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EDU110 Special Education Part 1 (0)

Abstract

This subject focuses on the theory and practice underlying special education and is designed to assist teachers in developing positive and inclusive learning experiences for students. It explores exceptionalities, teaching strategies and competencies, legislative underpinnings, program planning, the learning environment and other issues related to teaching and learning with special needs students in inclusive classrooms. Teachers will 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. The program integrates field experiences with theoretical ideas while fostering skills of inquiry and scholarship.

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EDU110
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

Enrolment restrictions

Ontario College of Teachers accredited teachers only.

Learning Outcomes

Upon successful completion of this subject, students should:
* be able to understand and implement Ontario Ministry of Education curriculum expectations and Ontario Ministry of Education and district school board policies and guidelines;
* be able to have the theoretical understanding and foundation necessary 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 the developmental or special needs of students;
* be able to work collaboratively with 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; and
* be able to embed theory into practice.

The objectives of the subject are aligned with the Ontario College of Teachers Guidelines for Special Education, Part 1. The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession have been embedded in the learning expectations.

Syllabus

The subject will cover the following topics:
* Understanding the theoretical and legislative underpinnings of special education in Ontario
* Understanding the continuum of various service delivery models such as integration and inclusion, resource room withdrawal, self-contained programs, provincial demonstration schools as they evolved in the development of special education in Ontario
* Knowledge of the various categories and definitions of exceptionalities
* Understanding special education as an equity issue
* Developing an awareness of a broad range of curriculum and delivery models and differences between 'modification' and 'accommodation' and the implications for program development and implementation
* Program development, planning and implementation: developing an Individual Education Plan
* Having an awareness of how to identify a student as 'exceptional'
* Developing and employing instructional and assessment strategies based on the individual learning needs of students
* Managing and documenting information that is pertinent for critical review, IPRCs, transitions and referrals
* Establishing an accepting, safe, and enabling community of learners
* Practicing a variety of age and exceptionality-specific teaching strategies
* Understanding, respecting and being empathetic to parents' knowledge and perspectives and communicating effectively with them
* Accessing and using adaptive and assistive information technology to support student learning
* Promoting peer relationships and self management in students in order to foster independence and self esteem

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 24 November 2017. The University reserves the right to vary the information at any time without notice.