Special education in Ontario Kindergarten to Grade 12 – Policy and resource guide
Read Ontario’s guide to support school boards and schools in the effective delivery of programs and services for students with special education needs.
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Table of contents
- Introduction
- Part A: Legislation, Policy, and Funding
- Part B: Standards for School Boards' Special Education Plans
- Part C: Early Identification, Assessment, and Transition Planning
- Part D: The Identification, Placement, and Review Committee ( IPRC ) Process
- Part E: The Individual Education Plan ( IEP )
- Part F: Other Programs and Services
Special Education Case Studies for Ontario Classrooms 1st Edition
- Author(s) Kimberly Maich; Randy Hill
- Publisher Oxford University Press Canada
Print ISBN 9780199022175, 0199022178
Etext isbn 9780199022182, 0199022186.
- Edition 1st
- Available from $ 38.99 CAD SKU: 9780199022182R180
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Special Education Case Studies for Ontario Classrooms 1st Edition is written by Kimberly Maich; Randy Hill and published by Oxford University Press Canada. The Digital and eTextbook ISBNs for Special Education Case Studies for Ontario Classrooms are 9780199022182, 0199022186 and the print ISBNs are 9780199022175, 0199022178. Save up to 80% versus print by going digital with VitalSource.
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Special Education Case Studies: for Ontario Classrooms Paperback – September 22, 2017
- Print length 168 pages
- Language English
- Publisher Oxford University Press
- Publication date September 22, 2017
- Dimensions 7 x 0.33 x 9 inches
- ISBN-10 0199022178
- ISBN-13 978-0199022175
- See all details
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- Publisher : Oxford University Press (September 22, 2017)
- Language : English
- Paperback : 168 pages
- ISBN-10 : 0199022178
- ISBN-13 : 978-0199022175
- Item Weight : 1 pounds
- Dimensions : 7 x 0.33 x 9 inches
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- DOI: 10.1080/03057640120086602
- Corpus ID: 144852756
Special Education in Ontario, Canada: A case study of market-based reforms
- Anne Jordan
- Published 1 November 2001
- Education, Economics, Political Science
- Cambridge Journal of Education
32 Citations
Districts' experiences balancing inclusion, accountability, and change: mixed-methods case studies of implementation in ontario and new hampshire, statutory assessment of the class supporting the additional needs of the learning context, international practices in special education: debates and challenges, democratic school leadership in canada's public school systems: professional value and social ethic, policy into practice: the challenge of special education in malaysia, from practice to theory: inclusive models require inclusive theories., school principals' leadership styles on implementing inclusive education: the entrepreneurial leadership effect, improving inclusive practices in secondary schools: moving from specialist support to supporting learning communities, special education funding reform: a review of impact studies.
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Advocacy and administration: from conflict to collaboration
68 references, learning to work: the impact of curriculum and assessment standards on educational opportunity, the rules keep changing: special education in a reforming education system, educating one & all: students with disabilities and standards-based reform., imported or important theory sociological interrogations of disablement and special education.
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Who has a Problem, the Student or the Teacher? Differences in Teachers' Beliefs About Their Work with At‐risk and Integrated Exceptional Students
Teachers’ beliefs and educational research: cleaning up a messy construct, canadian teachers' and principals' beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms, integrating standards including all students, classroom teachers' instructional interactions with students who are exceptional, at risk, and typically achieving, effective classroom teamwork: support or intrusion, related papers.
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Title: Pedagogical Challenges with Diversity and Special Education Referrals in Ontario Introduction 1
Related Papers
Courtney Musselman
Special Education is offered in many schools today and more and more students are being referred to this type of education. For this capstone project three local special education teachers were interviewed about the referral process and what could be done to improve it. This is an important issue because many students are slipping through the cracks when it comes to be identified and others are being overly identified. The referral process is important because it provides students with an equal opportunity for education. Findings from the interviews and information from a relevant literature review were used to develop an action to be applied before referring students to special education to ensure they are receiving a proper education.
Elizabeth B Kozleski
Sigmund Tobias
Brittany Guenot
According to regulation 298 of the Ontario Education Act (1990), a primary role of educators is to ‘effectively’ instruct the students they have been assigned. It is my understanding that ‘effective’ teaching is more than simply giving the lesson of the day that aligns with the curriculum. As a teacher, I try to support my pupils’ learning by taking into consideration the best possible way to serve their diverse abilities. Furthermore, I acknowledge that students may require personalized and tailored school supports in order to fully benefit from their educational experience. In my own practice, I have utilized special education programs and services as resources to individualize my pedagogy. That said, working in the realm of special education has its challenges. This major paper has the purpose of exploring these barriers while understanding special education as a growing tool to cater to the diversity of students in 20th century classrooms
Remedial and Special Education
Audrey Trainor
This special issue of Remedial and Special Education is a collection of theoretical and empirical research addressing equity in the preparation of a diverse special education teaching force, with a focus on racial/ethnic diversity. The purpose of this special issue is to open a conversation about equity as it pertains to special education teachers, including both students’ equitable access to special education teachers who share their racial/ethnic and/or cultural background and prospective special educators’ equitable access to the profession.
Barbara Wolford
Rachel Chen
Wendy Cavendish
Focus on Exceptional Children
Annie Bauer
The goal of the study was to identify a pedagogic signature for teachers in special needs education. According to Shulman, a pedagogic signature can create a professional identity and provide guidance. The present study used a mixed-method approach. Experts in learning disabilities and emotional/ behavioral disorders completed an instrument from the field of industrial and organizational psychology that quantified and weighted professional demands on teachers. The results were added and validated with group discussions. By combining the results with Shulman's dimensions of a pedagogic signature, it is apparent that surface structure and deep structure play a minor role in special needs teachers' perceptions. The importance of an implicit structure in terms of a particular humanistic ethos is characteristic of special needs education. The consequences for the practice of teaching will be considered in terms of current problems and questions in research and practice, and particularly regarding inclusion.
