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Master of Teaching Program

Course Outline 2016-2017 Fall Session COURSE NUMBER:

CTL 7008H Fall 2016

COURSE TITLE:

Introduction to Special Education and Mental Health

INSTRUCTOR NAME:

Veronica Ellis, OCT, PhD Email: veronica.ellis@utoronto.ca Office Hours: By Appointment

SECTION/COHORT:

Master of Teaching Year 2 IS 243 Thursdays (9:00 AM to 1:00 PM) Room 5-230

Signed: ___________________________________ Date: ___________________

1. Contact Information for Course Instructor a. Please contact me by utoronto email. You may also use PeppeR. I will respond to your

emails within 24 hours. Announcements about the course or other program information will be made through PeppeR.

• Emails to individual students and the class as a whole will be sent from the PeppeR platform.

• It is important that teacher candidates check their utoronto email and PeppeR on a regular basis.

• Office hours are arranged by appointment through email or in person before or after class. Although my office is 11-226, the location for Office Hours will be confirmed when we set the appointment.

b. I will communicate through utoronto email and will state in an announcement on PeppeR

if I need to cancel a class because of illness or in the event of unexpected circumstances. • You will need to ensure that you have access to Internet at home to access your

utoronto email and PeppeR. • Please become familiar with your utoronto email and PeppeR and check both

communication systems regularly. 2. Course Description (From 2016-2017 OISE Graduate Studies in Education Bulletin):

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CTL7008H Introduction to Special Education and Mental Health In Ontario, the regular education classrooms are currently the placement of choice for students with disabilities. This movement toward inclusive education has occurred for a variety of reasons: legal, educational, moral and philosophical. In this course, teacher candidates will consider special education from the perspective of the regular classroom teacher. From this perspective, special education is not ''special'' but is effective teaching that benefits all the students in the class. It focuses on adapting instruction to meet the diverse needs of the students in the class. The course will concentrate on how instructional assessment can be used to calibrate instruction to meet the needs of individual students, how to accommodate learner differences and how to collaborate with other professionals to meet the provincial requirements for inclusion of students in teaching, programming and assessment. This course is informed by:

• The key elements of the Ontario College of Teachers (OCT) Standards of Practice for the Teaching Profession: Commitment to Students and Student Learning; Professional Knowledge; Professional Practice; Leadership in Learning Communities; and Ongoing Professional Learning – see http://www.oct.ca/public/professional%20standards/standards%20of%20practice

• The MT program’s Seven Core Principles: 1) Teaching Excellence; 2) Equity, Diversity and Social Justice; 3) Research Informed and Infused Practice; 4) Cohort-Based Learning Communities; 5) School/Field/University Partnerships; 6) Faculty Collaboration; and 6) Coherence

PeppeR will be utilized as the on-line platform for the course.

3. Course Expectations

In this course, teacher candidates are introduced to topics/core content related to both Special Education and Mental Health and Well-Being. Teacher candidates will consider Special Education from the perspective of the general classroom teacher. From this perspective, special education is not ''special'' but is effective teaching that benefits all students in the class. Teacher candidates will consider Mental Health as pertaining to students’ resilience, social/emotional well-being and mental wellness. This course is designed to promote critical and reflective thinking and learning about topics related to supporting a diverse range of learners, including students identified as requiring special education support. Specifically, this course will support teacher candidates to:

1. Examine their own beliefs and practices related to supporting student learning, 2. Understand and utilize a strength-based approach and teaching strategies for

differentiation, accommodation, and modification to plan for and assess learning needs,

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3. Understand the relationship among mental health, well-being and achievement and view student well-being as inclusive of physical, cognitive/mental, social and emotional well-being,

4. Identify ways to support students’ mental health and well-being and identify students who require more intensive intervention

5. Develop the capacities to work with families and other professionals in support of students,

6. Demonstrate the knowledge, skills, attitudes, and confidence necessary to effectively promote success for students with a broad range of experiences, needs and abilities, including students with exceptionalities, and

7. Develop the knowledge and skills pertaining to First Nation, Métis, and Inuit ways of thinking about the kinds of differences associated with special education needs.

This course will pay particular attention to current research in planning for inclusion through:

• Universal Design for Learning (UDL), • Differentiated instruction (DI), • Response to intervention (RTI) and • How these can inform teachers' responses to students’ various ways of being, learning,

and showing understanding in the classroom. Pepper is the online platform that will be used for communication and for the sharing of resources, readings/viewings, PowerPoints from classes, etc. Pepper can be accessed at https://pepper.oise.utoronto.ca/signin 4. Evaluation (The MT follows the University Assessment and Grading Practices Policy. Please consult as needed. There are 3 graded assignments. Descriptions are listed below--more details to follow in class.

1. Change and Growth Professional Inquiry Project: (30%) 2. Seminar: (45%) 3. Presentation: (25%)

Assignments (written and oral) will be evaluated for content, clarity, and thoughtfulness of arguments/ideas presented, use of relevant literature, depth of analytical discussion, style, overall structure and mechanics. All Seminar assignments should be typed, double-spaced, and font Times New Roman, size 12. It is expected all assignments will follow the APA Publication Manual 6th Edition.

A+ 90 ‐ 100% Exceptional. Ready for academic publication/peer reviewed journal/highly sophisticated & outstanding. The student has gone significantly beyond the expectations of the assignment, in both scope and depth

A

85 ‐ 89% Excellent work. The student’s work achieves all criteria in a manner that consistently demonstrates a high degree of quality and attention to detail. There are no areas of concern with the assignment.

80 ‐ 84% Strong work. The student’s work achieves all criteria in a manner that

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A‐

mostly demonstrates a high degree of quality and attention to detail. Any areas of concern are minor and don’t significantly alter the overall quality of the work.

B+

77 ‐ 79% Good work. The student’s work achieves all criteria in a manner that consistently demonstrates a good degree of quality and attention to detail. There may be a single area of concern that has impacted the overall quality of the student’s work.

B 73 ‐ 76% The student’s work achieves all criteria in a manner that mostly demonstrates a good degree of quality and attention to detail. There is more than one area of concern that has impacted the overall quality of the assignment.

B‐

70 ‐ 72% Work does not meet multiple success criteria, and/or includes other major issues such as style, appropriateness, focus etc., There may be a significant area of concern and/or gaps that impact the overall quality and completeness of the assignment.

A. Change and Growth Professional Inquiry Capstone Project: Reflections on

practicum and life experience in relation to issues in Special Education and Mental Health (Total=30%)

The major theoretical roots of reflection are found in the likes of John Dewey and Donald Schon. John Dewey (1933) has suggested that we do not learn from experience alone, but most profoundly from reflection on that experience. Schon (1983) writes about the importance of teachers reflecting on their practice both during and after they have enacted strategies within the classroom. Teachers' learning and mastery comes from thinking through and often struggling with problems and situations to arrive at new understandings. (Action + Reflection = Mastery) Ultimately, teachers need opportunities to reflect on their practice both to understand and improve it.

Dewey, J. (1933) How We Think. A restatement of the relation of reflective thinking to the educative process (Revised edition.), Boston: D. C. Heath. Schön, D. (1983). The Reflective Practitioner. New York, NY: Basic Books.

