As an English and History teacher, I decided to focus on the English curriculum for grades 9-10, and the Elementary social studies curriculum.
What is the key message shared in those passages regarding the role of the teacher in serving students with special education needs?
Like any other course, including The Ontario Curriculum for Grades 9 and 10 English, teachers should be examining IEPs based on strengths and needs and comments from previous teachers in relation to literacy. If a student needs accommodations they can come in the form of instructional accommodations such as teaching presentation, organization, technology; environmental accommodations like preferential seating; and assessment accommodations such as allowing additional time or oral vs. written responses (p. 28).
How does that affect your role as a teacher?
It means that I need to be diligent with IEPs, but also to get to know my students and their updated strengths and needs per course. I have had students who have a LD and focus better when sitting at the front of the class, or I have had students who have needs in terms of spelling and organization so they are permitted extra time during authentic assessments. Also, in terms of summative assessments and reporting, my comments should be relevant and up to date in terms of how I have either accommodated or modified the expectations, including next steps for the student's learning. I also have to ensure I am clicking the IEP box on the report cards appropriately.
What is the key message shared in those passages regarding the role of the teacher in serving students with special education needs?
Ultimately in the Ontario Curriculum, Social Studies Grades 1 to 6, History and Geography Grades 7 and 8 reading, the key message is to universally design your lessons for all in your class. Encouragement of collaboration is also important through the use of flexible groupings and constant ongoing assessment.
How does that affect your role as a teacher?
As mentioned "Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs" (p. 38). Based on the age range and lack of streaming in elementary school, this makes sense as students will be reaching a multitude of different levels in terms of assessment and thus UDL will best apply to this type of class to reach all students.
What is the key message shared in those passages regarding the role of the teacher in serving students with special education needs?
Like any other course, including The Ontario Curriculum for Grades 9 and 10 English, teachers should be examining IEPs based on strengths and needs and comments from previous teachers in relation to literacy. If a student needs accommodations they can come in the form of instructional accommodations such as teaching presentation, organization, technology; environmental accommodations like preferential seating; and assessment accommodations such as allowing additional time or oral vs. written responses (p. 28).
How does that affect your role as a teacher?
It means that I need to be diligent with IEPs, but also to get to know my students and their updated strengths and needs per course. I have had students who have a LD and focus better when sitting at the front of the class, or I have had students who have needs in terms of spelling and organization so they are permitted extra time during authentic assessments. Also, in terms of summative assessments and reporting, my comments should be relevant and up to date in terms of how I have either accommodated or modified the expectations, including next steps for the student's learning. I also have to ensure I am clicking the IEP box on the report cards appropriately.
What is the key message shared in those passages regarding the role of the teacher in serving students with special education needs?
Ultimately in the Ontario Curriculum, Social Studies Grades 1 to 6, History and Geography Grades 7 and 8 reading, the key message is to universally design your lessons for all in your class. Encouragement of collaboration is also important through the use of flexible groupings and constant ongoing assessment.
How does that affect your role as a teacher?
As mentioned "Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs" (p. 38). Based on the age range and lack of streaming in elementary school, this makes sense as students will be reaching a multitude of different levels in terms of assessment and thus UDL will best apply to this type of class to reach all students.
- Planning Social Studies, History, and Geography Programs for Students with Special Education Needs in The Ontario Curriculum, Social Studies Grades 1 to 6, History and Geography Grades 7 and 8, p. 37.
- Planning English Programs for Students with Special Education Needs inThe Ontario Curriculum Grades 9 and 10 English, p. 28.