No offerings have been identified for this subject in 2015
ESS421 Foundations 3: Inclusive Education (8)
Abstract
This subject is intended to ensure that candidates have knowledge and skills for a diverse range of learners in order to plan for personalised, precise assessment and instructional practices for all students including English Language Learners. The principles of a strength-based approach, the principles of Universal Design of Learning and teaching strategies of differentiation, accommodation and modification are identified as necessary to plan for, differentiate, and personalise learning and assessment for each student. It is intended to help teacher candidates understand the relationship among mental health, well-being and student achievement and to view student well-being as inclusive of physical, cognitive/mental, social and emotional well-being. |
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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: ESS421
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 informationDuration | Grading System | School: |
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One term | HD/FL | School of Teacher Education |
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Enrolment restrictions
This subject is restricted to students enrolled in the Bachelor of Primary Education Studies. |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to collect and use data in conjunction with other information and knowledge about a student to make instructional decisions to facilitate learning;
- be able to plan and implement differentiated content, process and product to support the learning of all students;
- be able to understand the need to support students through transitions, particularly students with special needs;
- be able to use an asset-based approach in supporting all culturally and linguistically diverse students, particularly students acquiring English as another language;
- be able to use an asset-based approach to address all learning needs and a belief that all students can learn, that success builds a sense of efficacy and that teachers create the conditions for success;
- be able to understand the larger context of special education, including Individual Education Plans (IEPs) and the Identification, Placement and Review Committee process;
- be able to understand learning exceptionalities, accommodations and modifications, alternative programming and reporting;
- be able to understand the role of external professionals and the uses of assistive and adaptive technologies;
- be able to understand and explore the First Nation, Metis and Inuit ways of thinking about special education needs;
- be able identify when stigma is occurring and reduce stigma, promoting positive mental health and building student social emotional learning skills; and
- be able to understand their role in assisting students to develop skills to improve their resilience, social/emotional well-being and mental wellness by providing a safe, supportive, inclusive and engaging classroom environment for all students.
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SyllabusThe subject will cover the following topics:
- The history of special education in Ontario.
- Equity and inclusion in special education.
- Universal Design of Learning.
- The Special Education Problem Solving Pathway.
- Planning for inclusion.
- Differentiated Instruction – pre-assessment strategies and differentiated lesson design.
- Differentiated Instruction – readiness, interest, learner profile.
- Differentiated Instruction – content, process, product.
- Learning exceptionalities, accommodations, modification and Individual Education Plans.
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Specialised Resources
Students require a laptop computer and/or appropriate mobile device.
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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.