Glossary of Terms
Exceptional pupil
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a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program by a committee, established under subparagraph iii of paragraph 5 of subsection 11(1), of the board,
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of which the pupil is a resident pupil,
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that admits or enrols the pupil other than pursuant to an agreement with another board for the provision of education, or
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to which the cost of education in respect of the pupil is payable by the Minister (OME, 2017)
Giftedness
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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. (OME, 2017b, p. A16)
Multi-disciplinary team
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a team that includes the school psychologist, at least a principal and/or vice principal, the Learning Support Teacher, classroom teacher, speech and language pathologist as needed, and Learning Support Consultant. They recommend alternate strategies to challenge and motivate a student and manage the screening process of the student. The team may meet several times over the course of a school year to consult about the same student (OCDSB, 2015).
Special education program
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an educational program that is based on and modified by the results of continuous assessment and evaluation and that includes a plan containing special objectives and an outline of educational services that meets the needs of the exceptional pupil (OME, 2017a)
Special education Services
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facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program (OME, 2017b)
Tiered interventions
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used to support the individual needs of the gifted learner. There are a variety of interventions that may be appropriate depending of the learner.
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the tiered approach to ongoing prevention and intervention embodies principles of universal design for learning and differentiated instruction, offers a systematic method for the early identification of students who are experiencing particular difficulties, and through ongoing monitoring of their progress, provides the precise level of support those students need (OME, 2013)
