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:

• an inability to build or to maintain interpersonal relationships
• excessive fears or anxieties
• a tendency to compulsive reaction
• an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof.

Major Indicators:

• A persistent pattern of non-compliant, defiant, physical and/or verbally aggressive behaviours observed within the school environment.
• Behaviours are frequent, intense and of such a duration that they compromise the student's learning and ability to be successful at school (for example behaviour is the reason they are not meeting their potential) and/or their behaviour is interfering with the learning of others.
• Behaviours continue despite the implementation of behaviour strategies and interventions.
• Accommodations have proven to be insufficient

Supporting Assessment:

School Documentation demonstrates that the nature, frequency, and severity of the behaviours are disruptive to the student's learning.

• Behaviours are not secondary to other medical, neurobiological, or other developmental disorders.
• All behaviours must be looked at in the context of functional/developmental age, and culture.
• Behaviour plan is in place.
• Consultation/involvement with Behavioural system staff and other appropriate support staff has occurred.
• A psycho-educational

A severe learning disorder that is characterized by:

a) disturbances in:

• rate of educational development ability
• to relate to the environment
• mobility
• perception, speech, and language

b) lack of the representational symbolic behaviour that precedes language.

Major Indicators:

• Persistent deficits in social communications and social interactions and restricted repetitive patterns of behaviour.

• Accommodations are insufficient.

• ABA strategies, interventions and transition supports are in place and in compliance with PPM140.

• Consultation with ABA and Autism system support staff and other appropriate support staff may occur.

Supporting Assessment:

• A diagnosis by a qualified medical practitioner belonging to the College of Physicians and Surgeons of Ontario or qualified member of the College of Psychologists of Ontario.

An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound.

Major Indicators:

• Student is not meeting the grade level expectations (modifications that include either a reduction in the number and/or complexity of the student’s current grade level expectations or modifications to a lower grade level).
• Accommodations are insufficient.
• Up to date audiology assessment report completed by an audiologist (preferably within 1 year).
• Recent speech and language assessment has been completed.
• WJ IV or equivalent standardized assessment of academic achievement has been completed.

Supporting Assessment:

• Audiology Assessment completed by a registered audiologist belonging to the College of Audiologists and Speech-Language Pathologists of Ontario that states a specific level of hearing loss.

A learning disorder characterized by an impairment in comprehension and/or the 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:

a) involve one or more of the form, content, and function of language in communication; and

b) include one or more of the following:

• language delay.
• dysfluency.
• voice and articulation development, which may or may not be organically or functionally based.

Major Indicators:

• Moderate to severe Receptive Language delay/impairment.

• Moderate to severe Expressive Language delay/impairment.

• Accommodations are insufficient.

• Language impairment is impacting their ability to access the curriculum.

• Remedial programming is essential

Supporting Assessment:

• Assessment by a Speech Language Pathologist belonging to the College of Audiologists and Speech Language Pathologists of Ontario

• Psycho-educational Assessment completed by or under the supervision of a qualified member of the College of Psychologists of Ontario.

• The student displays a moderate to severe delay in receptive and/or expressive language development, at or below the 5th percentile on standard measures that is not due to cultural or linguistic differences.

• WJ IV or equivalent standardized assessment of academic achievement has been completed when deemed appropriate by the school Resource Team.

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

Major Indicators:

• Difficult to understand speech that affects communication.

• The student displays a severe to profound impairment in articulation, phonology, motor speech and/or fluency that results in unintelligible (difficult to understand) speech.

• Accommodations/modifications are essential for orally expressing their knowledge and ideas.

Supporting Assessment:

• Assessment by a Speech Language Pathologist belonging to the College of Audiologists and Speech Language Pathologists of Ontario.

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 and 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; memory and attention; processing speed; perceptual-motor processing; visual-spatial processing; executive functions (e.g., self-regulation of behavior and emotions, planning, organizing of thoughts and activities, prioritizing, decision making).
• may be associated with difficulties in social interaction (e.g., difficulty in understanding social norms or the point of view of others); with various 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.

