No offerings have been identified for this subject in 2016

EDU185 Special Education Part 2 (0)


This subject is designed to extend the knowledge and skills of teachers who have completed Special Education Part 1. Teachers enhance their skills by combining their knowledge of student development and learning with their understanding of the strengths and needs of students identified as exceptional. This Additional Qualification subject focuses on the theory and practice underlying providing positive learning experiences for students. This subject also provides candidates with more in depth information and practice in special education. It further explores exceptionalities, teaching strategies and competencies, legislative underpinnings, with a focus on developing programs based on appropriate assessment for students identified as exceptional.

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EDU185
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionSY/USOntario School of Education

Assumed Knowledge

EDU110 Special Education Part 1 Additional Qualification along with at least one year (194 days) of successful teaching experience.

Enrolment restrictions

Enrolment is restricted to Ontario College of Teachers accredited teachers only who have successfully completed EDU110 Special Education Part 1 Additional Qualification and who possess at least one year (194 days) of successful teaching experience.

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to understand and implement Ministry of Education curriculum expectations and Ministry of Education and district school board policies;
  • be able to design, implement and assess programs for students identified as exceptional;
  • be able to create learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development of students identified as exceptional;
  • be able to understand how to use, accommodate and modify expectations, strategies and assessment practices based on students’ developmental or special needs as outlined in the Individual Education Plan;
  • be able to work collaboratively with the in-school personnel, parents/guardians and the community;
  • be able to access a variety of resources within and beyond the educational system to enhance and support student learning;
  • be able to demonstrate an openness to innovation and change;
  • be able to inquire into practice through reflection, active engagement and collaboration;
  • be able to demonstrate the ability to integrate information and communication technology into teaching practice;
  • be able to embed theory into practice;
  • be able to possess a working knowledge of an array of formal and informal assessment strategies for the purposes of pedagogical decision-making; and
  • be able to develop a holistic understanding of programming in order to meet the needs of individual students.


The subject will cover the following topics:
  • Having an awareness of the legal issues as they pertain to special education issues
  • Understanding and using the terminology of relevant legislation using Ministry legislation, regulations, curriculum documents as the underpinnings of programs
  • Analyzing critically current learning theory and equitable classroom practice
  • Examining assumptions, discrimination issues and biases that may impact on the processes, practices and assessments related to special education
  • Continuing to address the categories and definitions of exceptionalities as defined in the Ministry of Education documents as well as the range of exceptionalities
  • Using knowledge of the qualities and characteristics of ability and disability to design programs which engage the student
  • Achieving obtainable objectives using knowledge of formal and informal data and information gathering, tools, tests and strategies in order to interpret, inform and develop appropriate programs
  • Reviewing and updating Individual Education Plans (IEP)
  • Learning the language of assessment and reporting in order to communicate sensitively with parents and diverse personnel
  • Comparing and critically considering the implications of diverse strategies and interventions
  • Implementing exemplary practices for supporting students identified as exceptional
  • Exploring the acquisition and use of supportive and assistive resources
  • Considering what it means to be accountable in terms of assessing students who are identified as exceptional
  • Incorporating the use of research techniques with electronic resources into teaching and learning


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.