Case Study for Johnny by Panayiota Straight

The following is a case study completed on a student named Johnny (pseudonym). It contains
work from the Special Education Part 2 course, as well as components of a sample IEP for
Johnny.
Description of the Student
Johnny is a 12 year old student in grade eight, currently diagnosed as ADHD, ARND and ODD.
He is an only child who lives with his foster mom and additional foster siblings (of no relation).
Johnny originates from a remote First Nations reservation, but is currently in a foster home living
in town. Johnny is known for having a poor attendance record throughout his elementary school
year and a reputation of suspensions due to his defiant behaviour. He has no known medical
concerns at this time. Some more information about John is:
-He is a First Nations student who enjoys participating in cultural activities and loves to read
-He is a candidate for speech and language therapy support and occupational therapy (i.e. gross
motor skills)
-Struggles with expressing his emotions, and can have violent outbursts
-Enjoys miniature army men, using his technology and consistently moving (i.e. rocking chair,
fidgeting)
-Participates in classroom discussion, however does not put his own ideas forth and will repeat
what the previous person said, or mock his classmates (i.e. teasing, smart remarks etc).
-Struggles with fine motor and using his pencil
-Kinesthetic/ tactile learner who needs frequent breaks and chunking of information
Review of Assessment Data
The educational assessment I chose to complete with John is the Fountas and Pinnell
Literacy Assessment, which gives information regarding benchmarked reading levels (with
equivalent grade levels), and reports on accuracy, fluency, and detailed information and scores on
comprehension.
The Assessment begins by having the student read from a word list, and the score
indicates which book level to choose from (A-Z levelled readers). Each letter has a fiction or
non-fiction book. The student picks which book to read, and then the teacher reads the
introduction part out loud to the student. Johns reading test began at a level X reader, and he
chose the book which was a non-fiction text. John scored a below 90% accuracy rate, he did
not self-correct and therefore does not have a score for the self-correction ratio, and during the
Part Two Comprehension Conversation, he scored a 6/7, in the Excellent Comprehension
guide. According to the assessment, the level X reader is not in his independent or instructional
level, but rather considered to be a Hard text for him, due to the low scoring of his accuracy.
From the results on this assessment, I would include the following program implications
if he is to have a full IEP developed before the end of the year. I would also make note in his
profile about his strength in comprehending what he is reading despite his low accuracy score,
and his need to improve his accuracy rate.

Environmental During formal assessments, Johnny needs a quiet, calm space with
minimal distractions. Completing these assessments in the morning is crucial for John
because he is not as fatigued in the afternoon, and this allows him to focus better on the
task at hand. Johnny would also benefit from a rocking chair as he is quite frigidity and
the constant motion can help with brain stimulation (as per his occupational therapy
recommendation).

Writing Tasks - When writing, Johnny would benefit from using his google read and
write which is a speech to text software program. The program will help get Johnnys
thoughts down from his brain to his electronic device. With journal entries in class,
Johnny would benefit from having sentence starters or blanks to fill in, rather than a
blank page. For his Monday Journal, his page can already include On the weekend I
_____ which would help him focus more on the content of his writing.

Sample Accommodations to Johnnys Literacy Program

Effective Writing Instruction

NAME OF STRATEGY

Collaborative Writing
Success breeds success
Students are more likely to engage in writing tasks
that they find personally meaningful and that allow
them to experience success. (Pearson, 2014)

HOW I WOULD USE IT?

Ways to Use Collaborative Writing in the Classroom:

-Strategic groups depending on level of ability, peer
groups etc.

DEFINITION

Collaborative writing is an instruction, which

is arranged by creating opportunities where
adolescents work together to plan, draft,
revise and edit their writing compositions.
Collaborative writing demonstrates a strong
example of improving the quality of
students writing by working together and
engaging in the process.
Research shows that it is more effective than
having students write independently.
WHICH STUDENTS WOULD BENEFIT FROM IT?

