PROGRAM TEXT:

Charleyboy, L., & Leatherdale, M. B. (2014). Dreaming in Indian. Annick Press.

COURSE RESOURCES:

Ontario. (2017). Special education in Ontario. [PDF available online]. Retrieved from: http://www.edu.gov.on.ca/eng/document/policy/os/2017/SpecEdFinal2018.pdf

Ontario. (2013). Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12. [PDF available online]. Retrieved from: http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

Ontario. (2013). Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and Well-Being. [PDF available online]. Retrieved from: https://files.ontario.ca/edu-supporting-minds-2013-en-2022-01-28.pdf

Ontario. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario’s Schools, First Edition. [PDF available online]. Retrieved from: http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf.

Students are encouraged to make use of technology, including generative artificial intelligence tools, to contribute to their understanding of course materials and gather information from across sources. In this use, any content produced by an artificial intelligence tool must be cited appropriately. Citation information: (e.g., MLA: https://style.mla.org/citing-generative-ai/ ).

Instructor: Jennifer Bates

Email Address: jbates@trentu.ca

Phone Number: 705-748-1011 x7051

Office: OC 152

Office Hours: Wednesdsay 12pm-3pm

Fridays 11am – 1pm (ESC A205)

Academic Administrative Assistant: Tammy Wheeler

Email Address: tammywheeler@trentu.ca

Phone Number: 7518

Office: OC 214.1

Academic Calendar Course Description:

An introduction to current educational research, theory, and best practices regarding literacy instruction and learning diversity in supporting learners with special needs at the Intermediate/ Senior levels. Models of inclusion and individualized instruction are explored with emphasis on legal responsibilities, program modification, and classroom accommodation.

Further Description:

“The difference between a good educator and a great educator is that the former figures out how to work within the constraints of traditional policies and accepted assumptions, whereas the latter figures out how to change whatever gets in the way of doing right by kids. ‘But we’ve always…’, ‘But the parents will never…’, ‘But we can’t be the only school in the area to…’ – all such protestations are unpersuasive to great educators. If research and common sense argue for doing things differently, then the question isn’t whether to change course but how to make it happen” (Alfie Kohn, 2007).

Teacher candidates will apply current educational research, theory, and professional practice regarding literacy instruction and learning diversity in supporting learners with special needs. They will develop empathy and understanding for learners faced with a variety of learning challenges.  Asset-oriented theoretical principles and approaches, as well as, models of inclusion informed by critical disabilities studies perspectives will be explored with emphasis on ethical perspectives as they relate to contemporary issues in special education. The course provides a sound introduction to differentiated instruction and teachers’ legal and ethical responsibilities towards learners with special needs.

 

 

Upon completion of the course candidates will demonstrate a sound understanding of:

• applying observational skills and knowledge of learning to assess and respond to students’ assets, interests, and needs
• foundational knowledge regarding literacy including reading theory, processes, assessment and responsive instruction
• planning, teaching, and assessing using social constructivism and differentiated instruction
• theoretical and practical knowledge regarding learners with exceptionalities
• learning diversity
• students’ literacy skills with respect to cross-curricular learning
• observing, assessing, evaluating, and planning for individualized instruction
• partnerships within schools and between schools, and with parents/guardians, other institutions/organizations and professionals
• policy documents relating specifically to learners with special needs
• legal and ethical issues relating to working with individual learners
• structures and definitions that form the basis for special education practice
• inclusionary practices informed by asset-oriented theoretical principles and approaches
• psychological, cognitive, physical, educational, medical, behavioural, and social factors that affect literacy and learners with special needs
• Individual Education Plans (IEPs) and the Identification, Placement and Review Committee (IPRC) process
• models and strategies for communication, consultation, and collaboration
• socio-cultural, philosophical, historical, legal implications, and foundations of special education
• And so much more…

PROGRAM TEXT:

Charleyboy, L., & Leatherdale, M. B. (2014). Dreaming in Indian. Annick Press.

COURSE RESOURCES:

Ontario. (2017). Special education in Ontario. [PDF available online]. Retrieved from: http://www.edu.gov.on.ca/eng/document/policy/os/2017/SpecEdFinal2018.pdf

Ontario. (2013). Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12. [PDF available online]. Retrieved from: http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

Ontario. (2013). Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and Well-Being. [PDF available online]. Retrieved from: https://files.ontario.ca/edu-supporting-minds-2013-en-2022-01-28.pdf

Ontario. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario’s Schools, First Edition. [PDF available online]. Retrieved from: http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf.

Each week the required and recommended readings/viewings will be posted on Blackboard in our weekly slide deck. Teacher Candidates are expected to consult Blackboard for weekly reading tasks (with corresponding additional resources). You are responsible for preparing in advance, as the weekly classes will require you to have completed the work in order to optimize your learning experience during class time.

A goal in this course is to model the assessment loop in action, meaning the teacher candidates have the opportunity to experience assessment for learning, assessment as learning, and assessment of learning throughout the course.