In the capstone assignment, you are asked to reflect on your pedagogical decision-making within your practicum placement this term. Specifically, you are asked to reflect on how and why you enacted a particular kind of differentiated instruction* for one of your students. Keep in mind that differentiated instruction is effective instruction that is responsive to students’ readiness, interests, and learning preferences.

Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:

Content: what students are going to learn or how they will get access to the information;

Processes: activities students do or how they learn;

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Products/assessment: culminating projects/tasks or how students will demonstrate learning;

Environment: how the classroom is organized and how it feels

You are asked to: 1. Bring your student to life in a brief “profile” (i.e. image, drawing, photo, narrative

overview etc.); Details should include age/grade/interests/learning preferences/strengths/challenges etc. (taking stock of student background, knowledge and understanding is a key first component of successful differentiation).

2. Explain the details of how you differentiated for this student (i.e. Incorporated interests, implemented time-off-the-clock; scribing; preplanned variations of a task/assignment; choice; nonverbal signals; partnering; contracts; manipulatives; tiered graphic organizers; one-on-one or small group settings; oral responses; challenge assignments; alternative seating; incentives; chunking, etc.) AND what the outcomes were;

3. Defend YOUR decision making. What new understandings influenced your decision? In other words, what was your rationale for differentiating this way? (i.e. the theory)

4. Describe how this pedagogical decision making helps to illustrate your growth as an educator over the last number of months in the MT program. In other words, how is this particular decision-making illustrative of growth? How was this decision/teaching different from the kind of decision/teaching you might have implemented before entering into the MT program or perhaps even before entering into your second year of the MT program?

This is a share and submit capstone assignment. You will: • Choose how to best represent your reflection. (E.g. brief written narrative, PowerPoint,

images, poster, painting, artifact from placement - i.e. photo, audio recording, sample of student work etc.) - Please note, you are not being graded on creativity, nor is this required. You are simply invited to represent your reflections as you choose.)

• Share your reflection on your change and growth in groups of four in our final class. You will have approximately 10 min. each to share your reflections.

• Submit your assignment at the end of the last class (if it is not in written form, submit with a brief written or audio recorded summary of how your representation of your reflection illustrates your change and growth.

To assist you in monitoring your change and growth in understanding Special Education and Mental Health Needs you will complete a personal portfolio by submitting daily the following in-class tasks.

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1. At the end of class 1—Complete, share and submit: • Background Knowledge Mind Map regarding Special Education and Mental

Health. This will represent your understanding of what Special Education and Mental Health mean to you at the beginning of this course.

• Brief Statement of What You Wish to Achieve in This Course in First Class

2. At the end of classes 2 to 7—Complete and submit a Personal Log noting one new learning or puzzle/question or change in thinking.

3. At the end of classes 2 to 7—Revisit a Lesson Plan from a previous practicum session. The purpose of this assignment is to help you relate your prior knowledge and experiences to your new understandings regarding Special Education and Mental Health. You will add to this lesson plan during each class paying particular attention to planning for inclusion through the use of Universal Design for Learning (UDL), Differentiated Instruction (DI), and Response to Intervention (RTI) for various diagnoses and exceptionalities.

4. At the end of class 8—Complete and then discuss with a partner a second Mind Map regarding Special Education and Mental Health. You will compare the two and talk about the change and what has informed that change. You will devise and write a Headline to summarize.

The link below talks about concept maps (very similar) and provides a few examples on how to use them in the classroom. http://www.readingrockets.org/strategies/concept_maps The following short YouTube video that gives a brief introduction to the basics of Mind Mapping (they can be comprised of a combination of words/visuals and colours can be used to distinguish between main ideas. Thicker “branches" are typically used for main ideas and thinner "branches" for subcategories. https://www.youtube.com/watch?v=wLWV0XN7K1g

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CTL7008H Veronica Ellis, OCT, PhD Student__________________________________

Change and Growth Professional Inquiry Project (30%) Capstone Assignment

Evaluation Criteria

Weak

Dem

onstrati

Fair D

emonstrati

Good

Dem

onstrati

Strong D

emonstrati

Excellent

Dem

onstrati

Outstanding

Dem

onstrati

Presented brief profile of one student from third practicum placement (e.g. age/grade/interests/learning preferences/strengths/challenges etc.)

Included details of planning for differentiation for student and outcomes

Showed evidence of thoughtful consideration of rationale for differentiation

Provided thoughtful insights on how this pedagogical decision-making illustrates growth/change over time

Shared reflection on change and growth with peers, in class

Ideas clearly expressed.

Comments:

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CTL7008H Veronica Ellis, OCT, PhD Student__________________________________

Change and Growth Professional Inquiry Project Culminating Preparatory In-Class Tasks

The major theoretical roots of reflection are found in the likes of John Dewey and Donald Schon. John Dewey (1933) has suggested that we do not learn from experience alone, but most profoundly from reflection on that experience. Schon (1983) writes about the importance of teachers reflecting on their practice both during and after they have enacted strategies within the classroom.

Mind Map1 and Brief Statement of What You Wish to Achieve in This Course: Class 1 • Mind Map # 1 Submitted ☐ • Brief Statement Submitted ☐

Personal Logs: Classes 2 to 7 • Submitted _____ /6 • Listed 1 new learning or puzzle/question or change in thinking for each. Submitted ____ /6

Revisited Lesson Plan: Classes 2 to 7 • Adjustments, Notes or additions to Lesson Plan. Submitted _______ /6

(Particular attention to planning for inclusion through the use of Universal Design for Learning (UDL), Differentiated Instruction (DI), and Response to Intervention (RTI) for various diagnoses and exceptionalities.)

Mind Map 2 and Headline: Class 8 • Mind Map # 2 reflecting how your knowledge, understanding, and practice related to

Special Education and Mental Health has changed/grown over the length of this course. Submitted ☐

• Headline to summarize. Submitted ☐

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B. Seminars (Total = 45%) Due dates: one week after the seminar listed on Weekly Schedule.

A. Overview: a. You will participate in Four Small Group Seminars. These Seminars will

provide an opportunity for you to explore issues addressed in the coursework independently in a small peer-group setting. It is a forum to encourage discussion and promote critical reflection on a variety of topics significant to current educational theory and practice. Each Teacher Candidate will assume the role of facilitator for one seminar session of approximately 60 minutes. The seminar topic and readings will be provided.

b. On the day you serve as facilitator, you will be responsible for creating a learning opportunity for your fellow teacher candidates. As the seminar facilitator, your role is to:

i. Create engaging activities for the whole group based on the readings; ii. Lead an interactive session that involves all seminar group members and

promotes critical thought and reflection; and iii. Submit a maximum three page Facilitator’s Seminar Report one week later

(30%) b. As a seminar group member (i.e. when you are not facilitating), you will come to

each seminar with a brief typewritten response to the readings (Although these are ungraded, each submission earns 3% each for a total of 12%). These responses will assure you come prepared to share your thoughts, critical interpretations, and related experiences as well as connecting experience, theory and practice.