All students would benefit from collaborative

writing. Collaborative writing would:
-Engage all learners

-Have a higher achieving student pair up or work with

another student who is a lower achieving student and
they both assist each other

-Allow students to support one another in

their writing abilities, students would also
learn from one another

-May be used with writing meanings, organization,

spelling, punctuation, generating ideas, creating a

-Allow students to share and collaborate their

ideas

draft, re-reading essays, editing essays, determining

which is the good copy, or final product evaluation

-Help to build vocabulary and sentence

structure

-Culminating projects or assessment pieces,

scaffolding the process by modelling

-Help to build classroom community

-Used as an instructional accommodation

Johnnys Communication Skills
Instructional Accommodation: Google Read & Write- literacy software program that supports
speech to text, acts as a talking dictionary, picture dictionary, word prediction, fact finder,
translator and allows the students the option to use a programmable highlighter that can also
build vocabulary lists, voice notes etc. Its a great program for individuals who are learning to
read, those who have dyslexia and other learning difficulties, and for anyone whose first
language isnt English. I think this would specifically benefit Johnny as he would be able to use
the highlighter if he came across a word he didnt know. The word prediction function would
help when he is typing, as he currently is able to identify the beginning sounds of words, but
struggles in sounding them out completely. Here is a quick YouTube video describing how
Google Read & Write works: https://www.youtube.com/watch?v=hwC_hJ7KmAg

Environmental Accommodation: Frequency Modulation (FM) System in the Classroom- Not

only do individuals with speech and hearing difficulties experience benefits from a personal FM
system, but even individuals with normal hearing benefit from this type of classroom
accommodation. While this would be a pricy accommodation to implement in classrooms, many
school districts have portable devices like this that can help with sound as this is a critical part
for students who may have hearing difficulties. If the classroom is not equipped with this,
teachers and SERTS can look into individual units that may travel to different classrooms where
there are higher needs.

Assessment Accommodation: Verbatim Scribing- Have someone write word for word and jot
down exactly what the individual is communicating as a form of an assessment accommodation.
In thinking specifically for Johnny, this would be an appropriate accommodation for him as he
struggles with fine motor tasks and putting pencil to paper. When trying to gather information
about the content of his writing, having a verbatim scriber would help with this. Other possible
assessment accommodations could include a reduction in the number of tasks, while still having
the same concept, as well as extended time for completion.

Technology for John

Google Read Write & Gold would specifically help Johnny as I know his family has a
laptop at home, and the laptop in my classroom has the app installed already. Also Johnny is
very interested in technology so he will be excited to learn from this tool. I specifically chose
this app for the speech to text option and word prediction, which is appropriate for an emerging
reader/ writer. While the app would be difficult to navigate for younger students working on
their own, the adult to student ratio in my classroom lends itself well to having a student working
on a laptop and having the necessary support nearby. If class sizes were to grow rapidly or if
there were higher needs other than this particular student, then I would need to consider other
options that would support more students at one time.

*See below for a sample IEP that can be used for a student such as John.

IE
P

Individual
Education Plan
REASON FOR DEVELOPING THE IEP
Student identified as
exceptional by IPRC

Student not formally identified but requires special education

program/services, including modified/alternative learning
expectations and/or
accommodations

STUDENT PROFILE

Name:

JOHNNY CANDY

Gende
M
r:

Date of
Birth:

School
SCHOOL BOARD X
:
Student
Principal
123-456-789
MR. SEUSS
OEN/MIN:
:
Current Grade/Special
School
GRADE 7
Class:
Year:
Most Recent IPRC
SEP.
Date Annual Review Waived by
Date:
10/2015
Parent/Guardian:
Exceptionality:

JULY 2,
1234

2015-2016
FEB.
2015

MULTIPLE EXCEPTIONALITIES

IPRC Placement Decision (check one)

Regular class with indirect support

Special education class with partial

Regular class with resource

assistance
Regular class with withdrawal
assistance

integration
Special education class full-time

ASSESSMENT DATA

List relevant educational, medical/health (hearing, vision, physical, neurological),

