1. Welcome to PED 3106 Course wiki: http://3106.pbworks.comhttp://3106.pbworks.com Please submit your student profile: name, student number, email, experiences with persons with disability, concerns/questions/additional info Jon Cappello jonathan.cappello@ocdsb.ca 613-733-0610 ext 545

2. Agenda Welcome & Intro, name placards Course Outline Creating groups / Topics for Presentations Philosophy of Teaching Exceptional Students Speech and Language Video- Shameless: The Art of Disability

3. AT Training Overview Lee Ann Scott, Ottawa Network for Education (contact) lscott@onfe-rope.calscott@onfe-rope.ca http://www.onfe- rope.ca/programs/assistive-technology- support http://www.onfe- rope.ca/programs/assistive-technology- support

4. Consider: Getting to know Your Group I like to ……..(create things, to be active, to think, to converse/socialise) I learn best by…………. (reading, talking, watching, doing) My loved ones would describe me as………….(loyal, thoughtful, fun to be with, compasssionate) I would describe myself as………….(organised, creative, flexible, determined)

5. Class Expectations & Group Work In this class you will be working in a groups over the next few months, please discuss and come to consensus regarding the following; Use of technology in group work & discussions Division of labour Disagreeing in an agreeable way/ Conflict Resolution Respect within the group (being prepared, accountibility, communication) We agree to…………

6. Presentation Topics Sensory (Blind & Low Vision) Sensory (Deaf & Hard of Hearing) Developmental Disabilities Fetal Alcohol Syndrome Disorder Learning Disabilities Autism Spectrum Disorders Mild Intellectual Disabilities Gifted ADD/ADHD Behavioural Exceptionalities Physical Disabilities and Chronic Medical Conditions

7. Introduction to Exceptionalities Philosophy and Practice

8. Questions for Exploration What is Special Education? What is an Inclusive Classroom? What defines Student Success? Successful Teaching Practice? Best guess: Annual Ontario Special Ed. Budget ? Percentage of Students with some form of special needs?

9. Who are the students? Approximately 15.5 percent of Canadian school-age children will require special education at some point in their school career. Children in the school system are only considered exceptional if they require special education services. Stats Canada Report- Children with Disabilities Stats Canada Report- Children with Disabilities

10. A variety of terms are used to describe children with exceptionalities : At-risk Atypical Developmentally disabled Disabled Dysfunctional Exceptional Handicapped Impaired Medically fragile Special needs The most appropriate term is a student with an exceptionality. A student with ……. (Words with Dignity)

11. Definition - Exceptionality Children with exceptionalities are those who without accommodation may have difficulty reaching their full potential. Their intellectual, emotional, physical, or social performance may fall below or rise above that of other children.

12. Canadian Special Education Legislation and Policies Laws and regulations in all Provinces and Territories to ensure adequate support and funding is provided to students with exceptional needs. 1962 Hall-Dennis Report described special education in Ontario as a “welter of complexity, divided authority, blurred responsibilities, and a broad spectrum of services unevenly distributed through the province and too frequently inadequate” 1980 Ontario Education Act amended with Bill 82 which ensured rights of exceptional pupils to appropriate services. 1990 Ontario Education Act (181/98) sets out legislative framework to establish legal right to Special Education services through IPRC process. See Hutchinson (pg 10) for details on National Legal Summary

13. The Issue of Labeling Labels may: serve as a necessary administrative arrangement for purposes of funding assist in providing appropriate services simplify information facilitate special treatment promote effective communication be helpful to parents aid in increasing the visibility of specific groups of exceptional people

14. Labels Labels also: suggest the presence of a permanent disorder often only describe an individual's deficits and overlook their strengths fail to reflect the educational and therapeutic needs of an individual promote stereotypes tend to deflate children's self-esteem and cause them to give up on learning

15. Challenge Students do not need to be labeled or measured by more than they are. They don’t need more Federal funds, grants and gimmicks. What they need from us is common sense, dedication, and bright energetic teachers who believe that all children are achievers. Marva Collins

16. Video:Images of Inclusion Inclusion- Global Perspective (Approx 14 min,) Faces of Inclusion (4 min) Faces of Inclusion Animal School (5min) Animal School

17. Discussion about Inclusion What are the essential components of inclusion? How would it feel to be a student in a inclusive classroom? What would you see happening in a classroom that is inclusive? How does the philosophy of inclusion relate to your personal experience? What are the benefits of inclusion for exceptional students? Non- exceptional students?

18. Next Week Complete readings in Hutchinson Ch 1, 2 and 4, Student Success and OCDSB Framework for Student wellbeing Be prepared to discuss the Essential Question- What is Inclusion? In Class prep time: student led workshops Review Chapter 2- Learning for All Exceptionality Assignment (Presentations- Sept 23 : Developmental Disabilities, Speech/Language Impairment) (Presentations- Sept 30: Learning Disabilities, Autism Spectrum Disorders)

19. Video: Shameless: The Art of Disability After viewing the video, what challenged your thinking or personal experience? * Importance of a growth mindset Video is available through http://www.nfb.ca/film/shameless_the_art_of_disability/