Teacher of Anishnaabemowin as a Second Language Educational Psychology/Special Education Component Summer Program Course Instructor: Dr. Warnie Richardson (A350) EXT: 4557 STATEMENT OF INTENT: GENERAL COURSE DESCRIPTION: Although the TASL program is specifically designed to prepare people of Aboriginal ancestry for teaching Ojibwe as a Second Language in Ontario, the central purpose of this portion of the course will be to provide students with an introduction to basic concepts and practices within the broad areas of Educational Psychology and Special Education. At its conclusion, students should be able to integrate some of the more practical aspects of the course and successfully apply it to their general classroom experiences. As a direct corollary, it is also hoped that students will leave this course committed to a general educational philosophy which seeks to maximize the full learning potential for those who are most vulnerable within Ontario s education system, the exceptional, at-risk, and/or marginalized student. Every attempt will be made to distill the general content of this portion of the course through a specific First Nations perspective. Related directly to this, the following areas will be generally examined: 1. The general developmental stages of preadolescents and adolescents, particularly with reference to language, physical, social, emotional and cognitive considerations. 2. Motivation and management strategies, specifically related to both identified and unidentified students. 3. High and Low Incidence Exceptionalities: Specific Identification and Specific Strategies (Learning Disabilities, Behavioural Dysfunctions, Developmental Disabilities and Autism Spectrum Disorders) 4. Learning Difference, Behavioural Difference, and Potential Life Trajectories (Practical and Theoretical Perspectives) 5. Risk, Resiliency, and the Teaching Profession: A Special Educational Model 6. The delivery of special educational services on National, Provincial, and First Nation levels (an overview)
Upon the successful completion of this two-part course, educators of students with special needs or exceptionalities should specifically be able to: recognize the immense benefits of early identification and aggressive strategic intervention completely understand the IPRC and IEP processes, especially with respect to the role played by the regular classroom teacher comprehend the eclectic nature of exceptionalities as dealt within Provincial and / or Federal legislation acquire the basic skills required in the adaptation, accommodation, modification, and differentiation of curriculum, pedagogy and overall expectations in order to effectively meet the needs of the exceptional learner within the confines of the regular classroom utilize some adaptive technology and recognize its potential in the classroom; particularly as it pertains to the exceptional learner identify the general developmental stages of preadolescents and adolescents, particularly with reference to language, physical, social, emotional and cognitive considerations apply the central tenets of theories directly linked to learning, motivation, and management recognize and apply the myriad hands on instructional techniques, methods and resources which can be effectively utilized to greatly enhance the educational experiences of those with exceptionalities demonstrate a basic understanding of behavioural and emotional dysfunctions from both a special educational and mental health perspective utilize a variety of approaches that support the special needs of the behavioural student, including both proactive and reactive strategies in the core classroom demonstrate a general competence in designing and implementing programs and intervention strategies with respect to students who have been formally identified as having both learning and behavioural exceptionalities acquire a general knowledge of what it means to be "at-risk" within the "normal" schooling experience, hence, more able to effectively program for this very "hard to serve" group of children and/or adolescents in the classroom acquire a general understanding of, and ability to work with. the unidentified, yet, completely underachieving, unmotivated, and many times misbehaving student REQUIRED TEXT: ARTICLES CONSULTED: The Special Education Companion 1) Suicide and Depression: Special Education s Responsibility 2) 12 Common Management Mistakes 3) Risk, Resiliency and the Schooling Experience 4) What Works? Research in Practice 5) What Makes Teens Tick? 6) Bullying: It Isn t What It Used To Be Page 2 of 8
Although the specific Ministry of Education special educational website will be generally referred to throughout the course, these specific documents will be accessed and examined on a regular basis. Website: http://www.edu.gov.on.ca/eng/general/elemsec/speced/speced.html Documents: The Education Act: On Special Education Highlights of Regulation 181/98 The Individual Education Plan: A Resource Guide (2004) Special Education: A Guide for Educators Special Education: General Funding Guidelines Also, in year two, the OSSTF/FEESO publication, entitled, School Law: A Reference Guide for Ontario, specifically Chapter 6 (pages 89-102) Special Education will be utilized. SUCCESS IS A FUNNY THING Is success something you decide? If so tell me, is success being wealthy? Does success mean intelligence? If so, how do you decide who is intelligent or not? Do we use your test and your rules? Would I be successful if I lived in the right area of the city? What if I had a nice new car, would that be considered successful? What if I was really athletic, that would have to make me a success wouldn't it? What if I dressed the way you wanted me to, would that make me successful? Me, I think success is a relative term! After all, my success may not be your success; or is it? To judge me is to know me, and not many know me. I guess cops, judges, teachers, lawyers, probation officers and social workers all know me a bit, but they all serve the same master. But I guess they're all successful aren't they? Student Poem (16 year old young offender ) Taken From: Richardson, W. J. (2005). Voices from the Margins. Page 3 of 8