psychological, speech/language, occupational, physiotherapy, and behavioural
assessments.
Information Source
Date
Summary of Results
Occupational Therapy Report Jan 10John struggles with fine motor skills such
2011
as pencil grip and hand strength. Specific
delay in the area of visual motor
integration.
Mar
17Speech/Language Pathologist
Below average receptive and expressive
2011
Assessment
skills. Articulation skills in the average
range. Accuracy rate and language skills
seem to be dependent on behaviour.
Occupational Therapy Report Nov 30John has difficulty with change in
2011
environment and routine. He has poor
attention span and becomes increasingly
agitated. He was able to focus on tasks
that are presented one at a time. Therapy
will continue 2x per month for the
remainder of the term.
Mar 7Psychological Assessment
Johns overall intellectual ability is in the
2012
borderline range. Exhibited average
perceptual reasoning abilities.
Jan 16PM Benchmarks (Reading)
John scored a level 28 (later grade 3) in his
2013
reading and comprehension abilities as
measured by PM Benchmark assessment
Jan 18CASI (Reading
John scored an overall level 2 on his CASI
2013
Comprehension)
assessment
Speech/Language Pathologist May 20Evidence of difficulty formulating
2015
Assessment
sentences and sequencing. Receptive
language skills are mildly delayed.
May
20Northwestern Ontario FASD
Diagnosis of ARND. Evidence of difficulty
2015
Diagnostic Clinic
with memory, adaptive functioning,
academic achievement, impulse control,
attention and behaviour.
Occupational Therapy Report May 27Evidence of difficulty with motor
2015
coordination and significant sensory
processing difficulties.
June
2Speech/Language Pathologist
Evidence of difficulty in expressive and
2015
Assessment
receptive language skills. Evidence of

difficulty in following instructions and

recalling spoken directions.
STUDENTS STRENGTH AND NEEDS

Areas of Strength
Reading decoding
Reading comprehension
Physically active in outdoor and gym setting
Visual perceptual skills
Perceptual reasoning
Gross motor skills

Areas of Need
Math calculation
Applied math
Spelling
Writing
Social Skills
Fine motor coordination
Self-control
Verbal comprehension
Working memory
Processing speed
Expressive language

Health Support Service/Personal Support Required

No
- Parent/Guardian or Student if 16+
- Classroom observations
- Previous IEP
- Ontario Student Record (OSR)
- Students Current Work
- Latest Report Card
- Formal Assessment Reports

Yes (list below)

SUBJECTS, COURSES, OR ALTERNATIVE PROGRAMS TO WHICH THE IEP APPLIES

Identify each as Modified (MOD), Accommodated only (AC), or Alternative (ALT)

1
.
2
.

Behaviour

3
.
4
.
5
.

English (all
strands)
Mathematics
(all strands)
Geography

Daily Living
Skills

ALT
MOD

AC

MOD

AC

MOD

AC

MOD

AC

MOD

AC

ALT

ALT
ALT
ALT

6.

Social Skills

7.

ALT
MOD

AC

MOD

AC

MOD

AC

MOD

AC

MOD

AC

History

8.

ALT

Science &
Technology
The Arts

9.

ALT
ALT

1
0.

ALT

Elementary Program Exemptions or Secondary School Compulsory Course

Substitutions
Yes (provide educational rationale)
No
French/Native Language School principal and parent/guardian agree in the
students best interest (parental request/documentation on file)
Complete for secondary students only:
Student is currently working towards attainment of the:
Ontario Secondary School
Diploma
ACCOMMODATIONS

Ontario Secondary School

Certificate

Certificate of Accomplishment

(Accommodations are assumed to be the same for all subjects, unless otherwise
indicated)
Instructional
Accommodations
-

Individual and small group

lesson
Rewording/rephrasing of
information
Concrete/hands-on
materials/manipulatives
Reinforcement incentives
Visual supports/schedules

Individualized Equipment

Environmental
Accommodations
-

Assessment
Accommodations

strategic seating
quiet setting
special lighting
FM system

Yes (list below)

Apple 3rd Generation IPAD w/ carrying

case
HP Model 305A LAPTOP

prompts to return to
students attention to task
oral tests
concrete/hands-on
materials/manipulatives
point to correct answer

No
Ultimate Ears- Headphones
Laser Jet Pro 400 Printer (in
homeroom)

PROVINCIAL ASSESSMENTS (accommodations and exemptions)

Provincial assessments applicable to student in the current

school year:
Accommodations:
Yes (list below)
No

Exemptions:

Yes (provide explanatory statement from relevant EQAO document)

No

Special Education Program

To be completed for each subject/course with modified expectations and/or each alternative program with alternative
expectations
Student OEN/MIN:

Subject/Course/Alternative Program:

123-456-789

Mathematics

Current Level of Achievement:

Current Level of Achievement for Alternative Program:

Prerequisite course (if

applicable)
Letter
2- approaching
grade/Mark
expectations
Curriculum grade
4
level

-Student sample work in Math journals/

portfolio

Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the
end of the
school year in a particular subject, course, or alternative program.