B. Seminar Details: a. Responsibilities of the Facilitator:

i. Study the assigned readings. ii. Formulate and facilitate a minimum of three engaging activities related to the

content/themes within the article with a goal of engaging the class and facilitating learning. Be sure to include activities that promote thoughtful reflection, engagement, interaction, and active learning. You need not summarize or review the readings with participants as each person is required to have read them ahead of class and submit a response before class.

iii. Submit a digital copy of your Facilitator’s Seminar Report one week later by the end of the day through private messaging to me on PeppeR or by my utoronto email.

b. Facilitator’s Seminar Report Requirements: The Seminar Report should not exceed three pages double-spaced, font size 12, Times New Roman. Please include the names of your seminar group members at the start of your report. Your report should include 3 sections:

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i. Personal response to the readings: Connecting Theory and Practice (one page): This is an overview of your critical response to the articles (e.g. what were the most meaningful idea/ideas, theories, methods, and/or understandings for you from the reading and why? (You may include direct quotes from the reading with appropriate citations.) Can you relate anything from these readings to a personal experience in a classroom or elsewhere in your life? Will the ideas in this reading influence your teaching? If so, why? If not, why not? Please do NOT summarize the readings. This section should be approximately one half to one page in length.

ii. Process of leading the seminar: Pedagogical Considerations (one page): This is a summary of your experience of the process of leading the seminar. Please describe what you did and why you did it. Include a brief overview of the facilitation techniques/activities you used to facilitate learning and your rationale for using each. Please also comment on anything that surprised you about being the facilitator. Discuss one of your strengths as facilitator of the seminar. What might you do differently next time? How might the experience of leading the seminar inform your teaching? Please attach/scan any handouts, activity sheets etc. to your report. These will not be included in the page number requirement.

iii. Summary of Seminar Group experience: Social Constructivism in Action (one page): Theories of Social Constructivism suggest that learning occurs when our ideas and understandings come into contact with the ideas and understanding of others (Vygotsky, 1978). This section should be an overview of some of the ways you and your group members learned with and from each other during the seminar. Highlight a few interesting comments, questions, or new learning/understanding that occurred in your group. (e.g. “Several people thought...”, “There was agreement/disagreement about...”, "_______ got us all really thinking about..." etc.).

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CTL7008H Veronica Ellis, OCT, PhD Student_______________________________________ Seminar Report (30%) Evaluation Criteria

Weak

Dem

onstration

Fair D

emonstration

Good

Dem

onstration

Strong D

emonstration

Excellent

Dem

onstration

Outstanding

Dem

onstration

Showed evidence of critical reflection on ideas/theories within the readings (e.g. discussed meaningful ideas, included specific examples, related to prior experience/understanding, connected to future work in teaching etc.).

Provided a brief overview of the facilitation techniques/activities used to aid learning and rationale for each.

Demonstrated thoughtful reflection on the process of planning for and facilitating the seminar (e.g. referred to strength(s) as facilitator, area for growth, how facilitation experience informs teaching in the classroom)

Showed evidence of planning learning activities that promoted thoughtful reflection and discussion, engagement, interaction, and active learning with and amongst group members.

Provided details of the group seminar experience (e.g. interesting questions came up, surprises, comments, agreements or disagreements, and new learning that occurred).

Writing is clear and well organized; meets 3 page requirement. (Appendices and references not part of page count) Typed, double-spaced, and font Times New Roman, size 12. Follows APA Publication Manual 6th Edition.

Comments:

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c. Responsibilities of the Seminar Group Members: i. Study the readings.

ii. Bring copy of articles/chapters to class on the day of the Seminar (paper or digital).

iii. Participate and engage in the group discussion iv. Prepare a (maximum) one-page typewritten (double spaced, font Times New

Roman, size 12) overview of your response to the reading to share with seminar group members and to submit at the end of the seminar. This overview may be in point/bullet form and should include your reaction to the readings. For example, what ideas/theories/strategies etc. impacted you and why. How might these inform your teaching? What is your critical response? Etc.

v. Your response should not be a summary of the readings. Please include the title of the readings in your response. One-page responses must be typed and completed before the seminar begins and handed in during class. (Maximum 5% for each response (5% X 3 responses=15%). If you are absent please email your response to me and your seminar facilitator.

*Please note that on the day you facilitate the seminar you are not required to submit the one-page response during class. That is to be included in your Seminar Report.

CTL7008H Veronica Ellis, OCT, PhD Student___________________________

One-Page Seminar Responses (3x 5% = 15%) Evaluation Criteria

Not

Dem

onstrated D

emonstrated

Showed evidence of thoughtful/critical reflection on ideas/theories within the readings (e.g. highlighted meaningful ideas, included specific examples, related to prior experience/understanding, connected to future work in teaching

One-half to one page response was typewritten

One-half to one page response was completed prior to the seminar and submitted in class

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C. Presentations (25%)

Although every student is unique, it is important to have a general understanding of some of the challenges students may have as they attempt to navigate the school environment. There will be 4 presentations. In groups of 7 you will offer a 60-minute presentation on a topic on exceptionalities and diagnoses as set out in the course schedule, related to working towards a comprehensive regular classroom management plan that includes building a safe, healthy and inclusive classroom and learning environment, with consideration of diverse populations including First Nation, Métis, and Inuit, and facilitating development of social and collaborative skills and other learning skills with a focus on specific Special Education and Mental Health needs. (More details can be found in the Assignment Guidelines). PowerPoint/Prezi and handout to be posted on PeppeR.

Presentations should address the following in an engaging and/or interactive way:

1) Context and Background of this exceptionality or diagnosis as it relates to Special Education and/or Mental Health

2) A Case Study presenting challenges within a secondary classroom 3) Dimensions of Differentiation and/or ADAPT to create an inclusive learning

environment and facilitate development of skills 4) Tip Sheet including key resources

(Make sure you include some reference to First Nation, Métis, and Inuit way of thinking or insight into the exceptionality or relate a component to how you would take FNMI students’ needs into consideration)

PowerPoint/Prezi and tip sheet etc. should be uploaded to PeppeR on the day of the presentation. Each group member will complete and submit an individual self-assessment rubric on the day of the presentation. Individual group members will outline the details of their contribution. After your 60 minute presentation there will be a fifteen-minute opportunity for questions from the class.

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CTL7008H Veronica Ellis, OCT, PhD Date of Presentation: ___________________________ Presenters: 1. 2. 3. 4. 5. 6. 7. Rubric for Presentation – Presentation about working towards a comprehensive regular classroom management plan that includes building a safe, healthy and inclusive classroom and learning environment, with consideration of diverse populations including First Nation, Métis, and Inuit, and facilitating development of social and collaborative skills and other learning skills with a focus on specific Special Education or Mental Health needs. (25%) Presentation marks will be based on: 1 2 3 4 5 6 Presentation Skills – well organized, clear, articulate, engaging; group members worked together in a professional manner

Coverage of the content – Provided background and context of how the exceptionality or diagnosis fits into the larger picture of Special Education or Mental Health Needs (used PowerPoint or Prezi)

Case Study – Well-detailed, realistic, appropriate to either Intermediate or Senior issues, included pertinent and relevant information. Outlined what some of the typical classroom challenges/behaviours/ and even strengths associated with a student who may be identified with the exceptionality, diagnosis or set of characteristics

Brought Differentiated Instruction to life: Provided practical examples of how to work towards a comprehensive regular classroom management plan that includes building a safe, healthy and inclusive classroom and learning environment, with consideration of diverse populations including First Nation, Métis, and Inuit, and facilitating development of social and collaborative skills and other learning skills. Demonstrated how to tailoring instruction in practical ways (using UDL/RTI) and specifically addressed how to use Dimensions of Differentiation or the ADAPT model.

