Glossary

Purposefully grouping a student with those who have a slightly higher level of ability on a specific skill with the purpose of embedded peer support.

Providing students with options on activities to demonstrate what they know.

Separate space for quiet and distraction-free testing and/or near necessary supports unavailable in the typical assessment setting.

A combination of non-traditional work practices, settings, and locations that can supplement or even replace traditional workspaces.

Technology (e.g., a computer), tools (adapted scissors) or a program (e.g., text-to-speech software) to help students complete their work, focus on a task, access an activity, or support their learning.

Refers to any device or system that helps students perform functions that they may find difficult or impossible. Assistive technology includes a wide variety of tools ranging from simple (low tech) to very complex (high tech).

Communication systems that are used alongside (augmentative) or in place of (alternative) spoken and/or written communication, particularly for students with difficulties in speech-language production and/or comprehension.

Pairing up a student with an exceptionality with another student to enrich their opportunities for social and academic learning.

Breaking assessments into smaller more manageable parts to reduce the cognitive load and the information processing required by the student and to increase the student’s ability to demonstrate their knowledge.

Grouping students for learning on a specific topic or skill.

Using different colours to signify meaning in a text or lesson to help with organization (e.g. colour by topic/ category), comprehension (e.g., colour by question type), or other activity or skill. Colour cues can be consistently incorporated in teaching materials, student work, and any other contexts that might be useful to the student.

Any computer-based support that can help students more readily access or participate in lessons or activities. Computer options are considered a subset of assistive technology (AT) with specific focus on computer-based AT supports.

Any tangible material that can be used by a student to better understand a specific concept or skill. Use of materials should be helpful in promoting increased understanding and/or skill accuracy.

Written agreement between a student and teacher (and often parents) describing specific academic or behavioural goals/ expectations as well as expected outcomes. While contracts can be made for an entire class (social contracts), in the case of IEP accommodations they are created for a particular student (individual contracts).

a reaction or comment to something a student has done based on the learning outcomes specified. This feedback includes praise for something done well and suggestions for improvement when needed

Acting out information such as steps in a task or an abstract concept using physical gestures and modeling to assist in understanding and learning of a skill or concept.

Ensuring that students who have trouble transcribing or processing information are provided with a complete copy of all notes for a lesson/class in advance.

Extra time to complete assessments

Providing students with extra time to think before they are required to respond to questions or begin a task.

Using a gesture to direct a student’s attention without giving additional verbal information.

Visual tool such as a Venn diagram or charts that visually organizes information and illustrates relevant relationships.

Structured learning environment including clear guidelines around time and activities in each class which supports the student’s ability to understand expectations and complete tasks with maximum independence.

Enlarging print text or enabling text enlargement on a computer to increase text clarity and readability for individuals with visual impairment

Physical or virtual objects that students can use to represent and explore abstract concepts in class, at home, or in any other learning environment.

A type of graphic organizer that supports student organization of their thinking on a topic. Typically, the mind map is centered on a keyword with designated spaces surrounding for related information, ideas, and facts. Resulting is a tool that visually organizes thinking on a topic to enhance a student’s ability to think and communicate on a given topic.

Intentionally identifying and reducing extraneous auditory input for students who have trouble filtering and selecting important input to increase student focus and engagement.

Separating structured activities by adding break time in between to help a student rest and before returning their effort and focus on a specific task.

A signal or system of signals established between a teacher and student, not involving verbal communication, that can be used to help the student focus their attention or highlight important of information.

Providing individualized instruction and/or support to the student on note-taking, such as providing an alternative format (e.g., fill-in-the-blanks template, graphic organizer, or assistive technology) to better support the student’s ability to glean essential information and fully engage in the course content.

One-on-one coaching and embedded support to increase note-taking skills.

Providing students with the opportunity to respond verbally, live or recorded, in place of written or another format, to demonstrate knowledge and understanding

Modeling, teaching, and supporting strategies to aide memory and efficiency in recording, prioritizing, and completing day to day and long-term tasks.

Assigning the student a partner to assist with class work or projects that are slightly more advanced than the student can complete alone.

A visual schedule, often personalized for the student, that depicts the daily or activity-based schedule to support student understanding of and transition from one activity to the next.

Verbal and/or physical cues to return a student’s attention to the task at hand

Intentional student placement (e.g., classroom desk) near the teacher to increase quick access to support as well as to increase focus and attention.

Intentionally designed environments with reduced auditory input designed for focused work or a break from auditory input.

Intentionally simplistic design of physical handouts, online resources, or other visual displays to allow focus on the essential information.

Decreasing the amount and frequency of required questions, tasks, or components to avoid unnecessary repetition within an assessment.

Decreasing unnecessary stimuli from the classroom/ environment for students who struggle to process audio/visual stimuli.

The promotion and use of appropriate rewards/ incentives to promote positive behaviours, increasing the likelihood of the behaviour occurring again in the future.

Intentionally presenting vital information to a student on multiple occasions and potentially through multiple means (e.g., via on print, voice, online) to increase student engagement and success.

Repeating content of instructions or other information already been given but using different words and phrasing for clarity.

Providing a structured learning opportunity with embedded support that promotes success and growth toward independence as well as increased learning complexity and reduced supports.

A form of visual cueing that uses space to signal the type response needed (such as 2 empty lines on a worksheet indicating the need for a 2-word answer) to clarify expectations.

Conscious decisions about lighting use in the classroom to affect the student experience

Intentional selection of a seat or place in the classroom based on a student’s individual needs and the classroom context.

A workspace surrounded by a physical barrier (permeant or temporary) to enable students to study/ work with fewer visual distractions.

Embedding learning content with physically raised texture to highlight and guide accurate tracing (e.g., letters, numbers, shapes).

Audio recording of written material.

An array of strategies and tools focused on supporting student time management development over short (e.g., a lesson) and long (e.g., a course, term) periods of time.

Physical or digital chart where data and information about student effort, progress, as well as accommodations can be documented.

Allowing students to use headphones, either to cancel out any noise or to add specific sound (e.g., music), to support calming or focus during an activity or transition

Recording exactly what a student says in response to a prompt, question, or task, typically used to enter student response on an assessment.

Video recordings that capture the audio and visual elements of lessons that students can view at a later time.

A visual sign or symbol the teacher can use to cue a student to support them with carrying out a certain behaviour.

Visual or verbal cues that help students remember particular words necessary for a given context or activity.