4. “ But what is culturally responsive instruction and how should it look like in TEPs and preschool/early childhood through 12 th -grade classrooms (P-12)?” (Trent et al., p. 329)
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11. “ When the content of what is taught is stressed in schools rather than a way of thinking about that content, the assumptions underlying that content, and the way in which that content is represented, the content is made central to the exclusion of thinking […] the content is not criticized but taken for granted, and, for the most part, accepted.” (Maher, 1992)
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15. Barriers / cultural markers: race, disabilities, gender (Trent et al., p. 230) Barriers (as per the Equity and Inclusive Education Strategy): race, sexual orientation, physical or mental ability, gender, gender identity, and class all of these can intersect (Equity and Inclusive Education in Ontario Schools: GUIDELINES FOR POLICY DEVELOPMENT AND IMPLEMENTATION, p. 11) “ (In Ontario) While racism continues to be a major focus, the strategy recognizes that Ontario’s publicly funded schools must increase their efforts to develop an approach that will respond to the full range of needs within the education community.” (Equity and Inclusive Education in Ontario Schools: GUIDELINES FOR POLICY DEVELOPMENT AND IMPLEMENTATION, p. 11)
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17. Boards will: 2008–2009 • review existing equity and inclusive education policies and/or begin to develop or extend such policies; 2009–2010 • develop or revise policies on equity and inclusive education for implementation by September 2010; 2010–2011 • implement equity and inclusive education policies; embed equity and inclusive education principles in board and school improvement plans; 2011–2012 • implement positive employment practices that support equitable hiring, mentoring, retention, promotion, and succession planning.
18. Schools will: 2009–2010 • develop and implement strategies to engage students, parents, and the broader community actively in the review, development, and implementation of initiatives to support and promote equity and inclusive education; 2011–2012 • implement board equity and inclusive education policies, programs, and action plans that reflect the needs of their diverse school communities.
19. UOIT 2011-2012 year required courses for Primary/Junior and Intermediate/Senior programs (Consecutive): Individual Needs and Diversity CSU Ontario School of Education, 2011-2012 Primary Education: Inclusive Education and the Law Lakehead, 2011-2012 required courses, Consecutive: Educational Psychology + Teaching Exceptional Students Niagara University, 2011-2012 required courses: Teaching Students with Special Needs Nipissing University, 2010-2011, required: Education and Schooling/Educational Psychology, Special Education Optional: Mental Health Issues in School Populations (NOT OFFERED IN 2010/11) ESL Across the Curriculum (NOT OFFERED IN 2010/11) Exclusion to Inclusion: Imagination and Creativity in the 21st Century Classroom
20. OISE, 2011-2012, Elementary/Secondary Program Core Course Components: Teacher Education Seminar (covers aspects of Special Education) Trent University, Full Time Primary/Junior and Senior streams: Supporting Literacy and Learners with Special Needs Tyndale University College: Primary/Junior Track and Junior/Intermediate Track Required Courses: Diversity and Equity Issues in Education Creating Safe, Engaging and Inclusive Learning Environments Differentiated Instruction in the Classroom Context Electives (Teacher Candidates choose one from the following options): English as a Second Language Special Education
21. University of Western Ontario: 2011-2012: Core Foundations Courses (elementary and secondary) Educational Psychology & Special Education 5005 Equity, Diversity, Social Justice Courses: International Education 5444Q Introduction to Teaching English as a Second Language 5413 Rural & Remote Schools 5435Q/S Teaching First Nations Students 5423Q/S Teaching for Equity and Social Justice: A Focus on Inclusive Curriculum 5424 University of Windsor, 2010-2011, Required: Differentiated Instruction for Students with Special Needs Wilfrid Laurier University, Required Courses: EU403: Teaching for Equity and Diversity EU438: Gifted Education York University, 2011-2012: ED/EDUC 2000 6.00 Teaching and Learning for Inclusive Classrooms ED/PJIE 3500 3.00 Inclusive Education
Students only analyze the exposed tip of the iceberg. Critical media literacy attacks the ideologies that exist both explicitly and implicitly. Faculty members sometimes do not address multicultural education or address it only at a superficial level.
Schools tend to stress content rather than thinking about content. When we don’t criticize it, we take it for granted and often accept it, and then perpetuate it elsewhere.
From all education partners: unless it is explicitly stated, do teacher education programs have to follow this?
Intersecting Grounds of Discrimination: Two or more of the prohibited grounds of discrimination under the Ontario Human Rights Code, and other, similar factors, can intersect in one individual or group and create additional biases or barriers.
From all education partners: unless it is explicitly stated, do teacher education programs have to follow this?
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