Log in

Relevant bibliographies by topics / Special education – Ontario

Academic literature on the topic 'Special education – Ontario'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Special education – Ontario.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Special education – Ontario"

1

Li, Xiaobin. "Ontario Special Education Funding: How Is It Determined?" Brock Education Journal 32, no. 1 (January 19, 2023): 83–98. http://dx.doi.org/10.26522/brocked.v32i1.963.

Full text

Abstract:

Approximately 12.5 % of the overall education funding, the special education grant increased from $1.6 billion in 2002-03 to $3.2 billion in 2020-21. For equity and inclusion, demands to increase the special education funding continue. Students with exceptionalities are at risk of lower achievement. All schools must provide special education programs. However, there has been no study investigating the special education grant per se. The purpose of this study is to examine how the special education grant for elementary and secondary students with exceptionalities in Ontario, Canada, is determined. The research questions are: How is the special education grant determined? How is funding for different exceptionalities determined? Document analysis is the main method for this study, but the author has also contacted the Ministry of Education for information not available through open documents. This article reviews funding information since 1998 and indicates that the special education grant increases almost annually. It is decided with a variety of mechanisms with six components. Three are determined mainly by total enrollment and three are determined mainly by claimed cases for different exceptionalities. The article helps us understand how the special education grant is determined, informing the discussion on policies of funding for students with exceptionalities.

APA, Harvard, Vancouver, ISO, and other styles

2

Robert-Tobin, Stacey. "English Language Learners and Special Education in Ontario Schools." International Journal of English Language Teaching 4, no. 1 (January 31, 2017): 31. http://dx.doi.org/10.5430/ijelt.v4n1p31.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Crealock, Carol. "Implementation of Special Education Legislation by Teachers and Principals in Ontario." Canadian Journal of Education / Revue canadienne de l'éducation 14, no. 1 (1989): 31. http://dx.doi.org/10.2307/1495199.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

DeBeer, Yvette. "Policy archaeology: digging into special education policy in Ontario, 1965-1978." Qualitative Research Journal 15, no. 3 (August 10, 2015): 319–38. http://dx.doi.org/10.1108/qrj-11-2013-0069.

Full text

Abstract:

Purpose – The purpose of this paper is to provide a clear and replicable methodology for conducting a policy archaeology. This paper articulates the steps in policy archaeology and the process is applied to a study of Discourses of disability in special education policy in Ontario, 1965-1978. Design/methodology/approach – The metaphor of field archaeology guided the process of locating relevant texts through backward and lateral mapping and locating and interpreting artefacts. The artefacts were discursive representations of complex policy problem of disability in stakeholder texts. The Discourses were compared chronologically, within and across stakeholder texts. An explanatory narrative relates the Discourses to the socio-historical context. Findings – There were significant contradictions in the discursive construction of disability. The texts of the Council for Exceptional Children presumed agreement that disability was an intrinsic, permanent deficit within the student with disabilities. In contrast, the other stakeholders stated that disability was the result of socially and educationally constructed barriers. Research limitations/implications – This paper makes no claim of universal truth. The interpretations and conclusions reached are influenced by the researcher’s knowledge and experience. Other scholars may reach other conclusions. Practical implications – Scholars have a clear and replicable methodology for conducting a policy archaeology. This methodology is currently the most “true” to the metaphor of archaeology and uses Discourse analysis, interpretation and the creation of a narrative situated in a socio-historical context. Originality/value – The study shows that the Discourses of disability in special education policy in special education policy in Ontario place children with disabilities at a serious educational disadvantage.

APA, Harvard, Vancouver, ISO, and other styles

5

Maich, Kimberly, and Carmen Hall. "Are We Ready? Early Childhood Educator Students and Perceived Preparedness for School-Based Special Education." Journal of Childhood Studies 39, no. 3 (December 9, 2015): 42. http://dx.doi.org/10.18357/jcs.v39i3.15236.