Tip Sheet and Resources: Included key points to consider when working with student and main concepts to keep in mind when talking with parents/guardians and paraprofessionals (e.g. educational assistants, CYWs etc.) or other teachers/professionals. Included top three practical resources with rationale.

Facilitation of thinking and interaction –engaged the audience to think deeply, responded to discussion positively and engaged classmates to think critically about issue

1 Weak–Meets few success criteria; and/or includes other major issues (e.g. content, focus, suitability) 2 Fair–Meets some success criteria, and/or requires improvement 3 Good–Meets most criteria for success, with some areas needing improvement 4 Strong–Meets almost all criteria for success, with a few areas needing improvement 5 Excellent–Meets all criteria for success 6 Outstanding–Ted Talk quality, highly sophisticated Instructor’s feedback notes:

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CTL 7800H Presentation Individual Feedback Form

Name: _____________________________________________ Presentation Date & Title: __________________________________________________ 1 2 3 4 5 6 Presentation Skills – well organized, clear, articulate, engaging; group members worked together in a professional manner

Coverage of the content – Provided background and context of how the exceptionality or diagnosis fits into the larger picture of Special Education or Mental Health Needs (used PowerPoint or Prezi)

Case Study – Well-detailed, realistic, appropriate to either Intermediate or Senior issues, included pertinent and relevant information. Outlined what some of the typical classroom challenges/behaviours/ and even strengths associated with a student who may be identified with the exceptionality, diagnosis or set of characteristics

Brought Differentiated Instruction to life: Provided practical examples of how to work towards a comprehensive regular classroom management plan that includes building a safe, healthy and inclusive classroom and learning environment, with consideration of diverse populations including First Nation, Métis, and Inuit, and facilitating development of social and collaborative skills and other learning skills. Demonstrated how to tailoring instruction in practical ways (using UDL/RTI) and specifically addressed how to use Dimensions of Differentiation or the ADAPT model.

Tip Sheet and Resources: Included key points to consider when working with student and main concepts to keep in mind when talking with parents/guardians and paraprofessionals (e.g. educational assistants, CYWs etc.) or other teachers/professionals. Included top three practical resources with rationale.

Facilitation of thinking and interaction –engaged the audience to think deeply, responded to discussion positively and engaged classmates to think critically about issue

Qualitative Self-Assessment: (You can write on back of page if you wish) 1. The most important thing I learned from this presentation experience is: (can be related to the

content/topic or the experience of preparing/presenting):

2. The details of my contribution as a group member are as follows: (please provide details to show evidence of equitable distribution):

3. The one thing I would do differently next time is: 4. In terms of how our group members worked together, I would like you to know:

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5. Course Content & Readings CTL 7008H Fall 2016 Introduction to Special Education and Mental Health IS 243 Sept. 15. 2016 to Dec. 8, 2016 Thursdays (9:00 AM to 1:00PM) Room 5230 Dr. Veronica Ellis, OCT This course is founded on the following concepts about teacher education adapted from the Accreditation Resource Guide, p. 3, College of Teachers, 2014. TCs as students of the MT program of professional education are expected to understand that teachers need a strong body of foundational professional knowledge that is evidence based and practice informed in order to begin to develop professional judgement and skills in pedagogical decision-making (in this course for CTL 7008H in particular) This course comes from the standpoint that all teachers view themselves as learners and understand that the student/learner must be the centre of their work in teaching and learning. This course embraces the concept that teachers are life-long learners who are beginning the continuum of professional learning in terms of special education, adaptive instruction, mental health and other specific areas for students with exceptional learning requirements. This course expects that all TCs and future-teachers hold a growth mindset and work from an asset-based approach for their students and themselves. This course is intended to be comprehensive regarding areas of special education and mental health knowledge and skills for teachers beginning their careers with recognition that these areas will continue to deepen and grow throughout their careers. (Adapted from the Accreditation Resource Guide, p. 3, College of Teachers, 2014) The following outline is tentative. Together we will review the course direction and modify it to your needs, where possible. If you have a question or concern, do not hesitate to contact me. Date Course Topics by

Class: Resources & Supplemental Readings

To Prepare for Class

In-Class Tasks

Class 1 Thurs. Sept. 15 2016

A. Contextualizing Special Education and Mental Health in Curriculum Studies

Curriculum Studies • Experience and

Education o Dewey, J.

(1938). Experience and education. New York: MacMillan.

Curriculum

The only preparation required for this first class is that you come with an open mind and a growth mindset.

Introduction and Course Outline Review • Special

Education and Mental Health Background Knowledge Mind Map #1

• Brief Statement on “What I

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B. Ontario’s

Response to Meeting the Needs: • Special

Education: o IPRC

Process o Individual

Education Plan (IEP)

• Mental Health & Well-Being:

Commonplaces • Schwab, J. J.

(1962). The teaching of science as enquiry. In. J. J. Schwab and P. Brandwein (Eds.). The teaching of science. Cambridge, MA: Harvard University Press

o Milieu o Subject

Matter o Student o Teacher

Teachers as Curriculum Planners • Connelly, F. M., &

Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. Toronto: OISE Press.

• Teachers as Curriculum Makers

• Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. Jackson (Ed.), Handbook of Curriculum Research, pp. 363-401. New York: MacMillan

Intersecting areas of research • Medicine • Psychology/Sociolo

gy • Human

Rights/Justice/Law

want to Achieve in this Course

• Seminar Selection

• Presentation Selection

• Resilience Mental Health Meter: https://www.cmha.ca/mental-health/your-mental-health/resilience/

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o Documents • Resources

All these materials apply to all class sessions: Ministry Documents/Policies: Special Education in Ontario (PDFs on PeppeR) • Special Education:

A Guide for Educators

• “Closing the Gap as the Overarching Goal: Changing Special Education Practices and Outcomes”

• IEP Document Mental Health (PDF on PeppeR) • Supporting Minds • Caring and Safe

Schools in Ontario Supporting Students with Special Education Needs Through Progressive Discipline, Kindergarten to Grade 12

Curriculum (PDFs on PeppeR) • Learning for All • Growing Success • Curriculum

Documents Front Matter

Student Success • http://www.edu.gov

.on.ca/studentsuccess/

• http://www.edu.gov.on.ca/eng/teachers/

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studentsuccess/strategy.html

• http://www.edu.gov.on.ca/morestudentsuccess/teams.html https://www.wcdsb.ca/programs/pdf/Student-Success-Learning-to-18.pdf

Special Education and Mental Health in Ontario Integration of Practice and Theory This course is concerned with the “educational responses that are made when students experience difficulties in learning and to those who have or are considered to have disabilities.” This concern has traditionally found expression in the form of special education. This course focuses on “special education as a form of provision and an area of research, rather than (simply) on categories of learning difficulties.” This course “draws attention to the challenges of providing education for all in ways that are just and equitable.” Adapted from: Florian, L. (2007). Preface. In L. Florian (Ed.), The Sage Handbook of Special Education (p. xxiii). Thousand Oaks, CA.: Sage Mental Health When some people think about mental health, they think about illness, but the Ontario approach uses the definition of mental health from the World Health Organization. Educators play an important role in supporting student learning about mental health and well-being by:

• Teaching about mental health using explicit and implicit opportunities in the Ontario curriculum; and

• Creating, fostering and sustaining a learning environment that is healthy, caring, safe, inclusive, and accepting.

