This resource provides tips and strategies for teaching students with a variety of disabilities in Ontario’s post-secondary institutions. These include 1) visual disabilities, 2) deaf-blindness, 3) deaf, deafened or hard of hearing, 4) physical disabilities, 5) speech-related disabilities, 6) mental health disabilities, and 7) learning disabilities. This resource also includes tips on how to create […]
Sujet : Éducation
Teaching Students with Disabilities
This resource provides information and strategies to support students with disabilities at the post-secondary level. These include 1) types of disabilities, 2) access to resources, 3) confidentiality, stigma, and disclosure, and 4) teaching for inclusion. Save to Board […]
Equal Access: Universal Design of an Academic Department
This resource provides tips on how post-secondary administrators can promote accessibility within their departments. These areas include, 1) planning, policies, and evaluation, 2) facility and environment, 3) support services, 4) information resources, 5) courses and faculty, and 6) computers, software and assistive technology. This resource also has communication tips for supporting all people with disabilities, […]
Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers
Cette thèse pour une maitrise en arts examine les façons dont l’administration (des écoles) soutient leurs enseignants du FLS. Elle utilise la théorie de « Instructional Leadership » en considérant les enseignants du FLS. Les participants donnent les recommandations pour les programmes de formation des administrateurs en Ontario en ce qui concerne le soutien pour les programmes […]
“Access to special education for exceptional students in French immersion programs: An equity issue”
L’article souligne les pratiques d’exclusion : les parties prenantes en éducation hésitent à accommoder les élèves ayant les difficultés d’apprentissage en immersion et donc ces élèves sont retirés du programme. L’étude répond à ces questions : (1) Qui gagne pour refuser aux élèves exceptionnels des programmes d’IF un accès équitable aux programmes et services d’éducation […]
ENGAGEMENT OR DESPONDENCE? ONTARIO MIDDLE-SCHOOL CORE FRENCH TEACHERS` PERCEPTIONS OF AND EXPERIENCES WITH THE 2013 ONTARIO FRENCH AS A SECOND LANGUAGE CURRICULUM
L’étude analyse comment les enseignants du français cadre (de 7e et 8e année) mettent en œuvre les objectifs du nouveau curriculum « The Ontario Curriculum: French as a Second Language: Core, Grades 4–8; Extended, Grades 4–8; Immersion, Grades 1–8, 2013 ». Elle examine 4 enseignants du francais cadre et leurs exepriences en utilisant ce curriculum. […]
Engagement or Despondence? Ontario Middle-School Core French Teachers’ Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum
This resource looks at the implementation of the revised Ontario French as a Second Language curriculum in 2014. It brings in perspectives of FSL teachers and sheds light on how some aspects of the curriculum are in satisfactory to students – in core, immersion, extended programs – learning abilities. It also explores how there should […]
Access to special education for exceptional students in French immersion programs: An equity issue
This resource aims to shed light on the inequities that exist within French Immersion programs for students with special needs. The author highlights the importance of maintaining a fair standard for all students who wish to succeed in a French Immersion program. There must be more funding and resources allocated to special needs students so […]
ENGAGEMENT OR DESPONDENCE? ONTARIO MIDDLE-SCHOOL CORE FRENCH TEACHERS` PERCEPTIONS OF AND EXPERIENCES WITH THE 2013 ONTARIO FRENCH AS A SECOND LANGUAGE CURRICULUM
L’étude analyse comment les enseignants du français cadre (de 7e et 8e année) mettent en œuvre les objectifs du nouveau curriculum « The Ontario Curriculum: French as a Second Language: Core, Grades 4–8; Extended, Grades 4–8; Immersion, Grades 1–8, 2013 ». Elle examine 4 enseignants du francais cadre et leurs exepriences en utilisant ce curriculum. […]
Elitist, Inequitable and Exclusionary Practices: A Problem within Ontario French Immersion Programs? A Literature Review
Cette étude souligne les pratiques élitistes et inéquitables en immersion en Ontario – « streamlining » (connu comme « streaming »). Les élèves ayant les difficultés d’apprentissage sont souvent enlevés de l’immersion et mis dans le programme régulier. On ségrège les élèves basées sur leur âge et compétences, ce qui crée un écart entre l’IF […]
