for the student’s socio-cultural background, native language, education, associated communication, motor and sensory handicaps, motivation and cooperation;
- academic achievement is well below average and is commensurate with the student’s intellectual ability. These students are able to meet some curriculum expectations with support; and
- a requirement for intensive programming to realize their potential. They will require modified programs and/or different individualized programs. They may require extra time to achieve their goals at their own pace. It is also important to offer opportunities to develop practical life skills that will enhance their independence in the school and in the community.
Exceptionality: Developmental Disability
Ministry Category of Exceptionalities and Definitions:
A severe learning disorder characterized by:
- an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development;
- an ability to profit from a special education program that is designed to accommodate slow intellectual development; and
- a limited potential for academic learning, independent social adjustment, and economic self-support.
Dufferin-Peel Catholic District School Board Expanded Description:
Students with a Developmental Disability display:
- varying degrees of intellectual disability, which are below the mild range of intellectual disability, as measured on an individual test of intellectual ability. Care must be taken to ensure that the instruments are suitable for the student’s socio-cultural background, native language, education, associated communication, motor and sensory handicaps, motivation and cooperation;
- concurrent disabilities in at least two areas of adaptive functioning (i.e., how effectively individuals cope with common life demands and how well they meet the standards of personal independence of someone in their particular age group, socio-cultural background, and community setting): communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health and safety. Adaptive functioning may be influenced by various factors including education, motivation, personality characteristics, social and vocational opportunities and other associated medical conditions. It is essential to gather information from two or more reliable sources (parents, teacher, medical history, etc.) As with the intellectual assessment, care must be taken to ensure that the instruments are suitable for the student’s socio-cultural background, education, associated handicaps, motivation and cooperation;
- academic achievement is well below average and is commensurate with the student’s intellectual ability. The student’s ability to meet provincial curriculum expectations will vary according to the student’s strengths and weaknesses; and
- requirement for intensive programming to realize their potential. They will require modified programs and/or different individualized programs. They may require extra time to achieve their goals at their own pace. It is also important to offer opportunities to develop practical life skills that will enhance their independence in the school and in the community.
Category: Physical
Exceptionality: Physical Disability
Ministry Category of Exceptionalities and Definitions:
A condition of such severe physical 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.
Dufferin-Peel Catholic District School Board Expanded Description:
An ongoing condition that may limit physical functioning and may require adaptations and assistance, according to the degree of disability. Students may experience difficulty with fine motor and gross motor development; require specialized equipment and/or adaptations to programme goals and learning expectations, and may require adaptations to school environment.
Many students with physical disabilities may access the school curriculum and participate academically and socially in regular school classes. They may require minimal to moderate accommodations, and may also require special equipment.
Other students with chronic health needs may require a great deal of assistance with activities of daily living and may require ongoing medical intervention.
Exceptionality: Blind and Low Vision
Ministry Category of Exceptionalities and Definitions:
A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely.
Dufferin-Peel Catholic District School Board Expanded Description:
Varying degrees of vision which interfere with progress in a regular educational programme and result in the need for special materials, teaching strategies, classroom accommodations and equipment to facilitate learning (e.g. print modifications, braille instruction and materials).
Exceptionality: Deaf Blind
Ministry Category of Exceptionalities and Definitions:
Note: The Ministry of Education does not include this category; nor is a definition of this category provided within the Memorandum of January 15th, 1999.
Dufferin-Peel Catholic District School Board Expanded Description:
Deafblindness is a total or partial loss of both vision and hearing, such that neither of these senses can be used as the primary means of learning.
Identification must be supported by assessment from the W. Ross MacDonald Provincial School for the Blind and Deaf Blind.
Category: Multiple
Exceptionality: Multiple Exceptionalities
Ministry Category of Exceptionalities and Definitions:
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.
Dufferin-Peel Catholic District School Board Expanded Description:
Multiple exceptionalities may include any combination of exceptionalities that are of such a nature as to require a multifaceted approach to meet the student’s unique needs.