“The World Health Organization describes Mental Health as a state of well-being, which basically encompasses all aspects of living, so physical emotional behaviour or social. It’s more than just the absence of ill health or illness it talks about relationships. It talks about functioning well, functioning optimally, occupationally, as a student, as a relationship, interconnections. So it's an all-around sense of well-being. So when we're talking about mental health with regard to students and learning and mental health what we really want to focus on is what's going well with them and how we can improve on those strengths and work with those rather than only focusing on what the problem is. Building healthy supportive and accepting school communities is a priority for the Ministry of Education. Student achievement is a fundamental goal, so too is well-being. Mental health and mental wellness underpins all of student achievement. We can't achieve--we can't succeed unless we're mentally well. That's not just true for our young people-- that's true for us as well. It's true for our community. It's true for our province. Mental health is not just a onetime course or lesson, but ideally it's integrated daily through the curriculum in explicit and implicit ways. It's supported in the classroom and school community through learning environments that are consciously set up to be caring and engaging.” Adapted from transcript:http://www.edugains.ca/newsite/mentalHealth/video_resources_englishCE.html

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Date Course Topics by Class:

To Prepare for Class In-Class Assignment

Class 2 Thurs. Sept. 22 2016

Addressing Learning Differences in the Regular Classroom: How Special Education Needs are Understood Ways of Thinking About How Respond to Special Educational and Mental Health Needs in the Regular Classroom: • Universal Design

for Learning • Response to

Intervention • Differentiated

Instruction

Prepare half to one page reflective reading response on readings for submission before class starts Florian, L. (2007). Reimagining Special Education. In L. Florian (Ed.), The Sage Handbook of Special Education (pp. 7-20). Thousand Oaks, CA.: Sage (PDF on PeppeR) Hutchinson, N. L. (2014). Exceptional students, universal design for learning, and differentiated instruction: The Canadian experience. In Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers (pp. 3-9; 18-23). Toronto: Pearson. (PDF on PeppeR)

Seminar 1: How Special Education Needs are Understood Mental Health Topic: Toronto District School Board Media Services. (2012). Pushing through Stigma to Acceptance [Video file]. Retrieved from https://youtu.be/hoCnBzOnSjw • Video Response Activities • Case Study • Personal Logs • Lesson Plan Revisited

Date Course Topics by Class:

To Prepare for Class In-Class Assignment

Class 3 Thurs. Sept. 29, 2016

Inclusion as a Strategy for Achieving Education for All

Prepare half to one page reflective reading response on readings for submission before class starts Knoester, M. & Yu, M. (2015). Teachers as cultural workers. In M. F. He, B. D. Schultz & W. H. Schubert (Eds.), The Sage Guide to Curriculum in Education (pp. 190-197). Thousand Oaks, CA: Sage. (PDF on PeppeR)

Seminar 2: Inclusion as a Strategy for Achieving Education for All

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Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and Well-Being. (pp. 4-26) http://www.edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf (PDF on PeppeR)

o Personal Log o Lesson Plan Revisited

Date Course Topics by Class:

To Prepare for Class In-Class Assignment

Class 4 Thurs. Oct. 6, 2016

What Counts as Knowledge Regarding Special Education Needs

Prepare half to one page reflective reading response on readings for submission before class starts Gordon, A. (2009, March 5) Learning problems not always easy to identify. The Toronto Star. Retrieved from http://www.thestar.com/article/596626 (Be sure to read Parts 1, 2, 3 – links under Related Articles at the beginning of Part 1) (PDF on PeppeR)

Seminar 3: Gaining Knowledge About A Student’s Educational Needs Case Study-: • In Groups based on seminar

information and previous presentation begin to complete Student Profile, Case Conference Form, Draft IEP and IPRC form

• Personal Log • Lesson Plan Revisited

Date Course Topics by Class:

To Prepare for Class In-Class Assignment

Class 5 Thurs. Oct. 13, 2016

Curriculum Considerations in Meeting Special Education and Mental Health Needs

Prepare half to one page reflective reading response on readings for submission before class starts Hutchinson, N. L. (2014). Exceptional students, universal design for learning, and differentiated instruction: The Canadian experience. In Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers (pp. 23-36). Toronto: Pearson. (PDF on PeppeR) McDonnell, J., Hardman, M. L. & McGuire, J. (2007). Teaching

Seminar 4: Curriculum Considerations in Meeting Special Education and Mental Health Needs

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and learning in secondary education. In L. Florian (Ed.), The Sage Handbook of Special Education (pp. 378-389). Thousand Oaks, CA: Sage. (PDF on PeppeR)

• Personal Log • Lesson Plan Revisited

Date Course Topics by

Class: In-Class Assignment In-Class Assignment

Class 6 Thurs. Oct. 20, 2016

Teaching Strategies and Approaches addressing Special Education and Mental Needs Focus on Behaviour and Communication/Learning Disabilities Challenges

Presentation 1: Behaviour Challenges Working towards a comprehensive regular classroom management plan that includes building a safe, healthy and inclusive classroom and learning environment, with consideration of diverse populations including First Nation, Métis, and Inuit, and facilitating development of social and collaborative skills and other learning skills with a focus on Behaviour identified or non-identified students presenting behaviour challenges including oppositionality, attentional, self-regulation issues, executive functioning, anxiety or other social-emotional issues. • Personal Log • Lesson Plan Revisited

Presentation 2: Communication and Learning Disabilities Working towards a comprehensive regular classroom management plan that includes building a safe, healthy and inclusive classroom and learning environment, with consideration of diverse populations including First Nation, Métis, and Inuit, and facilitating development of social and collaborative skills and other learning skills with a focus on Communication Exceptionalities: Learning Disabilities or others related to reading, writing, speaking and listening difficulties (can include Speech, Language, Deaf & Hard of Hearing), can also include executive functioning, working memory, visual-spatial processing and attentional issues. • Personal Log • Lesson Plan Revisited

Date Course Topics by Class:

In-Class Assignment In-Class Assignment

Class 7 Thurs. Oct. 27, 2016

Teaching Strategies and Approaches addressing Special Education Needs Focus on Autism Spectrum Disorder and Intellectual

Presentation 3: Autism Spectrum Disorder and Nonverbal Disabilities Working towards a comprehensive regular classroom management plan that includes building a safe,

