Do I have to teach these topics if I teach Kindergarten or Primary grades?
Yes, the Accepting Schools Act and Ontario's Equity and Inclusive Education Strategy apply to the teaching of equity and inclusive education topics to students in all grades and settings. Curriculum documents include equity concepts which must be taught, and in 2002 The Supreme Court of Canada stated that school board approval of books for use in equity education must support equity issues without teaching that one moral is superior to another. Details of the case can be found at: http://scc-csc.lexum.com/scc-csc/scc-csc/en/item/2030/index.do?r=AAAAAQAWZXF1aXR5IGVkdWNhdGlvbiBib29rcwAAAAAB .
Research has also found that the teaching of equity issues at the kindergarten level leads to social acceptance, a very important focus in the creation of safe and accepting schools for everyone (see http://news.illinois.edu/news/11/0602acceptance_MichaeleneOstrosky.html )
This article describes the results of a study into the effects of learning about disabilities on the social attitudes and interactions of kindergarten students with and without disabilities. The article includes a description of this important teaching strategy for acceptance of students with disabilities by peers. An important finding that will be of benefit to the teaching of equity issues in all classroom and school communities.
Yes, the Accepting Schools Act and Ontario's Equity and Inclusive Education Strategy apply to the teaching of equity and inclusive education topics to students in all grades and settings. Curriculum documents include equity concepts which must be taught, and in 2002 The Supreme Court of Canada stated that school board approval of books for use in equity education must support equity issues without teaching that one moral is superior to another. Details of the case can be found at: http://scc-csc.lexum.com/scc-csc/scc-csc/en/item/2030/index.do?r=AAAAAQAWZXF1aXR5IGVkdWNhdGlvbiBib29rcwAAAAAB .
Research has also found that the teaching of equity issues at the kindergarten level leads to social acceptance, a very important focus in the creation of safe and accepting schools for everyone (see http://news.illinois.edu/news/11/0602acceptance_MichaeleneOstrosky.html )
This article describes the results of a study into the effects of learning about disabilities on the social attitudes and interactions of kindergarten students with and without disabilities. The article includes a description of this important teaching strategy for acceptance of students with disabilities by peers. An important finding that will be of benefit to the teaching of equity issues in all classroom and school communities.