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IMAGES
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COMMENTS
CASE STUDIES OF STUDENTS WITH EXCEPTIONAL NEEDS The case studies in this chapter address the needs of students with the exceptionalities most often observed in classrooms. To prepare for the analysis of the studies, review your philosophy of education that you devel-oped in the last chapter to connect your strategies for helping students to your belief system about teaching. Remember, the ...
"Special Education Case Studies is a new and exciting supplementary resource for teachers in training at University and fully qualified teachers taking AQ courses alike. Chapters are organized by age group, from kindergarten to high school graduation, and each includes five unique cases illustrating different aspects of inclusive classrooms and exemplifying the Ontario Ministry of Education's ...
These "choose your own adventure" case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice.
Summary: "Special Education Case Studies is a new and exciting supplementary resource for teachers in training at University and fully qualified teachers taking AQ courses alike. Chapters are organized by age group, from kindergarten to high school graduation, and each includes five unique cases illustrating different aspects of inclusive classrooms and exemplifying the Ontario Ministry of ...
The intent of this paper is to synthesize and shed light on the state of special education in Ontario, particularly in relation to the understudied and under-represented area of supports and services in French-language schools, and to spark discussion and provide implications for educators.
From two in-depth interviews, this qualitative research study used cross-case analysis to examine participants' perceptions and practices of technology integration to support students in the special education classroom.
1. Abstract In the following field research project we sought to identify barriers and obstacles for students, parents and teacher-parents in the current context of Special Education in Ontario. The objective of the project was to identify areas requiring changes in legislation, policy, mindset and operational practice, through an analysis of challenges in accessing Special Education and ...
Additional Details Special Education Case Studies is an exciting new resource for teacher-candidates as well as fully certified teachers preparing to teach in inclusive classrooms in Ontario. Each chapter is composed of five original cases demonstrating the practices and processes of Special Education.
Special education in Ontario Kindergarten to Grade 12 - Policy and resource guide Read Ontario's guide to support school boards and schools in the effective delivery of programs and services for students with special education needs.
Special Education Case Studies for Ontario Classrooms 1st Edition is written by Kimberly Maich; Randy Hill and published by Oxford University Press Canada. The Digital and eTextbook ISBNs for Special Education Case Studies for Ontario Classrooms are 9780199022182, 0199022186 and the print ISBNs are 9780199022175, 0199022178. Save up to 80% versus print by going digital with VitalSource.
Special Education Case Studies is an exciting new resource for teacher-candidates as well as fully certified teachers preparing to teach in inclusive classrooms in Ontario. Each chapter is composed of five original cases demonstrating the practices and processes of Special Education.
In 1995 the Government of Ontario commenced educational reforms that have broad implications for students with special educational needs. The reforms reflect governmental shifts in defining education in terms of economic accountability and market-driven demand and away from concerns for social justice. Five principles of educational reform under market-driven policies are drawn from the ...
Ontario's Bill 82. On December 12, 1980, the Education Amendment Act, commonly known as Bill 82, was signed into law in the province of Ontario. This bill requires boards of education to provide special education services to all students who are in need. Prior to Bill 82, the provision of services for students with exceptionalities was optional.
This study investigates the relationship between the number of students with special needs (designated as exceptional or receiving special education services) in grade-3 classrooms in 1997-1998 and their achievement scores in reading, writing, and mathematics on Ontario's provincial assessment with their peers without special needs.
The goal of the study was to identify a pedagogic signature for teachers in special needs education. According to Shulman, a pedagogic signature can create a professional identity and provide guidance. The present study used a mixed-method approach. Experts in learning disabilities and emotional/ behavioral disorders completed an instrument from the field of industrial and organizational ...
This qualitative study examines the university experiences of four students with learning disabilities (LDs) in Ontario. The research focuses on individual and institutional barriers and facilitators, as well as social supports. Using a case study design, a series of three in-depth interviews were conducted with the participants.
Inclusive education is educating students with disabilities in general education classrooms with their peers without disabilities.
Special Education . in Ontario. Kindergarten to Grade 12. The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility . in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are ... Stage 1: Classroom Screening and Intervention C23. Stage 2: Referral to the In-School Team ...
This case study focuses on a situation where a principal agrees to allow a parent of a special needs child to volunteer in the child's classroom. While the principal's intention was to offer more support to the teacher, the principal is faced with numerous challenges.
education system in Canada or a federal education department. School-age edu-cation is the individual responsibility of ten provinces and three territories. This article selects the case of Ontario, a province which has become well-known for its commitment to educational excellence and equity.
Abstract Over the past 30 years, school boards, faculties of education, and teaching organizations have helped teachers develop skills to support students with special education needs in their classrooms. However, less attention has been given to school principals in building their leadership skills to support inclusive schools. The purpose of this study is to iden-tify the types of special ...
However, there is, in fact, no national education system in Canada or a federal education department. School-age education is the individual responsibility of ten provinces and three territories. This article selects the case of Ontario, a province which has become well-known for its commitment to educational excellence and equity.
(Tannock, 2009) in order for both general education students and special education students to achieve their full potentials in a classroom run by two teachers. Special education inclusion services differ greatly by school, by town, and by state. A special education inclusion teacher can be in a classroom and work as a helper, or the special