1. EDUCATION FOR ALL

2. The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6 2005

3. WHAT IS THIS REPORT? Ministry of Education established the Expert Panel on Literacy and Numeracy Instruction Ministry of Education established the Expert Panel on Literacy and Numeracy Instruction

4. ONTARIO HUMAN RIGHTS CODE 1962 Affirmed the right to equal access to services, including education. Affirmed the right to equal access to services, including education.1982 Code was amended to prohibit discrimination on the basis of handicap. Code was amended to prohibit discrimination on the basis of handicap.

5. SUPREME COURT OF CANADA 1977 Eaton – “case-by-case basis” determinant Eaton – “case-by-case basis” determinant being the student’s best interest being the student’s best interest

6. REGULATION 181 1998 Legislated the requirement that the first consideration regarding placement for an “exceptional pupil” be placement in a regular class with appropriate supports, when such placement meets the student’s needs and is in accordance with parents’ wishes Legislated the requirement that the first consideration regarding placement for an “exceptional pupil” be placement in a regular class with appropriate supports, when such placement meets the student’s needs and is in accordance with parents’ wishes

7. THE REPORT’S APPROACH The report is … (1) Inclusive (2) Non-categorical The report is not … (1) Exceptionality-based

8. A SUMMARY OF GUIDING PRINCIPLES Belief 1: All students can succeed

9. Belief 2: Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students. Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students.

10. Belief 3: Successful instructional practices are founded on evidence-based research, tempered by experience. Successful instructional practices are founded on evidence-based research, tempered by experience.

11. Belief 4: Classroom teachers are the key educators for a student’s literacy and numeracy development. Classroom teachers are the key educators for a student’s literacy and numeracy development.

12. Belief 5: Each child has his or her own unique patterns of learning. Each child has his or her own unique patterns of learning.

13. Belief 6: Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs. Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs.

14. Belief 7: Fairness is not sameness.

15. ACTIVITY HOW DO YOU CURRENTLY INCORPORATE THE BELIEFS INTO YOUR TEACHING PRACTICE? HOW DO YOU CURRENTLY INCORPORATE THE BELIEFS INTO YOUR TEACHING PRACTICE?

16. The Standards of Practice for the Teaching Profession Commitment to Students and Student Learning Commitment to Students and Student Learning Professional Knowledge Professional Knowledge Ongoing Professional Learning Ongoing Professional Learning Professional Practice Professional Practice Leadership in Learning Communities Leadership in Learning Communities

17. THE ETHICAL STANDARDS FOR THE TEACHING PROFESSION Care Care Respect Respect Trust Trust Integrity Integrity

18. STANDARDS OF PRACTICE ACTIVITY How are the Education for All Beliefs reflected in the Standards of Practice ? How are the Education for All Beliefs reflected in the Standards of Practice ? What do these mean to us as Special Education Teachers? What do these mean to us as Special Education Teachers? ELBOW PARTNERS

19. BACK TO BELIEF #2 … UNIVERSAL DESIGN and DIFFERENTIATED INSTRUCTION ONE SIZE DOES NOT FIT ALL.

20. DIFFERENTIATED INSTRUCTION BLOOM’S TAXONOMY BLOOM’S TAXONOMY MULTIPLE INTELLIGENCES MULTIPLE INTELLIGENCES

21. LOWER ORDER THINKING SKILLS Knowledge Ability to remember Tell, Recite, List, Memorize Workbook pages, quiz, test, exam Compre- hension Demonstrate basic understanding of concepts and curriculum Restate, Give examples, Explain, Summarize, Translate Drawing, Diagram, Response to question, Revision Application Transfer knowledge learned in one situation to another Demonstrate, Use guides, maps, charts, Build, Cook Recipe, Model, Artwork, Demonstratio n, Crafts

22. HIGHER ORDER THINKING SKILLS ANALYSIS Understandin g how parts relate to a whole Investigate, Classify, Categorize, Compare, Contrast Survey, Questionnaire, Plan, Solution, Report, Prospectus EVAL- UATION SupportJudgment Judge, Evaluate, Give opinion, Viewpoint … Decision, Rating/Grade s, Editorial, Debate, Critique SYNTHESIS Re-form individual parts to make a whole Compose, Design, Invent, Create, Hypothesize … Lesson Plan, Song, Poem, Story, Ad, Invention

23. MULTIPLE INTELLIGENCES HOWARD GARDNER  Linguistic Intelligence  Logical-Mathematical Intelligence  Musical Intelligence  Bodily-Kinesthetic Intelligence  Spatial Intelligence  Interpersonal Intelligence  Intrapersonal Intelligence

24. Who are your students?

25. How will you truly see your students this year?

26. “A Billionaire”

27. Bill Gates

28. “Often stares into space”

29. Roberta Bondar

30. “Challenges Authority”

31. Nelson Mandella

32. “More interested in sports than in class”

33. Terry Fox

34. “Shows signs of Civil Disobedience”

35. Mahatma Gandhi

36. “Did not complete a full year of school until grade eight”

37. Margaret Atwood

38. “Outspoken”

39. Martin Luther King Jr.

40. “Obsessive”

41. Frederick Banting

42. “A Victim of Sexual Assault”

43. Oprah

44. “Doodles”

45. John Lennon

46. “Disabled”

47. Rick Hansen

48. “Has a pushy father”

49. Tiger Woods

50. “A Refugee”

51. Adrienne Clarkson

52. “Not good enough to make the cut”

53. Michael Jordan

54. “A poor student, a slow learner, hyperactive”

55. Albert Einstein

56. Who saw them in a different way?

57. Who saw their traits not as flaws, but as strengths?

58. Will it be you?