Transcript Special Education in Ontario - Exceptional Students PED3106 R

Sept. 16, Session #2 PED3106 : Agenda
- Housekeeping: Hardcopy course outlines, Assignment 1 (8:30AM-8:45AM)
- Complimen-tree, Inclusion in I/S Schools & Delivery of Special Education
(8:45AM -9:30AM)
- Group Activity: Special Education Fact Finding (9:15AM-10:00AM)
-Student Engagement: Ontario Student Success Initiatives (10:00AM-10:45AM)
-Break (10:45AM -11:00AM)
-Group meetings to plan presentations (11:00AM -11:50AM)
-Wrap up: (11:50-12:00PM)
Philosophy & Practical Application
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In an inclusive school the presence of all students is
unremarkable. Needs are met in the best ways
possible so that each child is given the opportunity
to achieve to his or her potential.
Classroom teachers are the primary educators but
responsibility for planning, implementing programs
and problem-solving are shared. Parents are integral
members of the team.
Attitudes are positive and all individuals are treated
with respect.
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Teacher expectations, attitudes, and acceptance of
inclusive education;
Resources and personnel to support teachers and
to assist children with special needs;
Curriculum matched to each student's needs;
Accurate and ongoing assessment;
Social integration of special needs students;
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Inclusive schools will assist in the development of future
citizens who value all people, regardless of their learning,
physical or emotional characteristics.
Of particular benefit to students with special needs may be:
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increased academic achievement;
opportunities for friendship and a true sense of belonging;
the natural availability of role models;
facilitation of language and communication skills development;
the development of appropriate social skills;
learning environments which are more collaborative with and
supportive of effective transition into adult environments.
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Sense of Community and Social Acceptance
Appreciation of Student Diversity
Attention to Curricular Needs
Effective Management and Instruction
Personal Support and Collaboration
Education for All
(belief statements pg 4)
Learning for All
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Governs all aspects of education in Ontario
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Bill 82; The Education Amendment Act (1980)
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Specifically refers to the education of students with
exceptionalities
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Identifies rights, responsibilities and processes
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The right to an appropriate educational program
for all exceptional children
The right to free education without charge to
student or family
The right to appeal of identification and
placement, and the right to a review hearing
The right to an appropriate program that states
objectives and outlines services that meet needs
of exceptional children
The right to continuous assessment and
evaluation of student’s needs and progress
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An exceptional pupil is defined as:
a pupil whose behavioural, communicational,
intellectual, physical or multiple
exceptionalities are such that he or she is
considered to need placement in a special
education program by a committee, IPRC.
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The following 5 categories of exceptionalities have been
identified in the Education Act
Behaviour
Communication
Intellectual
Physical
Multiple
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Specific definitions for each category
Remember that these are labels used in education- they are
often linked to a medical or psychological diagnosis.
Under Review
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A special education program is defined as:
an educational program that is based on and
modified by the results of continuous assessment
and evaluation and that includes a plan containing
specific objectives and an outline of educational
services that meets the needs of the exceptional
pupil.
 are defined as:
facilities and resources, including support
personnel and equipment, necessary for
developing and implementing a special
education program.
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carries out duties as outlined in the Education Act, regulations, an
policy documents, including policy/program memoranda;
follows board policies and procedures regarding special
education;
works with the special education teacher to acquire and maintain
up-to-date knowledge of special education practice
where appropriate, works with special education staff and parents
to develop the IEP for an exceptional pupil;
provides the program for the exceptional pupil in the regular
class, as outlined in the IEP;
communicates the student's progress to parents;
works with other school board staff to review and update the
student's IEP.
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The special education teacher, in addition to the
responsibilities listed above under "The Teacher":
Holds qualifications, in accordance with the regulations under
the Education Act, to teach special education;
Monitors the student's progress with reference to the IEP and
modifies the program as necessary;
Assists in providing educational assessments for exceptional
pupils.
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Becomes familiar with and informed about board policies and
procedures in areas that affect the child
Participates in IPRCs, parent-teacher conferences, and other
relevant school activities
Participates in the development of the IEP
Becomes acquainted with the school staff working with the
student
Supports the student at home
Works with the school principal and teachers to solve
problems;
Is responsible for the student's attendance at school.
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Complies with the requirements as outlined in the
Education Act, regulations, and policy documents,
including policy/program memoranda;
Complies with board policies and procedures;
Participates in IPRCs, parent-teacher conferences,
and other activities, as appropriate.
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Under review
Foundation Grant- per pupil amount
SE Grant- Special education per pupil amountcovers special education support, curriculum
modification, para-professionals, assistive
devices ($800)
SEA-Special Equipment Allotment
SIP- Special Incidence Portion
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Based on school board implementation of
Ministry regulations and policy
Range of service-in classroom support,
resource support, resource withdrawal, small
class placement, therapeutic class
placements
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Each Board of Education has a process to address student
concerns
Designed to ensure that screening, assessments, programming
and on-going evaluation is occurring for all students
Steps focus on observation, information collection,
collaboration, problem-solving, intervention and evaluation
Documentation ensures consistency and accountability
Within schools the process can vary
Early intervention is the key
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Teacher observation (class and student
profiles)
Team collaboration at school
Collaboration with Board personnel
Parent and student consultation
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Stage 1- Observation, Information
Stage 2-Involvement of School Team
Stage 3- Assessments
Stage 4-IPRC, development of IEP
Process takes time & collaboration NO QUICK
FIXES
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A process that takes time and energy to
develop
Process is dependent on individuals
collaborating
Research shows the value of teachers
collaborating
Co-teaching as a way to collaborate-all
educational staff
Respect and communication
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Please form Groups of 6 or 7
Download Investigation questions from
http://3016.pbworks.com
◦ Click on Class 2 folder
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Each group should have a finished copy of
the investigation; please share the final
version among group members