Something amazing happens when teachers openly discuss how to meet the needs of all students. The discussion begins to take the form of a lively debate on what has been tried, what worked, and what needed tweaking.
“The heart of a school.”1 Roch Carrier, Canadian author and National Librarian, used this phrase to describe school libraries. Think of a school library you have visited recently. Would you describe it in the same way?
On a hot, cloudless day in June, 200 special needs students in the District School Board of Niagara took part in their first track and field day.
In 2006 the Autism Spectrum Disorders Reference Group was set up to provide recommendations to the minister of education and the minister of children and youth services about effective, evidence-based educational practices to meet the strengths and needs of students wi
The Education Act requires individual education plans (IEPs) for students identified as exceptional through an identification, placement, and review committee (IPRC).
Special education teachers and literacy coaches with the Kawartha Pine Ridge District School Board have found the rewards of a collaborative and collegial working partnership to be worth the effort. At two schools, Roger Neilson and R.F.
Last spring, as ETFO began preparing for the October 2007 election, the federation looked back on four years during which the government had worked constructively with education stakeholders to address issues affecting public education and the teaching profession.
Last year ETFO commissioned OISE/UT professor Ken Leithwood to examine the current research on what teacher working conditions will improve student learning.