439 - Teaching Students with Special Needs
1/22/2013 11:36:00 AM
- Keep learning (i.e. additional qualifications course).
- Learn from your students (i.e. technology, emotions, behaviour,
- Find a Mentor (i.e. anyone in
- Show, don’t tell (i.e. demonstration and visuals)
- Join the club (i.e. take advantage of online lesson plans and tweak
them to your needs).
- Take advantage of technology (i.e. emailing rather than phoning
parents is often more productive).
- Visit survivethrive.on.ca (i.e. great lesson plans, research, topics, etc.)
Education For All Document
- Beliefs 1-7
- UDL – Universal Design and differentiated instruction are effective and
interconnected means of meeting the learning or productivity needs of
any group of students.
- Successful instructional practices are founded on evidence-based
research, tempered by experience.
- Classroom teachers are the key educators for a student’s literacy and
numeracy development. (Remember that we are the last ones students
trust. They often do not trust priests, police, etc. anymore).
- Each child has his or her own unique patterns of learning.
- Classroom teachers need the support of the larger community to
create a learning environment that supports students with special
- Fairness is not sameness (Fairness is treating each student in your
classroom according to their particular needs, so that they may be
2005 Education For All
- Universal design for learning
- Differentiated learning
- Assessment OF, FOR and AS learning
- Computer-based assistive technology
- Learning profiles - Class profiles >>Find out what they are interested in, etc. by having
them fill out a survey. E.g. hockey (and take this into consideration when
it comes to homework and pop quizzes, etc.)
Your role as Teacher
- contribute first-hand knowledge of their strengths, needs, and
- fulfill role of key curriculum expert
- develop any modified or alternate learning expectations to meet needs
- develop….. Reading Notes 1/22/2013 11:36:00 AM
Sept. 10 thReadings:
Link#1 – Historical Overview of Spec Ed in Ontario
- 1957, The Case of Ruthie schools not obligated to accept her as a
student. For this reason, her first and only year of schooling was at age 8.
- SEACs = Special Education Advisory Committees
- SEACs were established in 1980 as part of major revision to Ontario’s
education system. Bill 82 (“An Act to Amend the Education Act”) was
passed, requiring exceptional students to receive spec ed programs and
- Bill 82 was essentially 30 years in the making. From 1950-1980
exceptional students were largely ignored. i.e. Case of Ruthie 1957
- 1950s: The Beginnings
o Royal Commission on Education in Ontario (The Hope Report),
1950 = called for compulsory schooling for 6-16 (now until 18),
universal kindergarten programs, abolition of grade 13 (didn’t
happen until 2000), *significant expansion of spec ed programs
to serve children with learning disabilities. Had little
immediate impact on policy, but recommendations were
significant and eventually implemented
- 1960s: Decade of Education Reform
o The Robarts Plan, 1962 = introduced 3 academic streams for
secondary school (i.e. directed 2, 4 & 5 year programs). This
decreased dropout rates and raised graduation rates.
o The Ontario Human Rights Code, 1962 first comprehensive
human rights code in Canada. Right to equal access to services,
including education. Not until 1982 that “handicap”
discrimination was prohibited.
o Hall-Dennis Report (“Living and Learning” Report on ed. aims &
objectives), 1968 = served as a catalyst to dramatic changes;
reinforced the right to equal access to learning best suited to his
needs and the responsibility of schools to provide a child centred
learning continuum that invites learning by discovery & inquiry.
>>i.e. kids should learn in a free environment and at their own
pace (Open classrooms)
- 1970s: Implementation of Further Reforms o New program policies, credits, & diploma requirements
introduced. New teaching techniques. Open classrooms.
o Spec ed programs & services still lacking and not required by
- 1980s: Focus on Spec Ed
o Bill 82 legislation was part of worldwide movement towards
providing all children with opportunity for a publicly funded
education, regardless of disabilities.
o *Bill 82 came into effect in 1980 = School boards now required
to provide spec ed programs & services. In addition: Required
early & ongoing identification and assessment of learning
abilities and needs. Created Identification, Placement, & Review
Committees (IPRCs). Parental Involvement (right to appeal
decisions of IPRCs; involved in SEACs). Extended the right to
provide programs to Roman Catholic School Boards.
- The ministry issued many policy/program memoranda over time to
support the legislation framework. PPM81 (1984) = designated
responsibilities regarding the provision of health support services.
- *Regulation 181/98 = required every board to have at least one IPRC,
and every principal to ensure an IEP (Individual Education Plan) is
developed for each student within 30 days of spec ed. placement, as well
as other requirements. >>description of strengths and needs;
consideration of placement in regular classroom, etc.
- 1982 Canadian Charter of Human Rights and Freedoms, protecting
equality rights without discrimination based on mental or physical
- 1989 Human Rights Commission publications that included disability
assessment and accommodation guidelines and duties.
- 1995 “For the Love of Learning” (Report of the Royal Commission on
Learning) = suggested integration of spec ed students with regular
classrooms and acknowledged the appropriateness of other placements,
such as acceleration for the gifted.
- The ministry's Special Education: A Guide for Educators, 2001, reflects
the many changes that have taken place with regard to legislation,
regulations, policy, and educational practice since the publication of the
earlier Special Education Information Handbook, 1984. Special Education in Ontario Today
- Subsection 8(3) of the Education Act requires the Minister of Education
to prescribe categories of exceptionalities, to define the exceptionalities,
and to require school boards to use the definitions. Categories and
definitions can be found in the ministry policy document Special
Education: A Guide for Educators.
- Specific procedures for the identification and placement of exceptional
pupils are set out in Regulation 181/98. This regulation also provides for
the regular revi