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The document lists ministry exceptionalities and explains how placement types apply once per exceptionalities using a reference chart. It provides definitions, assessment evidence categories (classroom, educational, clinical, and parent/guardian input), and summarizes elementary and secondary placement options for multiple exceptionalities, including Behaviour and Communication: Autism, with learning support levels and class-based supports.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/section-e-placement-by-exceptionality-students-with-exceptional-pupil/502072/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/section-e-placement-by-exceptionality-students-with-exceptional-pupil/502072.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What evidence sources are used for Behaviour and Communication (Autism) assessments?","Question",{"text":112,"@type":113},"Evidence is organized into classroom evidence, educational assessments, clinical assessments, and parent/guardian input, including specific examples like ABC data, work samples, and relevant medical or psycho-educational documentation.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},502072,1791695615,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Section E  \nPlacement by Exceptionality  \nstudents who have been identified through an Identification Placement and Review Committee meeting as an Exceptional Pupil. The Ministry exceptionalities are:  \n• Communication: Autism  \n• Communication: Deaf Hard of Hearing  \n• Communication: Language Impairment  \n• Communication: Learning Disability  \n• Intellectual: Developmental Disability  \n• Intellectual: Gifted  \n• Intellectual: Mild Intellectual Disability  \n• Multiple  \n• Physical: Blind Low Vision  \n• Physical  \nMany of the placement types serve students with a variety of exceptionalities. Within this report, these placements will only appear once. Please use the reference chart to identify which exceptionalities are eligible for specific placements.  \nThis document provides a brief summary of the placement options available for  \n• Behaviour  \nOverview Of Exceptionality  \n\n| BEHAVIOUR |  |  |  |\n| --- | --- | --- | --- |\n| MINISTRY OF EDUCATION DEFINITION |  |  |  |\n| A learning disorder characterized by specific behaviour problems over such period of time, and to such a marked degree, and ofsuch a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following:\u003Cbr>a) significant difficulty to build or to maintain interpersonal relationships;\u003Cbr>b) excessive fears or anxieties;\u003Cbr>c) a tendency to compulsive reaction;\u003Cbr>d) an inability to learn that cannot be traced to intellectual, sensory, or health factors, or any combination thereof |  |  |  |\n| Assessment information and documentation presented at an IPRC for consideration regarding Identification and Placement |  |  |  |\n| Classroom Evidence | Educational Assessments | Clinical Assessments | Parent/Guardian Input |\n| • ABC data\u003Cbr>• frequency data\u003Cbr>• scatterplot\u003Cbr>• anecdotal notes\u003Cbr>• evidence of strengths\u003Cbr>• Student Portrait Maps\u003Cbr>• assessment of learning\u003Cbr>• learning preferences\u003Cbr>(e.g. , how does the child prefer to learn)\u003Cbr>• instructional strategies (e.g. , concrete examples, learning tools, and how you are teaching the student)\u003Cbr>• self-regulation and executive functioning strategies | • assessments relating to:\u003Cbr>• academic achievement\u003Cbr>• development\u003Cbr>• adaptive behaviour\u003Cbr>• social interaction | • medical documentation\u003Cbr>• psychiatric assessment\u003Cbr>• psycho-educational assessment\u003Cbr>• speech and language\u003Cbr>• adaptive skills | • parents/guardians are provided an opportunity to share relevant information about their child‘s needs prior to and/or at the IPRC this may include reports, media documentation, anecdotes, etc.\u003Cbr>• community advocates may attend with families |\n| Elementary Placement Options\u003Cbr>(Click on the placement links on the attached chart to read about each placement option) |  |  |  |\n| Regular Class – Resource Assistance\u003Cbr>In-School Support Program\u003Cbr>(Grade 1 – Grade 8) |  |  |  |\n| Secondary Placement Options\u003Cbr>(Click on the placement links on the attached chart to read about each placement option |  |  |  |\n| Regular Class – Indirect Support\u003Cbr>Learning Support Level 2 |  | Regular Class – Withdrawal Assistance\u003Cbr>Learning Support Level 1 |  |\n\n\n| COMMUNICATION: Autism |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| MINISTRY OF EDUCATION DEFINITION |  |  |  |  |\n| A severe learning disorder that is characterized by:\u003Cbr>a) “disturbances in rate of educational development; ability to relate to the environment; mobility; perception, speech, and language;\u003Cbr>b) lack of the representational symbolic behaviour that precedes language”. |  |  |  |  |\n| Assessment information and documentation presented at an IPRC for consideration regarding Identification and Placement |  |  |  |  |\n| Classroom Evidence | Educational Assessments |  | Clinical Assessments | Parent/Guardian Input |\n| • work samples\u003Cbr>• classroom evidence of learning and progress\u003Cbr>• observational data (i.e. , ABC charts, scatter plots, etc.) |  | • assessments relating to:\u003Cbr>o adaptive behaviour\u003Cbr>o social ","cbCaimgW8oPolo4t","https://ap.wps.com/l/cbCaimgW8oPolo4t","pdf",719324,52,"English","# Placement by Exceptionality\n## Overview of Exceptionality\n## Behaviour\n## Communication: Autism","[{\"question\":\"What evidence sources are used for Behaviour and Communication (Autism) assessments?\",\"answer\":\"Evidence is organized into classroom evidence, educational assessments, clinical assessments, and parent/guardian input, including specific examples like ABC data, work samples, and relevant medical or psycho-educational documentation.\"}]","Section E - Placement by Exceptionality - students with Exceptional Pupil | PDF",1791028541,131]