YEAR ONE ASSIGNMENTS & GRADING IN COURSE 30% In Class Participation (readings/activities/assignments/quizzes) 40% Video with Prompts (Questions and Answers) 30% In Class Research Assignment: Exceptionalities and Strategies YEAR TWO ASSIGNMENTS & GRADING IN COURSE 40% In Class Participation (readings/activities/assignments/quizzes) 10% Video with Prompts (Questions and Answers) 40% Exceptionality Profile Research Assignment 10% IEP and Article Critique-In Class Assignment Page 4 of 8
Special Education/Educational Psychology TASL (Summer Session 2011) AGENDA - DAY 1: (Monday) 1. General Overview of Course (Explanation of Assignments) 2. Ontario and Special Education: A Historical Perspective 3. High Incidence Exceptionalities (A General Overview) 4. Low Incidence Exceptionalities (A General Overview) 5. A General Behavioural Model (Illustration and Explanation) 6. A General Learning Model (Illustration and Explanation) 7. How Difficult Can This Be? (Richard Lavoie) AGENDA - DAY 2: (Tuesday) 1. The Learning Disabled Perspective ( The DYS s) 2. The Behavioural Perspective: Getting it Right Matters! 3. Life Span Developmental Perspective (Males + Prompts) 4. Behavioural Aberrations (Intervention Strategies) A Case History 5. Underachievement and Motivation: A Model 6. Some Issues and/or Areas of Concern within Special Education Page 5 of 8
AGENDA - DAY 3: (Wednesday) 1. At Risk and Resilience: Practical and Theoretical Views 2. The Lesra Martin Story: Defying the Prediction (Teachers Matter) 3. The Individual Education Plan (A Practical Approach) 4. Life Span Developmental Perspective (Females + Prompts) 5. Modifying, Accommodating and Differentiating: Importance of Knowing the Difference Application to Specific Cases 6. The Aboriginal Special Educational Experience: Questions, Answers, and Debate. Theory vs. Reality! A Cultural Perspective! AGENDA - DAY 4: (Thursday) 1. Behavioural and Mental Health Perspectives: Specific Strategies 2. Developmental Disabilities: A Case History (Eric McFeld) 3. Case History (Tony) Dysgraphia (grapho-motor/vision motor-integration) 4. A Case History (Ryan) Dyslexia: A Teacher s Role in Moving Forward 5. Current Research within the Field 6. The Brain That Changes Itself (A New Approach to Special Education) AGENDA - DAY 5: (Friday) 1. Behaviour: Management Approaches and Special Education 2. Mental Health Considerations and Special Education 3. Autism Spectrum Disorders: A Special Educational Model 4. Working with Unidentified, Underachieving Students: Some Specific Strategies 5. I Am a Promise (Video) 6. Summary: Looking to the Future Page 6 of 8
Special Education/Educational Psychology TASL (Summer Session 2012) AGENDA - DAY 1: (Monday) 1. General Overview of Course (Explanation of Assignments) 2. Ontario and Special Education: Changes in a Year 3. High Incidence Exceptionalities (A General Review) 4. Low Incidence Exceptionalities (A General Review) 5. A General Behavioural Model (Review) 6. A General Learning Model (Review) 7. The IEP: Getting it Absolutely Right! AGENDA - DAY 2: (Tuesday) 1. Learning Differences: back to Accommodation and Modification 2. Identification of an Exceptionality: A Practical Model 3. Transition from Elementary to Secondary: A Developmental Perspective 4. Behavioural Aberrations (Intervention Strategies) More Case Histories 5. Underachievement, Motivation, and Misbehaviour: Go To Strategies 6. More on Norman Doidge and the Changing Brain: A Shifting Paradigm Page 7 of 8
AGENDA - DAY 3: (Wednesday) 1. Risk, Resilience, and the Schooling Experience: The Role of Teachers 2. Mental Health: An Emerging Issue in Ontario Classrooms 3. Core and Special Educational Models: Conflicting Visions 4. Modifying, Accommodating and Differentiating: Back to Specific Cases 5. The Aboriginal Special Educational Experience: A Personal Perspective AGENDA - DAY 4: (Thursday) 1. A Generic Special Educational Approach: Some General Strategies 2. A Specific Special Educational Approach: Some Specific Strategies 3. Case History (James) Learning Disability or Behavioural Aberration? 4. A Teachers Responsibilities: Legal and Ethical Considerations 5. More Case History Filtered Exclusively Through an Educational Model AGENDA - DAY 5: (Friday) 1. Behaviour: More General Management Approaches 2. Assessment, Identification, and Special Education 3. Environment, Behaviour, Academic Performance, and Special Education 4. ODD, OCD, Conduct Disorder, etc. : A Closer Look at Emerging Identifications 5. An Up Close and Personal Look at Add and ADHD: The Research and the Strategies 6. Summary: Again, Looking to the Future Page 8 of 8