By the end of Grade 8, Johnny will demonstrate improvement in his ability to count,
recognize, and represent numbers from 1-1000, as well as recognize 2 dimensional objects.
He will demonstrate different repeating patterns, and use non-standard units of
measurement. He will also collect and record data, and be demonstrate different addition
and subtraction strategies, and demonstrate how the above topics relate to the outside,
everyday, real world.
Learning Expectations

Teaching Strategies

Assessment Methods

(List modified/alternative expectations

outlining knowledge and/or skills to be
assessed, by reporting period. Identify grade
level, where appropriate.)

(List only those that are particular to the

student and specific to the learning
expectations)

(Identify the assessment method to be used

for each learning expectation)

Term One
Johnny will estimate, measure
and record the area and
perimeter of 2 dimensional
objects when provided with
formulas, with 75% accuracy.

-Checklist for selfassessment

-Modelling
- Success Criteria

-Modelling

-Conferencing during Daily 5

Math

-Product samples real life

Term Two
Johnny will estimate,
measure, and record length,
height, and distance of
objects in the classroom and
school, using standard units,
with 75% accuracy by the end
of Term Two.
Johnny will collect data using
a four colour spinner and then
describe his results, with 75%
accuracy by the end of Term
Two.

-Picture cards for cueing

examples

-Use of math vocabulary

cards in math journal
-Modelling

-Verbally point and describe

objects that are longer than,
shorter than, and about the
same length as, orally
during conferencing

-use math manipulatives

-Teacher check during

conference

Sample Math Tool for Accommodations

From the Mathies: Interactive Electronic Supports website, I chose the money
representation tool because I feel this is something that Johnny would be interested and
motivated to learn about. The tool can be accessed here:
http://oame.on.ca/CLIPS/swfPlayer.html?swfURL=tools/MoneyRepresentation1.swf
When the website is open, it shows a cash register drawer with the different Canadian
coins and bills visible to the user. The various coins and bills can easily be dragged from the
drawer to the middle of the screen, and the screen has buttons for quick duplicating or erasing.
One very effective function is the 123 button, which when clicked shows a quick
number representation of each coin and bill which would be very beneficial to the learners who
struggle with remembering how much each bill or coin is worth. Because the student has control
of where the money is placed on the screen, it has the potential for being overwhelming or
disorganized. The # button can help with this, which shows a quick table of coin and currency

to tell the user how much money is being shown on the screen. There is also a zoom feature
which can enlarge the money, making it adaptable for anyone with visual impairments.
This tool could easily be used as a warm-up in the class; The teacher could begin by
writing a dollar amount on the board and the students need to use the tool to represent that
amount. It could also be used as virtual manipulatives for adding and subtracting.
The best feature of this tool is the pencil function, which allows the student to draw lines,
write, or label around the dollar bills and coins. Teachers could use this as part of a modified or
accommodated math program, if the student needs to show their thinking in what they had added
together first. The teacher could also use this to set up a task for the student, by outlining where
they should put all the $1, and then the student can drag them over to the specific spots. The
students could screen capture their work before clearing their screen for the next task.
I think all students would enjoy using this tool in the classroom, as it is very userfriendly and quick to open and put away. While younger students enjoy using physical
manipulatives, when you begin adding greater amounts, physical manipulatives can take up a lot
of space and be distracting to those around who might not want or need to use them.
The use of this program is also realistic in the sense that Johnny will have to learn how to
handle and manage his own money as a life skill when he becomes more independent as an adult
(i.e. paying bills, grocery shopping, shopping for necessities etc).

Special Education Program

To be completed for each subject/course with modified expectations and/or each alternative program with alternative
expectations
Student OEN/MIN:

Subject/Course/Alternative Program:

12345679

English

Current Level of Achievement:

Prerequisite course (if
applicable)
Letter
grade/Mark
B
Curriculum grade
Grade 3 - Modified
level
Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the
end of the
School year in a particular subject, course, or alternative program.

By the end of Grade 4, Johnny will increase listening skills in order to understand
and respond appropriately; using knowledge of words and cueing systems to read
fluently. Johnny will generate, gather and organize his ideas and information to
write for an intended purpose and audience and he will meet 50% of the Grade 4
curriculum expectations for demonstrating an understanding of a variety of media
texts.