 

Students are encouraged to make use of technology, including generative artificial intelligence tools, to contribute to their understanding of course materials and gather information from across sources. In this use, any content produced by an artificial intelligence tool must be cited appropriately. Citation information: (e.g., MLA: https://style.mla.org/citing-generative-ai/ ).

However, students may not use artificial intelligence such as Chatgpt and quilbot, to write research papers,or complete major course assignments (i.e. lesson plans, units, reflections etc.).

Specifically, representing as one’s own an idea, or expression of an idea, that was AI-generated is prohibited.  Students may not copy or paraphrase from any generative artificial intelligence applications, for the purpose of completing assignments in this course.

 

A full description of each assignment will be posted on Blackboard however, the following provides a brief overview of the course assignments and requirements for successful completion of the course.

Due dates for written work will be at 23:59 of the indicated day.

1. Professionalism and Contributions to Our Learning Environment
(Conversations & Observations)
Due Date: Ongoing throughout the semester                                             

In a professional learning community environment, educators have the opportunity to align under a clear mandate and to collaboratively examine best practices (DuFour, DuFour, Eaker, & Karhanek, 2004). This action-oriented assignment supports professional growth by having you engage with resources, activities and discussions in the asynchronous and synchronous components of the course. You will be expected to complete weekly readings, tasks, and to contribute actively and regularly to our professional learning community during instructional time.

2. Literacy, Learning & Special Education: My Personal History
(Product: Assessment for Learning – Diagnostic)
Due Date: Week 2

In this assignment, teacher candidates will complete a personal history reflecting on their experiences and conceptions of literacy, learning and special education.
This assignment will be submitted via Blackboard.

3. A Learning Story
Due Date: Week 11             

The purpose of this assignment is for teacher candidates to document their understanding and use of an asset-oriented approach to plan and implement individualized literacy programs for two learners. Teacher candidates will maintain a chosen pedagogical documentation style on a weekly basis and submit it for evaluation as part of their Learners’ portfolios by the specified deadlines. From this pedagogical documentation, teacher candidates will share a learning story of their students.  Though learning stories are told primarily about the learner.  Your learning story will weave in a web of your own growth and evolving understanding of language and literacy education.  The learning story may be told using multiple multimodal composition styles- but should include between 4-5 pages of print based media.

• Week 5: Assessment as Learning: Peer Feedback on pedagogical documentation and portfolio in class.
• Week 5: Assessment as Learning: Self Assessment on Tutor Plans in class.
• Week 6: Assessment for Learning: Descriptive Feedback on Tutor Plan and pedagogical documentation Feedback from Course Instructor
• Week 8: Assessment for Learning: Descriptive Feedback on Summary Letter to Parents Feedback from Marker/Grader Submit on Blackboard
• Week 9: Assessment for Learning: Literacy Support Placement Summative Assessment Feedback from Reading Associate
• Week 11: Assessment of Learning: Descriptive Feedback on your Learning Story Feedback from Course Instructor Submit on Blackboard

3.  Learners with Exceptionalities: An Asset-Oriented Approach  

(Observations & Conversations: Assessment of Learning)
Due Date: One of Week 11, 13, 14, 15, 16, or 17.

Teacher Candidates will demonstrate their understanding of Differentiated Instruction (DI) and Universal Design for Learning (UDL) to program for learners with special education needs. This action-oriented assignment supports your professional growth by having you reflect upon an individual learner’s needs and then making programming decisions based on this data. You will see how planning and programming for individuals with special education needs takes shape. Specific details for each of these assignments and evaluation criteria will be provided in class.

4. Research in Special Education: Annotated Bibliography

(Product: Assessment of Learning)
Due Date: Week 17

Teacher candidates will choose a topic in the field of special education that is of interest to them. Independently, they will research this topic, finding a minimum of 5 scholarly articles connected to their topic. Teacher candidates will then create an annotated bibliography in which they summarize/describe the main arguments, evidence presented, and conclusions of each article and provide a critical evaluative on the article, analyzing content, drawing conclusions and explaining the utility of the resource for educators. The submitted paper will be no more than three pages in length.

The following overarching four criteria are considered when grading Teacher Candidate work in the School of Education and Professional Learning.

Taking intellectual risks:

This refers to your willingness to make your ideas and practices vulnerable to scrutiny and comment by yourself and others through in-class and online discussions, group projects, and critical reflections.  We believe that personal and professional growth is not possible without at least some vulnerability and openness.

Making connections:

This is evidence of your attempts to make connections between ideas, issues, etc., raised in the readings, small group sessions and your own beliefs and experiences.

Thinking clearly on paper: 

It is important to write effectively.  This means being able to construct a text that is coherent, clearly focused, well supported and appropriate for your purpose and audience.

Contributing to the community:

Personal and professional growth flourish in an environment that is stimulating, challenging and supportive at the same time.  It is the responsibility of each participant to contribute to the creation and nurturing of an environment of respect, collaboration and risk-taking.