Major Indicators:

Difficulties in the development and use of skills in one or more of the following areas:

• reading
• writing
• mathematics
• work habits/learning skills
• Accommodations insufficient for meeting student needs.
• Psycho-educational assessment indicates that academic achievement is inconsistent with the intellectual abilities of the student (which are at least in the average range) and/or achievement that is only sustainable with high level of effort and/or extensive support.

Supporting Assessment:

• Assessment reports and results follow PPM 8.

• Psycho-educational assessment completed by or under the supervision of a qualified member of the College of Psychologists of Ontario.

• Assessment measures are based on Canadian norms where possible, are culturally sensitive, and are provided to the student in accessible format, as required (e.g., sign language, Braille, large print).

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.

Major Indicators:

• Performance scores on Canadian Cognitive Abilities Test (CCAT) and discussion at school Resource Team.
• Accommodations are insufficient to meet student need.

Supporting Assessment:

• CCAT results with a composite standard age score of at least 130 (98th percentile rank) which typically means 9th stanine results on two of three subtests.

• If from outside the board: Psycho-educational assessment completed by or under the supervision of a qualified member of the College of Psychologists of Ontario, with Canadian norms, at the 98th percentile rank or higher on a Full-Scale Intelligence Quotient (FSIQ) or General Ability Index (GAI).

• WJ IV or equivalent standardized assessment of academic achievement has been completed when deemed appropriate by the school Resource Team.

A learning disorder characterized by:

a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service.

b) an inability to profit educationally within a regular class because of slow intellectual development.

c) a potential for academic learning, independent social adjustment, and economic self- support.

Major Indicators:

• Student is not meeting grade expectations.

• Student requires accommodations/modifications to the pace, complexity and/or grade level expectations.

Supporting Assessment:

• Psycho-educational assessment completed by or under the supervision of a qualified member of the College of Psychologists of Ontario.

• Cognitive functioning that falls in the very low range.

• Not the result of impairments in vision, hearing, physical limitations, developmental disability, emotional problems, or cultural differences.

A severe learning disorder characterized by:

a) an inability to profit from a Special Education Program for students with mild intellectual disabilities because of slow intellectual development.

b) an ability to profit from a Special Education Program that is designed to accommodate slow intellectual development.

c) a limited potential for academic learning, independent social adjustment, and economic self- support.

Major Indicators:

• Student is not able to meet grade level expectations.

• Student is not able to perform age-appropriate activities of daily living and personal independence without assistance.

• ccommodations are insufficient.

Supporting Assessment:

• Assessments meets the criteria of an Intellectual Disability as defined in the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM5).

• Psycho-educational assessments completed by or under the supervision of a qualified member of the College of Psychologists of Ontario.

• Medical Assessments completed by qualified member of the College of Physicians and Surgeons of Ontario may be accepted.

• Cognitive functioning that falls in the very low to extremely low range with significant delays in adaptive functioning.

• Assessment measures are based on Canadian norms where possible; are culturally sensitive and are provided to students in an accessible format, as required.

• Not the result of impairments in vision, hearing, physical limitations, emotional problems, or cultural differences.

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 students without exceptionalities who are of the same age or developmental level.

Major Indicators:

• Physical limitation where accommodations and modifications are essential for the student to access the curriculum and/or alternate program.

Supporting Assessment:

• Diagnosis by a qualified medical practitioner belonging to the College of Physicians and Surgeons of Ontario.

• Occupational Therapy or Physical Therapy assessment may be required to delineate functional needs.

A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely.

Major Indicators:

• Accommodations are extensive.

• Accommodations have proven to be ineffective.

Supporting Assessment:

• Diagnosed by an Ophthalmologist, certified by the Ontario College of Optometrists.

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 teacher’s holding qualifications in Special Education and the provision of support services appropriate for such disorders, impairments, or disabilities

Criteria for identification​​​​​​:

• Student meets the criteria for identification in two or more exceptionalities with supporting documentation and/or assessment provided by the appropriate practitioners.