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Contact Information: 2042700215 srta.mts@gmail.com http://seineriverta.weebly.

com

December 2012
Volume 8.2
President Suzanne Moore , DTS Vice-President Pat Liss , DTS Secretary Jenn Seesahai, ESNI Treasurer Chantal Tytgat, CLC Collective Bargaining Pat Liss, DTS
Professional Development Jonathan Waite, ARB

My Dear Colleagues: Report Cards There was a collective, palpable exhale and release of tension across the division once the first round of the provincial report card was completed. A discussion with the superintendents confirmed that the late release of the final template of the provincial report card exacerbated attempts to have timely training for all teachers in Seine River. A letter from Curriculum and Instruction Assistant Superintendent Simon Laplante highlighted the work teachers put in to comply with the provincial guidelines for reporting and offered continued support and thanks on behalf of the Seine River School Division.

Health & Wellness Colleen Kachur-Reico, EIDCS Equity & Social Justice Rebecca Sheffield, DO Education Finance Jason Sparling, CSNC Resolutions Suzanne Moore, DTS Employee Benefits Wendy Chase, SAC Public Relations Rebecca Brown, EIDCS Workplace Safety & Health Kathy Dubesky, CSNC

Not sure if you need help?


Give me a call or send me an email and I will help find the proper resources unique to your situation. Dont wait until the situation worsens; be proactive. Until we meet again, I would like to wish you and your loved ones a wonderful Christ mas holiday, full of laughter, warmth, rest and good cheer.

Want to Receive the Newsletter in Your Inbox? Please send your personal email address to srta.mts@gmail.com and you will be added to the mailing list. We will not send the newsletter to work emails, as this domain belongs to our employer.

Girls Provincial Volleyball Tournament


Respondingtoarequestforfunds,theSRTAdonated$200.00tothegirlsprovincialvolleyballtournamentthatwasheldNovember2224at CollegeLoretteCollegiate.Ourbannerwasdisplayedonthesponsorswallthatoverlookedthefastpaced,excitingvolleyballgamesfeatured duringthethreedayevent.Congratulationsonajobwelldone,TonyFiorentino,JFGodbout,MelanieLaytonandthestaffofCLC!

reportingincidentsofviolenceand/or harassmentfromstaffandstudentsalike. Withoutyourhelp,workingconditions forteachersinourschoolscannot BravotoRobBeal,SRSDsnewSafetyand improve.Ifyouarenotsureifyou HealthOfficer,andtheWorkplaceSafety shouldbereportinganactofviolence andHealthcommitteewhodraftedthe and/orharassment,givemeacallandwe newSRSDpoliciesaroundViolence in the willfindtherightanswersforyou. Workplace andHarassment in the Reportingformscanbefoundon Workplace.Aspartofthereview SharepointunderWSH. committee,itwasourmandateto critiqueandrecommendpossible changestothepoliciesandtheir reportingforms.Withpermission,I Health & Wellness For enlistedthehelpofAndrewPeters,then Teachers staffofficerforWSHattheManitoba Available from the SRTA TeachersSocietytocritiquethe documents;hisfindingwasthatthey Health & Wellness Budget wereamongthebestintheprovince. Amount per Worksite in AndrewthenjoinedusattheDecember creases by $100.00 this year 4councilmeeting,andeducatedthereps Due January 31, 2013 andexecutivemembersaboutthe implicationsofthesetwodocuments. Go to Sharepoint under SRTA TheWSHbulletinboardatyourworksite for info and forms willbeupdatedshortlytoincludethe twonewestdocuments.Itisimportant thatyoubecomefamiliarwiththe legislationandtheimportanceof

Workplace Safety and Health

Please look for me as I travel around the division visiting worksites in the new year, bearing goodies and snacks. I would especially like to meet with the teachers who are new to our division, but I certainly look forward to seeing familiar and dear faces again.

Budget Consultation

MTS Workload Survey


Inordertoplanforthenextroundofbargaining,MTSiscompiling abi/triannualpapersurveyforallMTSmembers,including administratorsandnonclassroomteachers.Repswillhandout theonepage,twosidedsurveyinthenewyearandmembersare askedtoreturntheanonymoussurveysbacktotherepsfor mailingtome.IwillthenforwardalltheresponsestoMTS.