Presentation 4: Intellectual Exceptionalities Physical/Blind Exceptionalities Working towards a comprehensive regular classroom management plan that includes building a safe, healthy and

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Exceptionalities/Physical/Blind

healthy and inclusive classroom and learning environment, with consideration of diverse populations including First Nation, Métis, and Inuit, and facilitating development of social and collaborative skills and other learning skills with a focus on Autism (high and low functioning/ verbal and nonverbal); social competence issues; theory of mind and other related issues such as unusual ritualistic or repetitive behaviours. • Personal Log • Lesson Plan Revisited

inclusive classroom and learning environment, with consideration of diverse populations including First Nation, Métis, and Inuit, and facilitating development of social and collaborative skills and other learning skills with a focus on Intellectual Exceptionalities (Gifted and Slower Learners including Mild Intellectual Disability and Developmental Disability And Focus on Physical Exceptionalities and Chronic Health Conditions (which may affect rate of learning) o Physical (Which may appear

as developmental or intellectual disabilities)

o Blind)

• Personal Log • Lesson Plan Revisited

Date Course Topics by

Class: To Prepare for Class In-Class Assignment

Class 8 Dec. 1, 2016

Teaching Practice Reflections Related to Inclusion of students with Special Education or Mental Health Needs

Bring notes from Practicum regarding student of particular interest

Mind Map #2 & Headline Review folders with Personal Logs, Lesson Plans Revisited and Mind Map #1

Date Course Topics by Class:

To Prepare for Class In-Class Assignment

Class 9 Dec. 8, 2016

Teaching Practice Actions Related to Inclusion of students with Special Education or Mental Health Needs

Change and Growth Professional Inquiry Project Culminating Task Review folders with Personal Logs, Lesson Plans Revisited and Mind Map #1 & #2

Share and Submit: Change and Growth Professional Inquiry Project Capstone

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6. Listing of Readings, Resources and Materials (See Course Content Chart above.)

• Please note some materials are available directly online through Government or other websites. Others will be made available to teacher candidates through PeppeR.

• Please check your email and PeppeR Conference daily for updates about course

information. • Selected Background Readings and Resources:

Curriculum Studies Experience and Education

o Dewey, J. (1938). Experience and education. New York: MacMillan. Curriculum Commonplaces

o Schwab, J. J. (1962). The teaching of science as enquiry. In. J. J. Schwab and P. Brandwein (Eds.). The teaching of science. Cambridge, MA: Harvard University Press

• Milieu • Subject Matter • Student • Teacher

Teachers as Curriculum Planners o Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners:

Narratives of experience. Toronto: OISE Press. Teachers as Curriculum Makers

o Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. Jackson (Ed.), Handbook of Curriculum Research, pp. 363-401. New York: MacMillan

All these materials apply to all class sessions: Ministry Documents/Policies:

Special Education in Ontario (PDFs on PeppeR)

o Special Education: A Guide for Educators o “Closing the Gap as the Overarching Goal: Changing Special Education

Practices and Outcomes” o IEP Document

Mental Health (PDF on PeppeR) o Supporting Minds o Caring and Safe Schools in Ontario Supporting Students with Special Education

Needs Through Progressive Discipline, Kindergarten to Grade 12 Curriculum (PDFs on PeppeR) o Learning for All o Growing Success o Curriculum Documents Front Matter

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Student Success o http://www.edu.gov.on.ca/studentsuccess/ o http://www.edu.gov.on.ca/eng/teachers/studentsuccess/strategy.html o http://www.edu.gov.on.ca/morestudentsuccess/teams.html o https://www.wcdsb.ca/programs/pdf/Student-Success-Learning-to-18.pdf

o Supporting Students with Special Education Needs: Building Futures--PD for

Teacher Candidates (PDF on PeppeR)

o Mental Health in Education: Ontario Initiative o http://www.edugains.ca/newsite/mentalHealth/video_resources_englishCE.html

Special Education: Specific Process, Planning and Parent Information

IEP: Individual Education Plan (Think of as Inclusion, Engagement, Performance)

o IEP Document (PDF on PeppeR) o Learning for All (PDF on PeppeR) o Special Education Companion (PDF on PeppeR) o Assessment Companion ((PDF on PeppeR) o Teaching/Learning Strategies Companion (((PDF on PeppeR)

o Highlights of Regulation 181/98

http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html o Ontario Ministry of Education: Parents and Special Education

http://www.edu.gov.on.ca/eng/parents/speced.html

o TCDSB Parent Guide to Special Education https://www.tcdsb.org/programsservices/specialeducation/parentsguide/Pages/default.aspx

o TDSB Parent Guide to Special Education

http://www.tdsb.on.ca/Portals/0/Elementary/docs/SpecED/Parents_Guide_English.pdf

All Exceptionalities and Diagnoses: Please note that all these materials apply to all class topics:

o Lundy, K. G. (2004). What do I do about the kid who--? 50 ways to turn teaching into learning. Markham, ON: Pembroke Publishers. (PDF on PeppeR under Resources, All Exceptionalities)

o van Garderen, D. (2006). Planning Differentiated, Multicultural Instruction for

Secondary Inclusive Classrooms. Teaching Exceptional Children, 38(3), 12-20. (doi: 10.1177/004005990603800302 TEACHING Exceptional Children January/February 2006 vol. 38 no. 3 12-21) PDF on PeppeR under Resources, All

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Exceptionalities)

o Special Education Companion (PDF on PeppeR)

o Compendium of Best Practices for Students With Various Diagnoses by Durham District School Board (PDF on PeppeR)

o ETFO Special Education Handbook: A Practical Guide for All Teachers. The

Elementary Teachers' Federation of Ontario (ETFO).

o Ontario Teachers’ Federation: Teachers’ Gateway to Special Education Website http://www.teachspeced.ca/index.php?q=splash

o Edugains http://www.edugains.ca/newsite/HOME/index.html

Behaviour and Mental Health: Please note that all these materials may apply to all other class topics as well:

o Richardson, B. & Shupe, M. (2003). “The importance of teacher self awareness in

working with students with emotional and behavioral disorders”. Teaching exceptional children, 36(2), 8-13 PDF and Word Version on PeppeR http://simplelink.library.utoronto.ca/url.cfm/112710 (you will need to use your U of T login)

o Supporting Minds (PDF on PeppeR)

o Alberta ADHD Resource (PDF on PeppeR) o What Works? Research into Practice: Evidence-based practices and strategies

that highlight successful teaching practices, produced in partnership with the Ontario Association of Deans of Education: Research Monograph # 3 The Educational Implications of Attention Deficit Hyperactivity Disorder By Dr. Rosemary Tannock (PDF on PeppeR)

o Children’s Mental Health Ontario http://www.kidsmentalhealth.ca/parents/anxiety.php

o Hincks-Dellcrest

http://www.hincksdellcrest.org/ABC/Introduction.aspx

o British Columbia Anxiety website (Many diagnoses with underlying anxiety discussed at this website) http://www.anxietybc.com/educators

o British Columbia Anxiety website (Many diagnoses with underlying anxiety

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discussed at this website) http://www.anxietybc.com/educators