Learning Expectations

Teaching Strategies

Assessment Methods

(List modified/alternative expectations

outlining knowledge and/or skills to be
assessed, by reporting period. Identify grade
level, where appropriate.)

(List only those that are particular to the

student and specific to the learning
expectations)

(Identify the assessment method to be used

for each learning expectation)

Oral language:
With the teacher, Johnny
will use stated information
in oral tests to make
simple inferences and
reasonable predictions and
support it with 1 piece of
evidence from the text.
Reading:
Johnny will demonstrate an
understanding of the daily
reading comprehension
program by achieving a
minimum of 50% on the
quiz assessments.

Writing:
Johnny will identify an
order a main idea and 3
supporting details into a
teacher- provided graphic
organizer. The organizer
will contain a minimum of
4 events.

Media:
Johnny will express two
personal thoughts and
feelings about various
media texts.

Modelling
Small Group
Direct Instruction

Checklists
Point to answer
Teacher Check

Anchor Charts
Use of classroom word
wall and personal
dictionary.

Teacher Check
Conferencing

Teacher Check
Small Group
Retell
Organizer
Provide sample of
different text forms.

Anchor Charts
Small Group
Manipulatives (sentence
strips)
Co create checklist with
student.

Teacher Check
Student-Generated
Success Criteria

Teacher Check
Conferencing
Anchor Charts
Small Group

Alternative Programming Goal

Behavioural Goals

Johnny will demonstrate improved social skills during the day, such as being polite and using
manners, acknowledging questions asked and asking open-ended questions, 4 out of 5 days per
week, with teacher observation daily.

Johnny will politely ask to use his technology in his classes for educational purposes and will
responsibly stay focused and on task, with teacher prompts 50% of the time.

On a weekly basis, Johnny will perform at least one good deed while at school (i.e. pick up
garbage, hold the door open for someone, make a positive comment to an adult or peer etc).

Alternative Programming Goals

By the end of Grade 8, Johnny will have polite interactions with his peers and teachers, and communicate
his feelings 80% of the day. With assistance, Johnny will choose the best next steps if a conflict arises,
and will carry out the suggested steps and strategies afterwards.

Specific Expectations

Teaching Strategy

Johnny will use the common classroom

-Modelling with visual board
vocabulary to communicate his feelings
and reflect on his feelings using his daily -Superflex Lessons
behavioural chart.
-Collaborative/ Cooperative
learning

Assessment Methods

-Checklists
-Point to answer
-Teacher Check
-Student Journal
Reflections

Johnny will use writing and pictures to

describe classroom situations and his
feelings/ reactions towards them.

-Provide exemplar writing (word

-1:1 Conferencing
lists and pictures showing emotions)
for student to have in writing folder
-Student Journal
Reflections
-Collaborative/ Cooperative
learning

Strategies to Communicate and Engage Parents

LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING

Date
Activity
Outcome
(Indicate parent/student
consultation or staff review)

June 25th,
2015

Transition Meeting

August
28th, 2015

Beginning of the Year, Learning

Support Meeting

September
10th, 2015

Meet the Teacher Night/ Parent

Consultation

October 1st,
2015

Learning Team Meeting with LT

staff involved

by October
18th, 2015

Classroom observation checklist

by October
18th

Literacy assessment data

by mid
November

Parent/ Teacher interviews

by late
November/
December

Met with last years teacher,

learning coach, and parents to
discuss Kindergarten year,
strengths and struggles
Review of OSR, including previous
report cards
Briefly discussed first few weeks
and adjustments, as well as
classroom expectations
Review/ revise IEP goals for this
school year
Completed by teachers in previous
years, to be completed by
November Progress Report by me
Educational assessments to be
completed by November Progress
Reports: Oral Language
Assessment, Fountas and Pinnell
reading assessment, Ontario
Writing Assessment
To discuss October progress
reports

IPRC Meeting
IPRC meeting held to discuss
Johns current identification and
programming.

The principal is legally required to ensure that the IEP is properly implemented and monitored.
This IEP has been developed according to the ministrys standards and appropriately addresses the
students strengths and needs. The learning expectations will be reviewed and the students achievement
evaluated at least once every reporting period.

