Procedures Governing Special Education in Ontario
Module 2- Procedures Governing Special Education in Ontario
I use these goals to self-assess my own learning. I use a *** for excellent understanding, ** for satisfactory learning and * for needs further exploration. I hope to come back to those areas throughout the course.
- demonstrate competence in accommodating and modifying assessment, evaluation, and reporting strategies for exceptional students **
- enhance your skills in effective communication with colleagues, parents, and students concerning special education needs **
- develop an opinion about your role in the inclusive education process ***
- learn about the educational implications for working effectively with students with a variety of special education needs **
- develop a working knowledge of the IPRC process, the IEP development process ***
During my schooling years, inclusion was not practiced in the schools or in the community. I recollect that there were 2 special needs elementary schools and one high school in my city. I remember that there was a lot of stigma towards exceptional people, which was seen as acceptable. I look back at this and feel shame. To be truthful, up until recently, as an educator, I had very little contact with people with exceptional needs: growing up ADD was very uncommon and more severe exceptionalities were segregated from the population. Through my role as an educator, I have worked and developed friendships with some students who are excpetional. The school that I will be working at in September is in a First nations reserve. I am told that there are 14 students with IEPs and I have been hired as the SERT. I look forward to learning what the social climate for exceptional learners is in this community.
My ideas surrounding inclusion have been formed from my learnings in special education part 1 (prior to this course I had never heard of this concept.) My beliefs fall inline with ministry mandates and laws. For me inclusion means education without boundaries for all. Inclusion means that all students are provided with the means and opportunities to learn regardless of exceptionalities. For mean inclusion means learning in a diverse community and embracing each individuals’ differences in a positive way. I really like the architecture designing analogy sited in “Inclusion of Exceptional Learners in Canadian Schools,” by Nancy L. Hutchinson. I firmly agree that what is good for one is good for all. And further, I believe all members of a society benefit from the policy of inclusion. Indeed, within the classroom setting, all students have something unique and special to contribute. I firmly believe that everyone has a right to a fair and equal education amongst peers. I believe that every individual has something to offer the community and should be valued as important contributing member to the learning process. Further, I believe that we teachers have a legal and ethical education not only to include all learners in our class in the learning process but also to acquire the skills and knowledge to do this well!
Here are some links to documents which outline the legal obligations of Ontario teachers