Learning Disabilities:

o Learning Disability Association of Ontario http://www.ldao.ca/

o Learning Disability Association of Canada http://ldac-acta.ca/learn-more/ld-basics/common-terms

o Definitions of terms such as dyslexia, dysgraphia

http://ldac-acta.ca/learn-more/ld-basics/what-you-should-know-about-lds

o Supporting Students with Learning Disabilities in Mathematics by York Catholic District School Board (PDF on PeppeR)

Communication Disorders: Speech impaired, Language impaired, Deaf & Hard-of-Hearing

o Communication Disorders Handbook by Newfoundland and Labrador Ministry of

Education ((PDF on PeppeR)

o Great website for all communication disorders including Aphasia, Autism, etc. https://www.osla.on.ca/en/ServicesinOntario

o Good website for definitions and other websites

http://connectability.ca/2010/09/23/speech-and-language-disorders/

o British Columbia Ministry of Education Interesting website with some pertinent resources for teachers https://www.bced.gov.bc.ca/specialed/hearimpair/toc.htm

o The Canadian Hearing Society has many articles to support teachers with students

who are deaf http://www.chs.ca/search?sq=for+teachers

Autism Spectrum Disorders

o Effective Educational Practices For Students With Autism Spectrum Disorders (PDF on PeppeR)

o Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding

Programs and Services for Students With Special Education Needs (PDF on Pepper) http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf

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o http://www.edu.gov.on.ca/eng/general/elemsec/speced/monog4.html

Gifted

o Professionally Speaking: Gifted article http://professionallyspeaking.oct.ca/march_2012/features/teaching_the_gifted.aspx Practical article includes interesting websites near the end.

Physical Disabilities

o Rick Hansen Website, Physical Disabilities https://www.rickhansen.com/Our-Work/School-Program/Resources/Disability-links-and-resources

Adaptive Technology http://www.snow.idrc.ocad.ca/

Relating Special Education and Mental Health to Indigenous Education Issues

o OISE Deepening Knowledge: Teacher Resources http://www.oise.utoronto.ca/deepeningknowledge/Teacher_Resources/Infusing_Aboriginal_Content_and_Perspectives_into_Your_Teaching/Addressing_the_Needs_of_Aboriginal_Students.html

o http://www.oise.utoronto.ca/deepeningknowledge/UserFiles/File/FNMI_-

_Research_Monograph_11_-_Aboriginal_Perspectives_Toulouse.pdf Toulouse, P. (2011). Achieving Aboriginal Student Success: A Guide for K to 8 Classrooms. Winnipeg: Portage & Main Press.

o Published on Here to Help (http://www.heretohelp.bc.ca)

“Aboriginal Mental Health: The statistical reality” (PDF on Pepper) http://www.heretohelp.bc.ca/visions/aboriginal-people-vol5/aboriginal-mental-health-the-statistical-reality

o “A Missing Link: Between traditional Aboriginal Education and Western System

of Education.” By L. Curwin-Doige, 2003. Published in The Canadian Journal of Native Studies, 27 (2) 144 - 160.

o http://www.idees-ideas.ca/blog/everything-alive-and-everyone-related-

indigenous-knowing-and-inclusive-education

o http://starsusask.blogspot.ca/2011/01/becoming-and-being-ally-of-aboriginal.html

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Teacher Practice

o Eldridge, J. S. (1996). Chapter 8. Beginnings: lighting the candle of care. In Teachers who care: A narrative journey into the development of the safe place. (Order No. NN18945). Available from Dissertations & Theses @ University of Toronto; ProQuest Dissertations & Theses Global. (304325693). Retrieved from http://search.proquest.com/docview/304325693?accountid=14771 (PDF on PeppeR)

o Schlein. C. & Schwarz, G. (2015). Teachers as Curriculum. In M. F. He, B. D.

Schultz & W. H. Schubert (Eds.), The Sage Guide to Curriculum in Education (pp. 153-159). Thousand Oaks, CA: Sage. (PDF on PeppeR)

o Lundy, K. G. (2004). What do I do about the kid who--? 50 ways to turn teaching

into learning. Markham, ON: Pembroke Publishers. pp. 8-9 (PDF on PeppeR)

Professional Conversations regarding students with needs: (Teachers to Parents or Educational Assistants etc.

o Giangreco, M. F. & Doyle, M. B. (2007). Teacher Assistants in Inclusive Schools. In L. Florian (Ed.), The Sage Handbook of Special Education (pp. 430-441). (PDF on Pepper)

o http://www.oectawellington.ca/portals/0/parenttchr1.pdf

o Superior North Catholic District School Board. (2013). Working with parents

when mental health issues arise. Leading Mentally Healthy Schools. (73-75) Retrieved from http://sncdsb.on.ca/assets/uploads/MentalHealth/Leading%20Mentally%20Healthy%20Schools.pdf

o http://www.peopleforeducation.ca

Website with interesting information regarding parents’ perceptions of educational matters

o Kipfer, Amy C., "Educational Assistants Supporting Inclusive Education in

Secondary Schools" (2015). Electronic Thesis and Dissertation Repository. Paper 3363. http://ir.lib.uwo.ca/etd/3363

o Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding

Programs and Services for Students With Special Education Needs (PDF on Pepper) http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf

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7. Academic Support for Students a. The School of Graduate Studies (SGS) has a well-developed writing support centre

that MT teacher candidates can access. There are some links to these supports and resources within the Practicum pages of the MT website, at: http://www.oise.utoronto.ca/mt/Practice_Teaching/Useful_Links.html under the heading "School of Graduate Studies Links".

b. The direct link to the writing centre is: http://www.sgs.utoronto.ca/currentstudents/Pages/English-Language-and-Writing-Support.aspx . They have some workshops and courses coming up that teacher candidates can register for online.

c. OISE's Student Services website continues to advertise the Student Success Centre, which graduate students can access up to twice a week for 35-minute appointments. The MT TC can read about how to access this on-site support at: http://www.oise.utoronto.ca/ss/OISE_Student_Success_Centre_(OSSC)/index.html The OSSC is a full-service academic and cultural communication resource and support centre. It is an instructional writing centre and offers students an opportunity to learn about the writing process and improve their ability to edit their own writing.

d. English Language and Writing Support

(http://www.sgs.utoronto.ca/informationfor/students/english.htm) The Office of English Language and Writing Support offers Non-Credit Courses, Single-Session Workshops, Individual Writing Consultations, and Website Resources to target the needs of both native and non-native speakers of English. All of our programs are free.

e. Centre for International Experience (http://cie.utoronto.ca/) The Centre serves

international students coming to U of T and domestic students looking to go abroad f. First Nations House (http://www.fnh.utoronto.ca/) First Nations House provides a

number of culturally supportive student services and programs to Aboriginal students and the general university community.

g. There is an expectation that our class will be a positive and inclusive space for sexual

and gender diversity. http://www.positivespace.utoronto.ca/ h. More student support services can be found at:

http://www.oise.utoronto.ca/ss/Counselling_Services/index.html

8. Sustainability

a. OISE is committed to supporting the Ministry of Education’s policy on Environmental Education, and creating a culture of sustainability in teaching and learning through paper and waste reduction, energy conservation and other initiatives.

