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

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.

1.Teacher expectations, attitudes, and acceptance of inclusive education;

2.Resources and personnel to support teachers and to assist children with special needs;

3.Curriculum matched to each student's needs;

4.Accurate and ongoing assessment;5.Social integration of special needs

students;

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:◦ 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.

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

Governs all aspects of education in Ontario

Bill 82; The Education Amendment Act (1980)

Specifically refers to the education of students with exceptionalities

Identifies rights, responsibilities and processes

1. The right to an appropriate educational program for all exceptional children

2. The right to free education without charge to student or family

3. The right to appeal of identification and placement, and the right to a review hearing

4. The right to an appropriate program that states objectives and outlines services that meet needs of exceptional children

5. The right to continuous assessment and evaluation of student’s needs and progress

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.

The following 5 categories of exceptionalities have been identified in the Education Act

1. Behaviour2. Communication3. Intellectual4. Physical5. Multiple

1. 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

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.

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.

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.

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.

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.

Under review Foundation Grant- per pupil amount SE Grant- Special education per pupil

amount- covers special education support, curriculum modification, para-professionals, assistive devices ($800)

SEA-Special Equipment Allotment SIP- Special Incidence Portion

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

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

Teacher observation (class and student profiles)

Team collaboration at school Collaboration with Board personnel Parent and student consultation

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

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

Please form Groups of 6 or 7

Download Investigation questions from http://3016.pbworks.com◦ Click on Class 2 folder

Each group should have a finished copy of the investigation; please share the final version among group members