ESS450 Foundations 3: Inclusive Education and the Law (8)
Abstract| This subject examines the political, social, historical context of education in Ontario. Legislative requirements, the role of teachers' federations and of the Ontario College of Teachers will be explored. The trends that have led to special education legislation and the movement toward inclusive education will be highlighted. Students will gain experience in developing and implementing differentiated instruction for Primary/Junior classrooms in Ontario. |
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+ Subject Availability Modes and Location
| Term 1 | | Internal | Canada Campus |
Continuing students should consult the SAL for current offering details: ESS450
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 | HD/FL | Ontario School of Education |
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Enrolment restrictions| Students enrolled in stream 3 of the Bachelor of Primary Education Studies for Ontario.
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Learning OutcomesUpon successful completion of this subject, students should:
* be able to understand the implications of political, social, legislative and historical realities on education in Ontario;
* be able to demonstrate a solid knowledge of the current rules and regulations governing education in Ontario;
* be able to understand the categories of children with special needs as defined in Ontario legislation;
* be able to demonstrate knowledge about teaching and learning strategies to support inclusive education;
* be able to demonstrate a sound understanding of differentiated instruction;
* be able to understand their role and responsibility as advocates for inclusive education;
* be able to understand the role of prevention of developmental and learning problems.
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SyllabusThe subject will cover the following topics:
* Understanding the source of current trends in education helps candidates develop a context and focus on those components of education over which they have the most control.
* The creation of responsive, differentiated learning environments for students across the developmental spectrum.
* An understanding of the needs of learners within a framework of differentiated curriculum and instruction, classroom design, and management.
* The content and approach is designed to build a Candidate's confidence and skill in building an inclusive environment which includes differentiating the process, product and content for a variety of learners.
* Issues related to the adoption of inclusive practice, including advocacy and attitudinal change will be addressed as a context for consideration of the curriculum and pedagogy of inclusion.
* Candidates will develop the introductory skills and knowledge required to build a personal foundation of thought and action for inclusive educational practice.
* Candidates will be expected to demonstrate a sound understanding of educational legislation in Ontario. |
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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.