Full text

Abstract:

his paper describes a small-scale, single-region research project to investigate early childhood educator (ECE) students’ understanding of special education in the kindergarten context that has been in place in Ontario schools since 2010. The perceived preparedness of five ECE students on placement in kindergarten classrooms was evaluated through pre- and poststudy questionnaires and through interviews with five Ontario-certified teachers teaching early learners and experienced with mentoring ECE students. Results demonstrated that ECE students’ self-ratings of combined knowledge, exposure, and experience with school-based special education did not significantly change, and these student rankings fell in the very low to moderate ratings overall (i.e., scores of 1 to 2 on a 5-point scale). Comments from the Ontario-certified teachers emerged in three main themes, including (1) strong foundations (i.e., skills and knowledge); (2) education for all (e.g., students who may not yet be formally identified); and, (3) universal frameworks (i.e., for all students with diverse needs). Suggestions for ECE preparedness and ECE curriculum changes are included.

APA, Harvard, Vancouver, ISO, and other styles

6

Daniel, Yvette. "The Textual Construction of High Needs for Funding Special Education in Ontario." Canadian Journal of Education / Revue canadienne de l'éducation 28, no. 4 (2005): 763. http://dx.doi.org/10.2307/4126454.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Jordan, Anne. "Special Education in Ontario, Canada: A case study of market-based reforms." Cambridge Journal of Education 31, no. 3 (November 2001): 349–71. http://dx.doi.org/10.1080/03057640120086602.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Jean-Pierre, Johanne, Sandrina De Finney, and Natasha Blanchet-Cohen. "INTRODUCTION TO SPECIAL ISSUE." International Journal of Child, Youth and Family Studies 11, no. 3 (July 8, 2020): 1–11. http://dx.doi.org/10.18357/ijcyfs113202019695.

Full text

Abstract:

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.

APA, Harvard, Vancouver, ISO, and other styles

9

Jaber, Lindsey, and Brittany Guenot. "The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools." Journal of Teaching and Learning 16, no. 1 (April 27, 2022): 44–63. http://dx.doi.org/10.22329/jtl.v16i1.6578.

Full text

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.

APA, Harvard, Vancouver, ISO, and other styles

10

Cavanagh, Sheila L. "Female-Teacher Gender and Sexuality in Twentieth-Century Ontario, Canada." History of Education Quarterly 45, no. 2 (2005): 247–73. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00036.x.

Full text

Abstract:

[The Romans] created the cult of the Vestal Virgins, high-minded priestesses of the goddess Vesta, Guardian Angel of Mankind and Keeper of the Hearth. These priestesses were educated in special normal training schools, were forbidden to marry, were subjected to drastic moral codes, and were accorded social position of preeminence.Spinster teachers were hired so frequently in the late nineteenth and early twentieth centuries that they eventually became an important part of the cultural landscape.Single women seem forever to unnerve, anger and unwittingly scare large swaths of the population, both female and male.”

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Special education – Ontario"

1

Winter, Eileen C. "A comparison of the role of the special needs support teacher in Northern Ireland and Ontario, Canada." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337053.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Petruka, Dale R. "The implementation of transition planning and service coordination for special education students leaving high school in Ontario." Thesis, University of Ottawa (Canada), 2001. http://hdl.handle.net/10393/9110.

Full text

Abstract:

Research has shown that developing a transition plan with students with disabilities while they are in high school helps to make the transition into adult life less stressful and more successful. This research examines the state of transition planning in Ontario in 1997/98 using Bronfenbrenner's (1972) ecological framework. A four phased, mixed methods design was employed. In phase 1, policies and documents pertaining to transition planning were requested from all English school boards in Ontario. Only 8 boards provided documentation suggesting that not many school boards had published documentation about transition planning in 1997. If transition planning was occurring, it was mostly in place for students with developmental disabilities. In phase 2, a questionnaire was mailed to 536 high schools across Ontario. The resulting data revealed that the majority of respondents believe they are doing most of the best practices for transition but many do not have a formal transition program in place for identified students. This part of the study showed that schools were not utilizing the services of community agencies to facilitate the process to the level of its potential. Furthermore, respondents indicated that the key to a successful program was the people in the school that managed it. The top barriers to transition programs were lack of money, personnel, resources, and time. The questionnaire was followed-up by 36 telephone interviews: phase 3. The interviews provided detailed information about the barriers that transition programs face, like transportation, community size, parental involvement, teacher training, levels of collaboration, money, time, and difficulties finding work placements. In phase 4, a week long case study of a highly collaborative transition program provided an example of how one region coped and overcame some of the barriers to implementing transition planning. This research provides a snapshot of transition planning in the province of Ontario in 1997/98 and suggests that the implementation process by the Ministry of Education needs to be improved if transition planning is going to be as effective as possible. Many issues were revealed that have potential implications for ongoing research and theory beyond the boundaries of Ontario.

