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Learning Skills

​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.
  • explore strategies for teaching students with exceptionalities important self-regulation skills that promote belonging and acceptance **
  • investigate strategies for promoting a positive school culture in an ethical and inclusive setting *
  • develop and apply strategies to create an inclusive classroom **

Portfolio

Roles and responsibilities
Often, a number of parties might be involved in the accommodation process rendering
it quite complex. Everyone should co-operatively engage in the process, share information
and avail themselves of potential accommodation solutions. It is in everyone’s best
interests that congenial and respectful relationships be maintained throughout the
accommodation process.
 
The student with a disability (or his or her parent/guardian) has a responsibility to:
· advise the education provider of the need for accommodation related
to a disability
· make his or her needs known to the best of his or her ability, so that the
education provider may make the requested accommodation
· answer questions or provide information regarding relevant restrictions
or limitations, including information from health care professionals, where
appropriate, and as needed
· participate in discussions regarding possible accommodation solutions
· co-operate with any experts whose assistance is required
· fulfill agreed upon responsibilities, as set out in the accommodation plan
· work with the education provider on an ongoing basis to manage the
accommodation process
· advise the education provider of difficulties they may be experiencing 
 in accessing educational life, including problems with arranged accommodations.
 
As a party to the accommodation process, the education provider has a responsibility to:
· take steps to include students with disabilities in in-class and extra-curricular
activities, advise students or their parent(s)/guardian(s) of available accommodations and support services, and the process by which these resources may be accessed
· accept a student’s request for accommodation in good faith (even when the request
does not use any specific formal language), unless there are legitimate reasons
for acting otherwise
· take an active role in ensuring that alternative approaches and possible accommodation solutions are investigated, and canvass various forms of possible accommodation and alternative solutions as part of the duty to accommodate 
· obtain expert opinion or advice where needed, and bear the costs of any required
disability-related information or assessment
· maximize a student’s right to privacy and confidentiality, including only sharing
information regarding the student’s disability with those directly involved in the
accommodation process
· limit requests for information to those reasonably related to the nature of the need
or limitation, and only for the purpose of facilitating access to educational services
· deal with accommodation requests in a timely manner
· ensure that the school environment is welcoming and that all students treat one
another with respect
· take immediate remedial action in situations where bullying and harassment 
are or may be taking place
· educate all faculty, staff and students about disability-related issues.
in the provision of educational services, the education provider has a responsibility to:
· review the accessibility of the educational institution as a whole, including all
educational services;
· design and develop new or revised facilities, services, policies, processes,
courses, programs or curricula inclusively, with the needs of persons with
disabilities in mind; and
· ensure that the costs of accommodation are spread as widely as possible.
Unions, professional associations and third party educational service providers are
required to:
· take an active role as partners in the accommodation process
· facilitate accommodation efforts
· support accommodation measures irrespective of collective agreements, unless
to do so would create undue hardship.
 
The duty to accommodate a disability exists for needs that are known. Education
providers are not, as a rule, expected to accommodate disabilities of which they are unaware. However, some students may be unable to identify or communicate their needs because of the nature of their disability. In such circumstances, education providers should attempt to assist a student who is perceived to have a disability, by offering assistance and accommodation. Once disability-related needs are known, the legal onus shifts to those with the duty to accommodate.
 

The roles and responsibility seem very reasonable. However, the final section (highlighted)made me wonder. I wonder what the roles and responsibility is it for a teacher who knows there is a disability but parents refuse assessment? Or further in the case of some exceptionalities, the student is misdiagnosed. What is the teacher’s role and responsibility in tricky situations like above listed?

fairness in not sameness 

During my research for my seminar on FASD. I stumbled across a video called "FASD is a disability." One of the presenters made a profound statement which something to the effect: we need to shift our perception of exceptional students abilities from won't to can't. Under this premise, educators must understand some behavior issues are not a matter of the student not behaving to meet the standards of the class/school, but rather the student can't meet the standards of the school. This is where the concept of fairness is not sameness. It is not ethical to have the same discipline procedures for all; if the student can't , how can we punish he/she the same as a student who won't? 

For fairness is not sameness to be effective, the school, as a whole, must have a united view. 
Some interesting ideas presented in "Inclusion of exceptional learners in Canadian schools are:
1. Common vision and procedure
2. A partnership between parents, teacher and students
3.Time allotted for collaboration and planning.

