special education case studies for ontario classrooms

Special Education Case Studies

for Ontario Classrooms

Kimberly Maich and Randy Hill

Special Education Case Studies is an exciting new resource for teacher-candidates as well as fully certified teachers preparing to teach in inclusive classrooms in Ontario. Each chapter is composed of five original cases demonstrating the practices and processes of Special Education. Spanning kindergarten to high school graduation, these well-written stories provide a practical and realistic snapshot of what teaching in an inclusive classroom in Ontario really looks like.

Readership : This book is a supplemental text for special education courses at universities in Ontario, either through education departments or through additional qualification courses.

Note: Each chapter also includes: - Introduction - For each case study: -- Sample documents -- 5-7 brief response questions -- 5-7 in-depth response questions - Marginal glossary - Suggested resources - References Introduction 1. Primary Case 1: What's Next for Nora? Case 2: What Does Luc Need? Case 3: Getting Ready for Rayna Case 4: A Query around Scarlett Case 5: Dana's Transition to School 2. Junior Case 1: The Resource Team Case 2: Max's Behaviour Case 3: Cassalena's Pathway Case 4: Vanessa's Bully Case 5: Ms Ikeda's Relaxation Station 3. Intermediate Case 1: No IEPs? Case 2: My New Best Friend is a Service Dog Case 3: Henrik's New Accommodations Case 4: Peyton's Passions Case 5: Jami and His Assistive Tech 4. Senior Case 1: Helmut Case 2: High School with Trey Case 3: Sharina, Self-Advocate Case 4: Kai's Blog Case 5: Looking Back-Looking Ahead Glossary Index

E-Book ISBN 9780199022182

Kimberly Maich is Associate Professor in the Faculty of Education at Memorial University. She has studied and taught from coast-to-coast in Canada from Vancouver, BC, to St. Anthony, NL, and spent much of her career as a resource teacher, supporting students with exceptionalities from Kindergarten to Grade 12. Her primary areas of research lie in special education; specifically, Autism Spectrum Disorders in inclusive school environments. She has published articles in journals like Exceptionality Education International; Autism and Developmental Disabilities Online Journal ; Behavioural Disorders ; and The Journal of International Special Needs Education . Randy Hill is Lecturer in Special Education and Curriculum Coordinator for Special Education Additional Qualification Courses in the Department of Teacher Education at the Brock University Faculty of Education. Randy brings 32 years of teaching and administrative experience at the elementary and secondary levels to his faculty role at Brock University. He teaches special education and educational psychology courses at Brock, as well as Special Education AQ courses. He is also the out of region coordinator for the department at two campuses and oversees the additional qualification course accreditation to the Ontario College of Teachers as curriculum coordinator. He recently had articles published in Teaching and Learning , and in Exceptionality Education International .

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Special Education Case Studies is an exciting new resource for teacher-candidates as well as fully certified teachers preparing to teach in inclusive classrooms in Ontario. Each chapter is composed of five original cases demonstrating the practices and processes of Special Education. Spanning kindergarten to high school graduation, these well-written stories provide a practical and realistic snapshot of what teaching in an inclusive classroom in Ontario really looks like.

About the authors

KIMBERLY MAICH is a professor of special education at Memorial University. She has served as a clinical coordinator for McMaster Children's Hospital’s ASD School Support Program. Dr. Maich is a certified teacher, special education specialist, and professor. She teaches, researches, and publishes in the disability field and was Newfoundland and Labradors first board certified behaviour analyst. She lives in Logy Bay, Newfoundland & Labrador.

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Editorial Reviews

"I sat down and was caught as soon as I started reading the chapters. ...This text offers so many teaching and communication strategies for teachers and administrators." --Gaby van der Giessen, Laurentian University

"Very practical [and] realistic descriptions of students with special needs, as well as thoughts and actions of stakeholders throughout the special education system in Ontario." --Ron Phillips, Nipissing University

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• Author(s) Kimberly Maich; Randy Hill
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Special Education Case Studies

20 cases for ontario classrooms, by kimberly maich and randy hill.

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The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools

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.

Author Biographies

Lindsey jaber, university of windsor.

Lindsey Jaber, Ph.D., C.Psych., is an assistant professor in the Faculty of Education at the University of Windsor. She is a registered School, Clinical, and Counselling Psychologist with the College of Psychologists of Ontario. Her professional and scholarly experience working in schools, community settings, and private practice has informed her research. Dr. Jaber has many refereed publications and conference presentations on topics including aggression/violence, trauma, mental health, and social/emotional development.  

Brittany Guenot

Brittany Guenot, M.Ed., is a teacher in a French-language Ontario Secondary School. She recently completed her Masters of Education at the University of Windsor. She is interested in how best to support students in the French program, especially those with additional learning needs. 

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Special education in Ontario Kindergarten to Grade 12 – Policy and resource guide

Read Ontario’s guide to support school boards and schools in the effective delivery of programs and services for students with special education needs.

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Table of contents

• Introduction
• Part A: Legislation, Policy, and Funding
• Part B: Standards for School Boards' Special Education Plans
• Part C: Early Identification, Assessment, and Transition Planning
• Part D: The Identification, Placement, and Review Committee ( IPRC ) Process
• Part E: The Individual Education Plan ( IEP )
• Part F: Other Programs and Services

SPENCER BURTON

Learning about learning., behavioural exceptionality case study.