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b. Green Course Certification: U of T’s Sustainability Office operates the Green Courses program, which recognizes courses where steps have been taken to reduce the use of paper (e.g. by double-siding course documents). To learn more please visit: http://www.sustainability.utoronto.ca/projects/greencourses.htm

c. To learn more about sustainability at OISE, please visit

http://www.oise.utoronto.ca/ese/index.html. d. A course certified as a Green Course by the Sustainability Office at the University of

Toronto http://www.sustainability.utoronto.ca/projects/greencourses.htm.

9. Procedures & Policies (The MT Follows the University Assessment and Grading Practices Policy. Please consult as needed)

Please carefully read the course policies with regards to:

a. Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the University – please refer to Grading & Transcripts: University Assessment & Grading Practices Policy http://www.sgs.utoronto.ca/facultyandstaff/Pages/Policies-and-Guidelines.aspx Excerpt: 1.2.2. Graduate Studies uses a truncated refined letter grade scale (as follows) A+, A, A‐, B+, B, B‐, FZ.

b. Academic Integrity • It is important to familiarize yourself with the University of Toronto’s policies and

procedures on academic matters. The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of Toronto. This document states that it is an offence for a student knowingly “to represent as one’s own any idea or expression of an idea or work of another in academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism”.

• The University of Toronto also has a website dedicated to Academic Integrity and associated U of T resources and includes: o Perils and Pitfalls The Scope of Academic Integrity o Smart Strategies for Avoiding Plagiarism o Key Consequences: Penalties and offences under the Code o Process and Procedures: What happens if I’m accused of an offence under

the Code of Behaviour on Academic Matters? • Acknowledgement of sources is always required, even when submitting non-

traditional university assignments such as unit plans or lesson plans. • The following documents will be helpful to you when referencing your source

materials. Whether you are quoting original work or adapting it, always cite the source. For reference to the following documents:

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o http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize - “How Not to Plagiarize” and

o http://www.writing.utoronto.ca/advice/using-sources/documentation “Standard Documentation Formats”

c. Expectation of professional and collegial behaviours including attendance and

late assignments. • Professional & Collegial Behaviour Expectations o In order to foster deep understanding and provide opportunities to critically

examine ideas and practices surrounding teaching and learning, the methods and assignments in this course have been constructed to involve active participation, based on the demonstration of professional/collegial behaviours, as outlined in the Foundations of Professional Practice by the Ontario College of Teachers.

o Candidates’ contributions to and participation in daily activities and collaborative tasks, drawing upon assigned readings and personal experience, are directly related to success in this course. As with all MT classes, punctual and regular attendance is not only highly beneficial to teacher development, but also an expectation of professionalism. Participating in a professional culture may be new for some candidates; for most it is a habit of mind that develops over time. In the case of an unavoidable late arrival or absence, candidates should notify, in advance, the instructor (and colleagues who might be affected) by phone or email. When in-class assignments are missed during such absences, candidates may be asked to make them up in an appropriate way that is consistent with the expectations of the assignment.

• Timely Submission of Assignments:

The instructor expects that all assignments will be submitted by their posted due date. This course aims to model pedagogical choices to reflect assessment practices that support learning. It is expected that arrangements for an alternate due date, if required, will be made directly with the instructor as soon as possible but no later than 2 days before the assignment is due. Decisions regarding accepting of late assignments will be made at the discretion of the instructor. Exceptions may be made on the basis of relevant accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by OISE’s Student Services Office.

d. Freedom of Information and Protection of Privacy As of June 10, 2006 all Ontario universities have been covered by the Freedom of Information and Protection of Privacy Act (FIPPA). This Act supports access to University records and protection of privacy, including the protection of personal information about individuals that is held by the University and the provision of access for individuals to their personal information. Teacher Candidates will be contacted by using only their utoronto email address.

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• Use of technology in class: Laptops and other electronic devices are welcomed for academic purposes related to course activity only (note taking, surveys, research etc.). Otherwise, it is expected that you will refrain from using your devices except for emergency purposes. In this event, you are asked to step outside of class if you must text, or answer/make an emergency call. Please use your break time to check for texts, email, Facebook etc.

• Video/audio recording: Teacher candidates may make audio or video recordings of course activity with the permission of fellow classmates. However, the redistribution of audio or video recordings from the course to individuals who are not students in the class is prohibited without the express permission of the faculty member and any of the students who are recorded.

e. Accommodation and Access • OISE/University of Toronto is committed to accessibility. In particular, if you

have an accessibility concern, disability, or health consideration and you require accommodations; please contact Accessibility Services (http://www.accessibility.utoronto.ca) as soon as possible.

• The mission of Accessibility Services is to facilitate inclusion of all students with disabilities into all aspects of university life. Services are provided to students with a documented disability (temporary or long-term), be it physical, sensory, a learning disability, ADHD, or a mental health condition.

• Accessibility Services staff is available by appointment to assess specific needs, provide referrals, and arrange appropriate accommodations. Please also feel free to approach me as soon as possible so that we can assist you in achieving your learning goals in this course.

• Jeanne Robertson, Supervisor, Student and Personal Support Services in OISE Student Services is available to support OISE students who require accommodations, jt.robertson@utoronto.ca 416-978-2448, OISE Rm. 8-274.

• If you have a learning need requiring an accommodation the University of Toronto recommends that students immediately register at Accessibility Services at www.accessibility.utoronto.ca/index.htm

• Excerpt from http://www.mcss.gov.on.ca/en/mcss/programs/accessibility/other_standards/index.aspx The Accessibility Standard for Information and Communications will help people with disabilities access sources of information that many of us rely on every day. For example, it will: o Help people with vision loss access more websites using their screen readers o Expand large print and digital collections in public libraries o Provide students with course information and learning materials in accessible

formats. o The Act can be found at http://www.e-

laws.gov.on.ca/html/source/regs/english/2011/elaws_src_regs_r11191_e.htm#BK0

f. Continuity Planning in Case of Disruption to Classes and/or Field Placements

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U of T’s Policy on Academic Continuity (2011) states that: In the event of an interruption of scheduled events, classes or a closure of the OISE site or a closure of the large university either you will be informed in class (scheduled event) or, if prior to class (or scheduled event), you will be notified by utoronto email of the situation and possible alternate arrangements. You are reminded to check PeppeR and your utoronto email daily.

8. Copyright

a. University of Toronto faculty, staff and students are both creators and users of material subject to the protections of the Copyright Act. Accordingly, all have both rights and obligations that arise from copyright law as it has been interpreted and applied by the courts.

b. For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly work, please consult the University of Toronto’s Copyright Fair Dealing Guidelines: http://www.provost.utoronto.ca/Assets/Provost+Digital+Assets/26.pdf

c. You are encouraged to contact your Liaison Librarian (http://oise.library.utoronto.ca/aboutusstaff-directory) or UTL’s Scholarly Communications and Copyright Office (copyright@library.utoronto.ca) for assistance with any copyright questions or issues.