Learners with Exceptionalities
Forrest, Sharita. Learning About Disabilities Fosters Social Acceptance, Study Finds. June 2, 2011. University of Illinois. Web. March 21, 2014.
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 in all classroom and school communities.
James, Sally. Acceptance Key for Children with Disabilities.Parentmap. nd. March 21, 2014.
This article is a useful read to give teachers a background of the issues parents of students with exceptionalities have faced long before their children start school, and the new issues that arise once their children begin their educational journey. This perspective will then help teachers make healthy peer connections for students with exceptionalities so they become valued members of the classroom and school communities.
Ontario Ministry of Education. Learning for All: A Guide to Effective Assessment and
Instruction for All Students. Kindergarten to Grade 12. 2011. Queen's Printer for
Ontario. Toronto. Web. March 21, 2014.
Using what was learned in the research leading to the publication of Education for All, the Ministry of Education developed Learning for All, an expansion of Education for All to all grades and all learners, proof once again that what is essential for some, is good for all.
Ontario Ministry of Education. Education for All. The Report of the Expert Panel on
Literacy and Numeracy Instruction for Students with Special Education Needs,
Kindergarten to Grade 6. 2005. Queen's Printer for Ontario. Toronto. Print.
A great resource for background information regarding meeting the instructional needs of students with exceptionalities. Discussion points include universal design for learning, differentiated instruction, supports, and the development of class profiles and individual learning profiles. Finally, much time is spent identifying research supported instructional strategies and tools that support student learning in both literacy and numeracy.
Forrest, Sharita. Learning About Disabilities Fosters Social Acceptance, Study Finds. June 2, 2011. University of Illinois. Web. March 21, 2014.
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 in all classroom and school communities.
James, Sally. Acceptance Key for Children with Disabilities.Parentmap. nd. March 21, 2014.
This article is a useful read to give teachers a background of the issues parents of students with exceptionalities have faced long before their children start school, and the new issues that arise once their children begin their educational journey. This perspective will then help teachers make healthy peer connections for students with exceptionalities so they become valued members of the classroom and school communities.
Ontario Ministry of Education. Learning for All: A Guide to Effective Assessment and
Instruction for All Students. Kindergarten to Grade 12. 2011. Queen's Printer for
Ontario. Toronto. Web. March 21, 2014.
Using what was learned in the research leading to the publication of Education for All, the Ministry of Education developed Learning for All, an expansion of Education for All to all grades and all learners, proof once again that what is essential for some, is good for all.
Ontario Ministry of Education. Education for All. The Report of the Expert Panel on
Literacy and Numeracy Instruction for Students with Special Education Needs,
Kindergarten to Grade 6. 2005. Queen's Printer for Ontario. Toronto. Print.
A great resource for background information regarding meeting the instructional needs of students with exceptionalities. Discussion points include universal design for learning, differentiated instruction, supports, and the development of class profiles and individual learning profiles. Finally, much time is spent identifying research supported instructional strategies and tools that support student learning in both literacy and numeracy.