In Special Education Part 2, you will extend your knowledge of the instructional, programming, and assessment needs of students requiring special education. This course will help you better understand exceptional students’ educational needs, so you can ensure positive and inclusive learning experiences.

You will explore, in a critical, holistic, and integrated way:

• theoretical foundations of special education
• development of learners
• program planning and implementation
• instructional practices
• assessment and evaluation
• the learning environment
• ethical considerations related to teaching and learning across the divisions

You will also learn to develop academic and nonacademic programs, based on assessments designed for students with exceptionalities. You will refine your knowledge of various assessment tools that address behaviour and cognitive functioning.

You will acquire an awareness of legal issues, an understanding of the IEP and IPRC funding models and other legislated procedures, and the implications of health and safety standards, human rights legislation, the Accessibility for Ontarians with Disabilities Act, and the Freedom of Information and Protection of Privacy Act.

Per Teachers Qualifications Regulation 184/97, you are required by the Ontario College of Teachers to spend at least 125 hours on course-related work. As well, the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession have been embedded in the learning expectations.

What You’ll Learn and Do

In this course, you will have the opportunity to:

• investigate and implement Ministry of Education curriculum expectations, and Ministry of Education and district school board policies and guidelines
• develop the theoretical understanding and foundation necessary to design, implement, and assess programs for students with exceptionalities
• integrate into your practice First Nations, Métis, and Inuit ways of knowing
• create learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual, and moral development of students with exceptionalities
• develop a deeper understanding of 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 (IEP)
• work collaboratively with in-school personnel, parents/guardians, and the community to access a variety of resources within and beyond the educational system to enhance and support student learning
• demonstrate an openness to innovation and change
• inquire into teaching practices through reflection, active engagement, and collaboration
• demonstrate the ability to integrate information and communication technology into teaching practice
• embed theory into practice
• gain a working knowledge of an array of formal and informal assessment strategies for the purpose of pedagogical decision-making
• develop a holistic understanding of programming to meet the needs of individual students by considering the relationship between education, mental health, and well-being