Principals Signature

Date

Involvement of Parent/Guardian and Student (if student is 16 or older)

I was consulted in the development of this IEP

I declined the opportunity to be consulted in the
development of this IEP

Parent/Guardian

Student
Student

Parent/Guardian

I have received a copy of this IEP

Parent/Guardian

Student

Parent/Guardian and Student Comments:

Parent/Guardian Signature

Date

Student Signature (if 16 or older)

Date

Evidence of Shared Leadership

Transition for Johnny
For my Case Study student, the transition from Grade 8 (elementary) to Grade 9 (high school)
may present several challenges, as the student has proven to have some varying levels of
difficulty with transitions and behaviour on a day-to-day basis. Since the transition from Grade 8
to Grade 9 also involves a rotary schedule and new teachers for each subject area, its important
for Johnny (name has been changed) to become acquainted and familiarized as much as
possible. In order to best suit Johnnys needs, I would suggest having a Transition Meeting to
help with this specific goal.
The transition meeting would include all important stakeholders and would allow for a
collaborative discussion on how to best support this student in the transition to come.
Considerations such as current academic achievements, strengths, weaknesses, modifications/
accommodations that have worked (and not worked), as well as future goals can all be discussed.
Below is a chart that lists the specific transition goal, the support needs, the actions required to
achieve the goal as well as the roles and responsibilities of those involved, and the timelines for
implementation.

Specific Transition Goal

Transition from Grade 8 to Grade 9 for the 2016/2017 school year

~ elementary to a high school transitional focus

Support Needs

Actions required to achieve the

goal/ Roles and Responsibilities

Timelines for implementation

Student OSR including: IEP, recent report cards, classroom formal/ informal assessments

records of any formal assessments by other professionals, etc.

Transition into the Grade 9 LifeSkills Program (nearing the end of Grade 8)

Collection of data/ up to date information regarding the students current goals/ progress
(classroom teacher, SERT)

Transition Meeting where all stakeholders are present (SERT can inform/ invite all
stakeholders-school psychologist, principal, classroom teacher, receiving teacher, EA,
parents, others who may be involved such as a SLP)

Consider students physical, emotional, and learning needs and prepare questions/ ideas to
bring forth for collaboration at transition meeting (All stakeholders)

Complete classroom assessments/ June report cards by the beginning of June 2016
(classroom teacher)

Consider classroom placement (i.e. course selection and electives, possible career
pathways for the future) and other peers in the classroom when creating class lists for
September 2016 (Principal, SERT, receiving teacher)

Introduce the student to the Grade 9 teachers (classroom teacher, receiving teacher)

Allow for classroom visitations (classroom teacher, receiving teacher, EAs)

store transition plan in OSR (classroom teacher)

Final updates on IEP (classroom teacher, SERT)

Set up locker assignment for the following school year- have student practice accessing
locker before the remainder of the year

Set up school staff introductions i.e. guidance counsellor, librarians, janitors, etc.

Provide a mini tour around the high school designated areas (i.e. cafeteria, gymnasium
area, etc).

Data collection- By the beginning of June

IEP Review Meeting/ Transition meeting- by Mid June

Classroom visitations/ introductions- Throughout June and in August before school

commences

Storing of documents in OSR- By mid-June

References

AAC low-tech toolkit resources. (2009). Retrieved from

http://www.setbc.org/Download/LearningCentre/Communication/AAC_LowTech_Toolkit_Resources.pdf

Google Read and Write. Retrieved on February 12th, 2016 from

https://chrome.google.com/webstore/detail/readwrite-for-googlechro/inoeonmfapjbbkmdafoankkfajkcphgd

Mathies. (2015). Home. Retrieved October 6, 2015, from http://oame.on.ca/mathies/index.html

Merlot Pedagogy Portal. (2015). Teaching strategies. Retrieved October 16, 2015, from
http://pedagogy.merlot.org/TeachingStrategies.html

Ontario Ministry of Education. (2013). Creating pathways to success: An education and career/life
planning program for Ontario schools. Retrieved
fromhttp://www.edu.gov.on.ca/eng/document/policy/cps/CreatingPathwaysSuccess.pdf

Ontario Ministry of Education. (2013). PPM 156: Supporting transitions for students with special
education needs. Retrieved from https://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf

Quick reference guide. (2013). Retrieved from

https://www.texthelp.com/Uploads/MediaLibrary/texthelp/Training-documents/Read-Write-forGoogle-Chrome-Quick-Ref-Guide.pdf