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Teaching Qualifications

The followng is a list of my Basic and Additional Teaching Qualifications

Basic Qualifications

  1. Primary/Junior

  2. Intermediate - English

  3. Intermediate - History

  4. Intermediate - FNMI Studies

  5. Senior - FNMI Studies

Basic Qualifications indicate the grade levels and subjects the member is qualified to teach.

Additional Qualification Courses 

Special Education, Part 1

This course provides information and practice within the context of Special Education in Ontario. The course focuses on the range of exceptionalities as identified by the Ministry of Education. Teachers will develop and implement effective programs for students with special needs, based on appropriate assessment. Candidates will utilize curriculum and Ministry documents to deepen their knowledge of exceptionalities and strategies designed to ensure a positive and productive learner experience for all learners with special needs.

Special Education, Part 2

This course builds on Special Education, Part 1, providing more in-depth information and practice in Special Education in Ontario. Part 2 focuses on effectively meeting the individual needs of learners with special needs paying particular emphasis on the role of assessment and the assessment/program link.

Special Education, Specialist

This Specialist course builds on the work of the Special Education, Part 2 course, focusing on leadership in Special Education. Effective collaboration and leadership is stressed, including working with the school team, parents, and advocacy groups.

Teaching Students with Communication Needs - Autism Spectrum Disorder

The course is designed to expose candidates to the basic foundations for understanding Autism Spectrum Disorder from past to present. Candidates will learn a range of strategies for classroom success, including decreasing problem behaviours, using visual strategies and focusing on evidence-based pedagogy leading to student success. Candidates will have opportunities to examine the processes of exceptional student identification and IEP development, including transition plans.

Teaching Students with Communication Needs (Learning Disability)

Teaching students with communication needs (Learning Disabilities) provides an in-depth body of study, knowledge and information that will build teacher capacity, with respect to teaching students with Learning Disabilities (LD). This course focuses on the following key areas: Identifying and recognizing LDs, Assessment, Instructional strategies, Individual Education Plan (IEP), Transitions, Advocacy and Community support.

Teachers will utilize Ministry documents, Policy/Program Memorandums (PPM) and other various print and/or web resources that reflect current practices. The course focuses on the needs of learners that present with an LD profile by developing and implementing responsive and respectful programs based on appropriate, holistic assessments.

Use and Knowledge of Assistive Technology

This course will focus on the use of assistive technology to support learners.

Candidates will explore practices using technology within the context of Special Education.  The course focuses on a range of exceptionalities that benefit from the use of assistive technology.  Teachers will develop and implement effective programs for students with special needs, based on appropriate assessment.

Teaching Students with Intellectual Needs (Developmental Disability)

Students with Intellectual Needs (Developmental Disabilities) provides the opportunity for candidates to explore the history, policies and evidence-based pedagogies that meet the learning needs of students with Intellectual Needs. The creation of inclusive classrooms for students with Developmental Disabilities will be researched with a focus on equity and well-being. The process of exceptional student identification, IEP development, and transition plans will be examined.

Teaching Students with Behavioural Needs

This course is designed to create a platform that offers a collaborative understanding of the social, emotional and environmental factors that impact behaviour, guide development of instructional strategies and overall curriculum adjustments that advocates for the building of healthy relationships, self-regulation and positive self-concept through social and emotional literacy.
Creating and sustaining an inclusive learning environment that promotes safe, caring and healthy surroundings will be explored. Setting the stage through character education, social and emotional literacy, investigating the environment as the third teacher, effective classroom management practices and gaining familiarity with the Exceptionality of Behaviour and additional disorders that are part of this umbrella will be looked at.
Additional topics include ministry guidelines, alternate programming for students with behavioural challenges, applied behaviour analysis, creating proactive behaviour intervention plans and safety plans.

Reading, Part 1

This course explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment, and some key ethical considerations related to the teaching and learning of reading.

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