For me, I thought I would add a few:
1. School rule and consequences
2. whole school exceptional student awareness
3. Strong enforcement of fairness is not sameness
4. Strong anti-bullying policy  

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  • First Nations Focus
    • First Nations Literature for Kids
    • Useful links for First Nations Teaching
  • Special Education Part 1
    • Module 1- Foundations of Special Education in Ontario >
      • Inclusion
      • Models, theories and Approaches
      • Interesting Websites
      • Module 1-discussion posts
    • review and consider the main areas of exceptionality and their sub categories
    • Module 2-Communication Exceptionality >
      • Communication Exceptionalities
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      • Behaviour Exceptionalities
      • Mental Health
      • Module 3 discussion posts
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      • M.I.D
      • EQAQ and exceptional needs
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      • Module 4 discussion posts
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      • Module 5 discussion posts
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      • Module 6 discussion posts
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      • Example IEPS and transitional Plans
      • Module 7 discussion posts
  • Special Education Part 2
    • Introduction to Special Education Part 2 Portfolio
    • Module 1 assessment >
      • Module 1 assesment products
      • module 1 assesment resources >
        • Assessment >
          • Formal Assessment- Criteria Referenced
          • Informal Assessment
    • Module 2 procedures >
      • Module 2 procedures products
      • Referral Process
      • IPRC Process
      • SMART GOALS
      • IEP
      • Module 2 procedures resources
    • Module 3 literacy >
      • Module 3 literacy products
      • module 3 literacy resources
    • Module 4- Numeracy >
      • Module 4 numeracy products
      • Module 4 numeracy resources
    • Module 5 Learning Skills >
      • Module 5 Learning Skills products
      • Module 5 Learning Skills resources
    • Module 6- Program Planning >
      • Module 6- Program Planning - differentiated Instruction >
        • Transition Plans
      • Module 6- Program Planning Products
      • Module 6- Program Planning Resources >
        • FASD
        • Meta cognitive and KWL
    • Module 7-culminating tasks
    • Portfolio Reflections
    • Seminars
  • PME 800
    • Inquiry project outline
    • Progress Monitoring
    • Inquiry Project
    • SRL Resources
  • Special Education Specialist
    • MODULE 1: INCLUSION TRENDS
    • MODULE 2: COLLABORATIVE INQUIRY
    • Module 2: Teamwork- working with an educational assistant
    • MODULE 3: BEHAVIOUR EXCEPTIONALITIES >
      • BEHAVIOUR RESOURCES
  • Home
  • All About Me
    • Curriculum Vitae
    • Contact Me
  • First Nations Focus
    • First Nations Literature for Kids
    • Useful links for First Nations Teaching
  • Special Education Part 1
    • Module 1- Foundations of Special Education in Ontario >
      • Inclusion
      • Models, theories and Approaches
      • Interesting Websites
      • Module 1-discussion posts
    • review and consider the main areas of exceptionality and their sub categories
    • Module 2-Communication Exceptionality >
      • Communication Exceptionalities
      • Language Impairment
      • Hearing Impaired
      • ADD/ ADHD
      • Autism
      • Module 2 discussion posts
    • Module 3-Behaviour Exceptionality >
      • Behaviour Exceptionalities
      • Mental Health
      • Module 3 discussion posts
    • Module 4-Intellectual Exceptionalities >
      • M.I.D
      • EQAQ and exceptional needs
      • Giftedness
      • Module 4 discussion posts
    • Module 5-Physical and Multiple Exceptionalities >
      • Module 5 discussion posts
    • Module 6-Processes, Programs and Services >
      • Module 6 discussion posts
    • Module 7-Program Planning >
      • Example IEPS and transitional Plans
      • Module 7 discussion posts
  • Special Education Part 2
    • Introduction to Special Education Part 2 Portfolio
    • Module 1 assessment >
      • Module 1 assesment products
      • module 1 assesment resources >
        • Assessment >
          • Formal Assessment- Criteria Referenced
          • Informal Assessment
    • Module 2 procedures >
      • Module 2 procedures products
      • Referral Process
      • IPRC Process
      • SMART GOALS
      • IEP
      • Module 2 procedures resources
    • Module 3 literacy >
      • Module 3 literacy products
      • module 3 literacy resources
    • Module 4- Numeracy >
      • Module 4 numeracy products
      • Module 4 numeracy resources
    • Module 5 Learning Skills >
      • Module 5 Learning Skills products
      • Module 5 Learning Skills resources
    • Module 6- Program Planning >
      • Module 6- Program Planning - differentiated Instruction >
        • Transition Plans
      • Module 6- Program Planning Products
      • Module 6- Program Planning Resources >
        • FASD
        • Meta cognitive and KWL
    • Module 7-culminating tasks
    • Portfolio Reflections
    • Seminars
  • PME 800
    • Inquiry project outline
    • Progress Monitoring
    • Inquiry Project
    • SRL Resources
  • Special Education Specialist
    • MODULE 1: INCLUSION TRENDS
    • MODULE 2: COLLABORATIVE INQUIRY
    • Module 2: Teamwork- working with an educational assistant
    • MODULE 3: BEHAVIOUR EXCEPTIONALITIES >
      • BEHAVIOUR RESOURCES