APA, Harvard, Vancouver, ISO, and other styles

3

Welch, Matthew James. "Districts' Experiences Balancing Inclusion, Accountability, and Change: Mixed-methods Case Studies of Implementation in Ontario and New Hampshire." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2747.

Full text

Abstract:

Thesis advisor: Andy Hargreaves
Most policies and initiatives in education travel the same, well-worn path: they are designed high above the ground by elected leaders or by public officials in departments and ministries of education. These ideas soon become projects for district-level leaders and school-level staff to implement. The process of implementation is often a challenge for local educators. When schools are asked to implement several initiatives concurrently, these difficulties can be compounded. This is especially true when schools try concurrently to include students with special needs and to meet the targets of high-stakes accountability programs (McLaughlin & Thurlow, 2003; Ramanathan, 2008). This study examined two multi-level and multi-district projects that were unique in their objective and designs. Each fostered complementary restructuring and reculturing of school districts. These two projects--Essential for Some, Good for All (ESGA) in Ontario and NH Responds (NHR) in New Hampshire--sought to facilitate greater participation and achievement for students with special needs as well as to cultivate greater collaboration between general and special educators. The dissertation is comprised of four mixed-methods case studies across the two jurisdictions, looking at two districts in each country as the units of analysis. Interviews with participants from all three levels--policy and planning, district, and school--were accompanied by effect-size analysis taken from quantitative achievement data to assess achievement gaps before and after each project. Ultimately, the study proposes a workable theory for the field of policy design and implementation that would facilitate simultaneous engagement with multiple, competing policies, in particular balancing the inclusion of students with special educational needs and mechanisms for standards-based accountability
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

APA, Harvard, Vancouver, ISO, and other styles

4

Hastie, Louise. "Training in a highly regulated industry : an examination of a certified nuclear power operator training programme in Ontario, Canada." Thesis, University of Glasgow, 2019. http://theses.gla.ac.uk/41035/.

Full text

Abstract:

An examination of the trainee experience in a competency based training programme. In a high-risk industry, having highly trained personnel is taken very seriously. This four year training programme produces highly qualified and skilled individuals and this research examined the experience of progressing through the training programme through the trainees' lens. Learnings include two consistent elements contribute to a negative trainee experience: Evaluation Methods that produced a tension between memorisation and learning and Trainer Practices that lacked student-centred, research informed methods that would likely improve the trainee success rate as well as the overall trainee experience.

APA, Harvard, Vancouver, ISO, and other styles

5

Isacsson, Katrina. "A Bridge to Nowhere: Experiences of the Transition from High School to Adult Life for Young Adults with Intellectual Disabilities in Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39867.

Full text

Abstract:

The foremost aim of this study is inherent in my primary research question which asks how the families of adult children with intellectual disabilities understand and experience the transition that takes place when their children age out of high school. In order to achieve this goal, I turned to the families themselves and asked participants to recount their lived experiences during this important transition. Throughout my data collection and subsequent analysis, I relied on methods common to interpretative phenomenology to guide my process and ensure its viability. To this end, I have conducted a phenomenological analysis of participant narratives and provide a comprehensive portrayal of how parents experience and understand the transition that takes place when their adult children with intellectual disabilities age out of school. I have strived to embed this study within the framework of the existing literature and policy pertaining to this transition. I have enhanced this research with an original content analysis of news articles pertaining to the post-school lives of adults with intellectual disabilities. Finally, I undertook interviews with community and government representatives. When taken together, these elements illustrate how difficult it is for the parents of young adults with intellectual disabilities to replace the services and supports that they lose when their adult children age out of high school in Ontario.

APA, Harvard, Vancouver, ISO, and other styles

6

Daniel, Yvette. "The discursive effects of policy texts : an institutional ethnography of funding special education in Ontario /." 2004. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99157.

Full text

Abstract:

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 268-279). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99157

APA, Harvard, Vancouver, ISO, and other styles

7

DeBeer, Yvette. "Ideologically Informed: A Policy Archaeology of Special Education in Ontario, 1965-1980." Thesis, 2011. http://hdl.handle.net/1807/32144.

