No offerings have been identified for this subject in 2015
EDU190 Inclusive Classroom Part 2 (0)
Abstract|
The Additional Qualification Course: Inclusive Classroom Part 2 is designed to enhance professional perspective and practice, and extend and apply knowledge and skills in the design and delivery of educational programs that honour and validate equity and diversity. Inclusive Classroom Part 2 explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment and ethical considerations related to teaching and learning across the divisions. Critical to the implementation of this course is the modeling of a positive learning environment that reflects care, professional, ethical practice, leadership and ongoing learning. |
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+ Subject Availability Modes and Location
Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EDU190
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | SY/US | Ontario School of Education |
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Assumed Knowledge|
Inclusive Classroom Part 1 Additional Qualification along with at least one year (194 days) of successful teaching experience in Ontario or at least one year of successful teaching experience outside of Ontario. |
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Enrolment restrictions|
Enrolment is restricted to Ontario College of Teachers, accredited teachers who only have successfully completed the Inclusive Classroom Part 1 Additional Qualification and who possess at least one year (194 days) of successful teaching experience. |
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Learning OutcomesUpon successful completion of this subject, students should:
• understand and implement Ontario Ministry of Education curriculum, policies and guidelines
• apply the theoretical understanding necessary to implement and assess programs and/or practices related to Inclusive Classroom
• demonstrate and implement expectations, strategies and assessment practices in response to the individual needs of students, and the promotion of student success
• apply principles of holistic learning environments (intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral)
• apply strategies for collaboration with school / board personnel, parents/guardians and the community
• integrate a variety of appropriate resources, including technological and communication resources, to enhance professional knowledge in support of student learning
• refine professional practice through ongoing inquiry, dialogue and reflection
• model ethical practices and addressing ethical issues
• explore strategies to encourage participation in professional learning communities to enhance professional knowledge and support student learning
• develop awareness of First Nations, Métis and Inuit (Aboriginal) ways of knowing and perspectives
• explore innovative approaches for integrating environmentally respectful practices
• explore innovative strategies to create and sustain safe, equitable and inclusive learning environments that honour and respect diversity.
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SyllabusThe subject will cover the following topics:
• theories of child and adolescent physical and social development, and identity formation through the lens of equity and human rights
• application of culturally responsive pedagogy and concepts of a cultural proficiency continuum in the reality of candidates’ own contexts with the intent of planning for personal and professional growth
• teaching practices that reflect how the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession serve as the foundation for teacher professionalism within the Additional Qualification Course: Inclusive Classroom Part II
• analysis of the effectiveness of selected school and classroom practices intended to honour and validate classroom diversity as they pertain to the Prohibited Grounds for Discrimination in the Ontario Human Rights Act as well as socioeconomic status and gender identity
• current perspectives about meritocracy, power, and privilege in Canadian society in order to contextualize contrasting perspectives between school and community on specific issues such as gender equity
• analysis of commonly held perspectives about meritocracy, privilege and power impact students broadly and applying this conceptual analysis to individual and school contexts with a view to proposing alternative approaches
• instructional strategies and assessment and evaluation practices that are responsive to the needs of students who live diverse realities.
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.
