The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2022-04-27 DOI:10.22329/jtl.v16i1.6578
Lindsey S. Jaber, Brittany Guenot
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引用次数: 3

Abstract

Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy transformation have resulted in greater inclusion and stigma reduction. Changes to formal and informal identification processes have also increased the number of students accessing special education services. This conceptual paper examines the challenges arising from students’ changing learning needs, with a specific focus on the French classroom. Issues related to the Individual Education Plan, the formal identification processes, and the inconsistency inherent to special education terminology and teachers’ preparation concerning differentiated learning and resources in special education are explored. Further, employing Katz and colleagues’ (Hymel & Katz, 2019; Katz, 2013; Katz & Sokal, 2016) three-block model of universal design for an inclusive classroom as a framework, a case study from a French-language secondary school in Ontario, Canada, is examined to determine systemic gaps that need to be addressed to achieve the goal of fully inclusive classrooms that promote successful learning experiences for all students.  
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加拿大安大略省对特殊教育需求的增长:关注法语学校
在过去的几十年里,教师面临着越来越大的挑战,他们的课堂上的学习档案更加多样化。从历史上看,在加拿大安大略省,没有通过传统方法有效学习的学生被贴上标签,并被隔离到其他学习环境中。立法和政策转变带来了更大的包容性和减少耻辱感。正式和非正式身份识别程序的改变也增加了获得特殊教育服务的学生人数。这篇概念性论文探讨了学生不断变化的学习需求所带来的挑战,特别关注法语课堂。探讨了与个人教育计划、正式识别过程以及特殊教育术语和教师在特殊教育中差异化学习和资源准备方面固有的不一致性有关的问题。此外,采用Katz及其同事的(Hymel&Katz,2019;Katz,2013;Katz&Sokal,2016)包容性课堂通用设计的三块模型作为框架,加拿大安大略省一所法语中学的案例研究,旨在确定需要解决的系统性差距,以实现全面包容的课堂目标,促进所有学生的成功学习体验。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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