education and DD

Question 1

Segregation

Answer 1

The Special Classes Act was passed in Ontario, making it legal to have segregated classes
After WW1, return of disabled veterans challenged the assumption that people with disabilities should be segregated

Question 2

Intelligence Testing

Answer 2

Developed to identify children who were unable to benefit from regular education
IQ scores were used to segregate people with intellectual disabilities
Still used today to inform educational placement and practice

Question 3

Eugenics

Answer 3

The idea that societies could improve if the population and environment were shaped in ways thought to be beneficial
Forbidding procreation of the disabled
Isolating people with disabilities
Popular view from the early to mid 1900s

Question 4

Normalization

Answer 4

In the mid 1900s, society moved towards normalization- the belief that there was value in educating children with disabilities
Organizations such as the Council for Exceptional Children, Canadian Association for Community Living, and the G. Allan Roeher Institute were formed

Question 5

The Ministry of Education

Answer 5

1950s- Ontario Ministry of Education took over the administration of schools for children with DD
Special course for teachers “Teaching the Trainable Mentally Retarded”
Legislation allowed school boards to provide education for children with DD
This meant that children could be excluded from school for being ineducable

Question 6

what are the 5 principles of Education Amendment Act

Answer 6

1. universal access
2. education at public expense
3. appeal process
4. appropriate program
5. ongoing indetification and continuous assesment and review

Question 7

what were the changes associated with the Education Amedment Act

Answer 7

All school boards were required to provide special education, or to pay to send their students to another school board that has special education services
Students with DD were given the right to attend school in English or French, and in the public or Catholic boards
Can attend school until the end of the school year following their 21st birthday

Question 8

Two Categories of Students with DD used in the past

Answer 8

Educable Retarded

Trainable Retarded

Question 9

educable retarded

Answer 9

A learning disorder characterized by an ability to learn in a regular classroom if given extra help, and a potential for academic learning

Question 10

Trainable Retarded

Answer 10

A severe learning disorder characterized by an inability to profit from a program for the educable retarded, and a limited potential for academic learning

Question 11

what were educable retarded and trainable retarded changed to?

Answer 11

Re-named Mild Intellectual Disability, and Developmental Disability in 1998

Question 12

Behaviour

Answer 12

Learning disorder characterized by specific behaviour problems that affect educational performance
Inability to build or maintain interpersonal relationships
Excessive fears or anxiety
A tendency to compulsive reaction
An inability to learn unrelated to intellectual, sensory, or health factors

Question 13

Intellectual

Answer 13

Giftedness
Mild intellectual disability
Developmental disability

Question 14

Multiple

Answer 14

Combination of learning or other disorders that requires a teacher with special education qualifications

Question 15

what are the two placements options for people with dd?

Answer 15

segregated (placed in seperate classes), integrated same classroom as their peers

Question 16

placement options in Ontario classroooms

Answer 16

A regular class with indirect support 
- Regular classroom all day, extra help from the teacher
A regular class with resource assistance 
- Regular class all day, but gets extra help from a special ed teacher within the classroom
A regular class with withdrawal assistance
- Regular class, but gets extra help from a special ed - -- teacher outside the classroom for less than 50% of the school day
A special education class with partial integration 
- In a special ed class for at least 50% of the day, but in a regular class for at least 1 period per day
A full-time special education class 
-Student is placed in a special education class for the entire school day.

Question 17

ECDSB- STEPS program (Skills to Enhance Personal Success)

Answer 17

For students with a developmental disability, autism, or multiple exceptionality
Focus on individualized programming, life skills, ABA

Question 18

Maryvale Adolescent and Family Services

Answer 18

mental health treatment centre for youth
Has a school-based day treatment program for youth who are struggling in community schools
Focuses on education and mental health services

Question 19

John McGivney Children’s Centre

Answer 19

Provides multidisciplinary services for children with disabilities
Has a school for children aged 4-14 who have physical and developmental needs and require rehabilitation

Question 20

Individual Education Plan (IEP)

Answer 20

An IEP must be prepared for each exceptional student
It is a working document that outlines the student’s needs and services, and a plan for them to access the curriculum
Must take into consideration assessments, recommendations for the Identification, Placement, and Review Committee (IPRC), parents, and staff
Students over 14 (except gifted) must have a transition plan
Including parents in the process

Question 21

IEP Process

Answer 21

Phase 1: Gather Information
- Assessments, consultation with professionals, parents, student
Phase 2: Set the Direction
- Establish roles and responsibilities
Phase 3: Develop the IEP
- Determine accommodations, placement, human resources
Phase 4: Implement the IEP
- Put it into practice in the classroom
Phase 5: Review and Update the IEP
- Update learning expectations, make revisions as needed

Question 22

IEP Components

Answer 22

Assessment Data
- E.g. psychological testing
Areas of Strength and Need
- Focus on cognitive skills and deficits, learning styles
Accommodations
- Supports, technology, etc.
Programs
- Learning expectations, teaching strategies, assessment methods

Question 23

Accommodations

Answer 23

Instructional
Changes in teaching strategies
E.g. use of visuals
Environmental
Changes in the classroom/school environment
E.g. preferential seating
Assessment
Changes to demonstrate learning
E.g. extra time on tests

Question 24

Curriculum Courses

Answer 24

Accommodated
Same provincial learning expectations
Modified
Changes to learning expectations (number or complexity)
May be a different grade level
Alternative
Focus on teaching skills not covered in provincial learning expectations
E.g. personal care, social skills, anger management