Full text

Abstract:

Waves of education reform in Ontario since the 1960s have resulted in widespread changes to curriculum, governance, and policy directives. Despite these continual reforms the structures and the practices of special education have changed very little since the early twentieth century. This dissertation looks at special education policy historically (1965-1980) in Ontario and offers an explanation for this resistance to change. Policy archaeology is developed in this study to map policy texts backwards through time and to interpret the meaning of policy discourses in these texts. The discourses produced by various policy actors are interpreted within the historical context to illuminate the ideologically informed beliefs of society about children with disabilities and their education. The ideologies of conservatism, liberalism, and scientific rationalism continue to construct the identities of children with disabilities as deviant from “normal” children. These differences are scientifically measured and quantified by medical and psychological professionals. The hierarchical organization of schooling sorts students into homogeneous groups according to ability. The constructed identities and segregated placements marginalize children with disabilities from the opportunities available to children in the regular classroom. Ideologies are stable and enduring and contribute to the stability of beliefs about special education in spite of extensive and continuous reforms in other areas of education. This dissertation builds on the earlier theories of the policy web (Joshee & Johnson, 2005). The large policy web of special education is composed of individual webs of meaning that represent the condensation symbols of disability, education, professionalism, management, and equality in particular ways that support the marginalization of children with disabilities. These webs are internally cohesive and related to each other by shared discourses. These interconnections give the web an intricate, irregular design but also give the web strength. Based on Pierre Bourdieu’s theories of capital, the members of the Ontario Association for Children with Learning Disabilities, and its members as individuals, held high forms of capital that were used as power. This association shaped policy discourses in particular ways that influenced beliefs about learning disabilities, acquired resources for children with learning disabilities, and reproduced privilege for the association.

APA, Harvard, Vancouver, ISO, and other styles

8

Hayward, Colleen Sarah. "Education for all : a historical analysis of Ontario's Bill 82 and its impact in one board, 1973--1990." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=81182&T=F.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Kieltyka-Gajewski, Agnes. "Ethical Challenges and Dilemmas in Teaching Students with Special Needs in Inclusive Classrooms: Exploring the Perspectives of Ontario Teachers." Thesis, 2012. http://hdl.handle.net/1807/34081.

Full text

Abstract:

This study examines the ethical challenges and dilemmas that teachers experience in their work with students who have special needs in inclusive classrooms. Moreover, it investigates the ways in which teachers cope with or resolve such difficulties, the supports currently available to assist them in managing ethical issues, and their recommendations for potential supports. Accounts of ethical challenges reported by 12 teacher participants working at the elementary and secondary level were interpreted from two stages of interviews. Data were analyzed qualitatively using a constant comparison method, with data analysis occurring during and after each stage. Emergent themes were coded and categorized to elicit major and sub-themes. The ethical challenges reported by the participants primarily dealt with issues of care, equity, and fairness, where participants felt that the best interests of students were not being met. Difficulties occurred in the context of accommodations and modifications, assessment and evaluation, discipline, distribution of time and resources, and the rights of the individual student versus the group. In the accounts provided, participants consistently raised concerns about ethical dilemmas they experienced as a result of colleagues. In all of the situations that dealt with colleagues, teachers were unwilling to confront the unethical behaviors of co-workers despite their potential to harm the student. All of the teachers faced ethical challenges in the context of inclusion. While most support the practice of inclusion, concerns were raised about existing inequities, specifically in regard to the degree of inclusivity and access to learning opportunities. Shortages in supports, resources, and training were the primary reasons attributed to the teachers’ struggles. The participants’ recommendations for supports consisted of collaborative professional development opportunities, specifically in special and inclusive education. This study contributes to the growing body of literature in the ethics of inclusive and special education. It has significant implications for policy makers, certifying bodies, teacher education programs, and teachers’ professional lives as it provides insights into the ethical challenges faced by teachers in inclusive classrooms. The results of the study have the potential to influence the development of policies and practices to support both teachers and students.

APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Special education – Ontario"

1

Weber, K. J. Special education in Ontario schools. 5th ed. Thornhill, Ont: Highland Press, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Special education in Ontario schools. 3rd ed. Thornhill, Ont: Highland Press, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Special education in Ontario schools: A reference and resource book. Thornhill, Ont: Highland Press, 1988.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

1940-, Weber K. J., Dworet Don 1950-, and Weber K. J. 1940-, eds. Special education in Ontario schools sixth edition. 6th ed. Niagara-on-the-Lake, Ont: Highland Press, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Cooligan, Michael. Parents' guide to special education in Ontario. [Windsor, Ont.]: Community Law Program of Windsor, 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Wilson, Anne Keeton. Special education in Ontario: Understanding bill 82. Toronto: TVOntario, 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Education, Ontario Ministry of. Ontario curriculum unit planner: Special education companion. [Toronto, ON]: The Ministry, 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Silverman, Harry. The Education Amendment Act, 1980 (Bill 82) implementation study: Board policies and school level practices. Toronto, Ont: Ministry of Education, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Leithwood, Kenneth A. A longitudinal study of the implementation of Bill 82: Results of Year 3, Site 5. [Toronto, Ont: Ontario Institute for Studies in Education, Dept. of Special Education, 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Bradt, Jim. Special education funding in Ontario: Bogged down in claims. Ottawa, ON: Caledon Institute of Social Policy, 2000.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Special education – Ontario"

1

Bowlby, Brenda, and Rachel Arbour. "3. Special Education and the Charter: The Effect of the Equality Provisions and Charter Litigation on Educational Policy and Practice in Ontario." In The Courts, the Charter, and the Schools, edited by Michael Manley-Casimir and Kristen Manley-Casimir, 64–84. Toronto: University of Toronto Press, 2010. http://dx.doi.org/10.3138/9781442698819-005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Jervis, Lauren, and Sue Winton. "When Special Education Policy in Ontario Creates Unintended Consequences." In Educational Policy Goes to School, 173–85. Routledge, 2017. http://dx.doi.org/10.4324/9781315558721-13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Bennett, Sheila, Don Dworet, and Manta Zahos. "11. Special Education Rights: Services for Children with Special Needs in Ontario Schools." In Children's Rights. Toronto: University of Toronto Press, 2008. http://dx.doi.org/10.3138/9781442687615-014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Paré, Mona. "Inclusion and Participation in Special Education Processes in Ontario, Canada." In International Perspectives and Empirical Findings on Child Participation, 37–58. Oxford University Press, 2015. http://dx.doi.org/10.1093/acprof:oso/9780199366989.003.0003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Getfield, Jacqueline. "Family Engagement in a Pandemic." In Advances in Early Childhood and K-12 Education, 176–95. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4569-3.ch011.

Full text

Abstract:

COVID-19 has introduced a new “normal.” During the pandemic, parents of young children and parents of children enrolled in special education have had to assume the role and so perform as teachers. Teachers have had to find ways to include parents who are willing to serve as de facto teachers. In addition to findings from the Ontario Alliance of Black School Educators (ONABSE) webinar series in 2020, this chapter also draws on other publicly available online documents to reveal the ever-changing education landscape in Ontario, Canada during the COVID-19 pandemic. Family literacy was examined broadly through family engagement practices. This chapter shows that there is no one essential story emerging from the pandemic. To date, very few stories have been told of the students who have blossomed and flourished during the pandemic. By gathering stories of the thoughts and actions of Black educators and parents, the chapter augments the existing literature on home-school-community partnerships in Ontario.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Special education – Ontario"

1

Sider, Steve, Ajeevsing Bholoa, and Deewakarsingh Authelsingh. "Fostering Inclusion for Learners with Special Educational Needs through Teacher Education: Comparing Educators’ Experiences from Canada and Mauritius to Consider the Future of Inclusive Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9824.

Full text

Abstract:

The purpose of this study was to explore similarities and differences between special educator preparation in Ontario and in Mauritius through a comparative case study methodology. The cases are two practicing and experienced special educational needs (SEN) educators, one from each country, who are experts in special education teacher training programs in their respective country. Data were collected through semi-structured interviews and thematic analysis was used to analyse the qualitative data through deductive and inductive coding. Findings indicate major differences in teacher training opportunities, practicum aspects, and key challenges. On the other hand, limited technology integration and unsuccessful responses to COVID-19 disruption are similar features. Recommendations are provided including a call for increased efforts to develop and study emerging technologies to support special education training. The results of the study have implications for stakeholders and policy makers.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!