In the case of Hannah on page 125 of Special Education in Ontario Schools , we learn about the continual behavioural incidences that occurred between nursery school and her current grade 4 year. Hannah always seemed to be on the move and would run until someone or something stopped her. She regularly blurts out anything on her mind. Hannah has a history of borrowing things without permission and failing to return the items until she is explicitly asked to do so. Hannah has a difficult time making connections with her classmates and often interferes with their learning during group work. This is becoming an increasing social issue, especially because Hannah seems to be unaware of how her actions are affecting (and annoying) her classmates. She has even been rejected from class fieldtrips for her past behaviour, even with her mother as a mentor. In grade 3, Hannah was diagnosed with ADHD, however, she is currently not medicated. With the untreated ADHD and subsequent behavioural issues, Hannah has been identified as lagging behind her peers academically. Hannah’s classmates and their parents have categorized her as a problem and refuse to accept her in social circles or group projects, which has led Hannah to become very emotional and distraught.

Hannah seems to be in a much better position to be successful in school, having learned some successful self-control skills at a camp specifically designed for individuals with ADHD. However, Hannah has a reputation now, and her classmates and the school community have an expectation of her negative behaviour. Given the information outlined above regarding Hannah’s behavioural issues, there are a number of supports and accommodations that must be put into place in order for Hannah to be successful:

Instructional Accommodations 

It is important that classroom instruction is differentiated to meet Hannah’s current level of subject matter comprehension, ensuring that the work is not too advanced or unachievable given her current academic struggles. In an effort to capture and maintain Hannah’s attention throughout instructional periods, various forms of media (Chromebooks, magazines, YouTube videos) and visual aids (anchor charts, drawings, images) should be incorporated into lessons. Providing step-by-step instructions that are manageable and achievable within Hannah’s threshold of attention will ensure that she does not wander or become disengaged in her learning (Bennett et al, p. 126). It is also important to provide extra assistance at the beginning of a new activity so that she has goals and objectives outlined that she needs to achieve. Classroom instructions should be delivered in close proximity to Hannah so that the audio and visual distractions are limited and the focus is solely on the educator (Bennett et al, p. 126). Additionally, it is important that Hannah is provided with regular reinforcement and celebrations to motivate her, acknowledge her progress and achievements, and to show the other students that she is a valued member of the classroom community.

Environmental Accommodations

A suggested way that Hannah could appropriately channel her energy, especially during quiet work periods, is by having an exercise bike in the classroom or replacing her chair with a yoga ball. An important consideration when placing Hannah in the classroom is to ensure that windows or other highly stimulating areas in the classroom are considered and/or altered if distractions occur. It is also important that Hannah is placed in a location within the classroom in which she can stay focused at be successful, such as away from the classroom door and other areas of high traffic. However, it is also important that Hannah is not isolated from her peers in a study carrel or “solo” desk, given that she doesn’t have strong peer relationships as it is. It may even be of benefit to Hannah’s social connections to establish a peer mentor/buddy that Hannah could sit with. This student would naturally be a liaison between Hannah and the rest of her classmates, helping to reduce negative stigmas attached to her and to establish positive peer relationships. Following a discussion with Hannah about positive self-regulation strategies, an image of the Zones of Regulation could be taped to the corner of her desk so that she is consistently aware of her behaviour and is reminded of appropriate strategies (http://www.zonesofregulation.com). Hannah should also be allowed to listen to music during work periods in an attempt to keep her focused and avoid potential opportunities to distract her peers.

Assessment Accommodations

In direct correlation with the instructional accommodations, it is important to differentiate pieces of assessment to meet Hannah’s current level of comprehension. It is important to outline step-by-step instructions on all pieces of assessment so that Hannah has an outlined process that she must follow and items that she can check off once completed. In addition to the step-by-step instruction, the educator can create goals with Hannah in respect to deadlines and success criteria. A way to focus Hannah on the task at hand would be to assist her with organizing her work and thoughts at the beginning of the assessment (Bennett et al, p. 126). Frequent check-ins throughout the assessment process would ensure that Hannah is on task and understanding the content being explored. Incorporating visual aids would help to spark Hannah’s interest in the assessment and, ideally, engage her throughout the process.

This is a crucial time in Hannah’s academic development. It is imperative that her distractions are limited so that her academic achievement increases to a grade-appropriate level. Perhaps even more pressing is Hannah’s social development. As previously mentioned, she has established a negative reputation among her classmates and their parents. This can be very damaging for Hannah’s self-esteem and overall self-image. It is very important that the classroom teacher works with Hannah and her peers, through restorative justice and community building initiatives to mend Hannah’s relationships with her peers and provide her with a supportive and accepting social circle (Ministry of Education, p. 36). I believe that through the implementation of the suggested accommodations and considerations, Hannah can be set up for a successful academic and social development.

A Concept to Foster Self-Regulation & Emotional Control – Welcome. (n.d.). Retrieved May 19, 2017, from http://www.zonesofregulation.com/index.html

Bennett, S., Weber, K. J., Dworet, D., & Weber, K. J. (2008). Special education in Ontario schools . Niagara-on-the-Lake, Ont.: Highland Press.

Ontario Ministry of Education (2010). Caring and safe schools in Ontario: supporting students with  special education needs through progressive discipline, kindergarten to grade 12 . Toronto: Queens Printer for Ontario.

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