JasonSparling,EducationFinance Chairperson,ChantalTytgat,PatLissandI preparedandpresentedrecommendations totheboardfor considerationtoits2013 2014budget.Someofthe recommendationsincluded increasedcounselling personnelforthethree collegiates,financial supportforpeerhelpers, anautomatedsubfinding system,andbeautification ofdivisionalproperty.
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(including counseling for mental or physical health The federal Conservatives are of themselves or on the brink of passing a family member, and re Private Members Bill C377. employment) The purpose of this Bill is to Additional human and require unions to make their material resources will be finances public, including required for organizations to assets, liabilities, and do the necessary paperwork expenses. The Bill targets mandated by the proposed unions and not other law? organizations or corporations. Unions already provide this There are concerns that any information to their members organization will be able to through financial audits, access the most competitive reports, and regular proposal for services when membership meetings. the names of suppliers and Why should you care about winning contract bids over Bill C377? $5,000 will be made public. If this Bill passes personal information about you (name, address) will be posted on a government website for all to see if you receive benefits of more than $5,000 related to your membership in MTS, including: Employee life and health trusts; Group sickness or accident insurance plans; Retirement compensation agreements; Death benefits; There will be added costs for unions to comply with the legislation. There will be millions of dollars in federal costs to advertise the new requirements. Doctors, lawyers and other professionals who have similar individual tax exemption provisions will not be subject to the same scrutiny. mbteach.org

Bill C377

Counseling services

MTS Presidential Election Deadline: April 16, 2013 Ballots will be sent to all schools Want to nominate someone? Need nomination form and signatures of 25 members in good standing Forms available from Ken Pearce 2048313078 or 18664945747 election2013@mbteach.org by 4:00 p.m., Friday, February 15, 2013

Development of the teacher contract form


Before 1928, teachers were hired on the basis of oral contract or the exchange of letters. Boards and teachers were free to decide when they chose to terminate the agreement between them, except as restricted by the common law, although the normal period of engagement was considered to be for the school year, The result was that teachers might decide to seek a position elsewhere, or boards might decide to dismiss the teacher in the middle of the summer. Frequently boards waited until the examination results were out at the end of July before deciding whether or not to retain the teacher. As a result of this unsatisfactory situation, the Manitoba Teachers Federation took the initiative in drawing up a form of contract which it encouraged teachers and trustees to use. It proved popular and in about 1928, the Department of Education had a modification of it made into a statutory agreement form.
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Lunch at Arborgate

OnOctober11,Iwasprivilegedtodeliver acateredlunchtothestaffofArborgate school,inrecognitionoftheir professionalismandhardworkinbringing educationtothestudentsunderadverse conditions.Manyclassroomsinthenew schoolwerenotreadyforthebeginningof theschoolyear,andteachershadtoshare classrooms,movebetweenclassroomsfor teaching,anddowithoutlibraryandmulti purposeroomfacilitiesforquitesome time.EAsandcaretakerspitchedinto makethesituationsmootherandthesupportstafflentahandwherevertheycould.Bravoonajobwelldone,Arborgate!

Province agrees to change legislation to allow increase in penalties for unprofessional conduct
Nov. 27, 2012

conduct unbecoming a teacher. Following an MTS internal disciplinary review panel hearing, the society would be able to suspend or terminate a teacher's membership in the society or impose a fine to help offset the costs of hearings related to investigations. "Any profession worthy of the name is one that holds itself to the highest possible standards of conduct. Teachers recognize the need to work together professionally and effectively, and never forget our duty to remain worthy of the public's trust. This legislative change is intended to provide our Professional Conduct and Review Committees with a greater and more nuanced ability to uphold those standards in those rare cases when infractions occur," said Paul Olson, president, MTS.

"Along with initiatives, like the standardized report card and class size reductions for kindergarten to Grade 3, this legislation is part of a broader framework to work with teachers and parents to improve the overall quality of the education system in Manitoba and move the province to the top tier of educational achievement in Canada," said Allan. http://www.mbteach.org/news/ news12_13.html#province

The Manitoba government has introduced legislation which would improve the process by which the Manitoba Teachers' Society investigates complaints, conducts internal disciplinary procedures and recuperates costs in cases of proven unprofessional conduct by a teacher. "We are committed to working with the Manitoba Teachers' Society to continue to ensure all teachers adhere to the highest professional standards," Allan said. "This will help ensure our students receive the quality education they need to succeed." The amendments come following the last MTS annual general meeting. The society requested an increase in the range of penalties for members found to have engaged in unprofessional conduct or

September 1. 2012 administered as 90 days before or after a Life Event (marriage including commonlaw, birth or adoption of first child or death of Dental Implants: Added to the plan July spouse). This is aimed more for new parents instead of waiting until returning 1, 2012 at no cost: Covered up to the least expensive cost of a threeunit bridge to work

Employee Benefits: Whats New?

If you would like to opt into the


Extended Health Benefits plan or Dental plan, here is what happens:

Extended Health Benefits: during the


first year you pay no premiums and receive no coverage

Lab fees covered up to 50% of the cost of a threeunit bridge Restoration on top is then reimbursed at normal charge

Extended Health Benefits:

Dental Plan: you pay the premiums

Changes to SRSD Dental Plan effective January 1, 2013

Due to a dental plan surplus Singles will get a refund of $57.75; Couples $31.50. Based on current information, premiums will decrease by 21.6% and might change That the monthly premium rates, in about three years. The proposed rates inclusive of the three plan amendments, for 20122013 are as follows: Single $25.00, Couple $51.25 and Family $82.75. Increase the annual maximums for all In addition coverage will increase from paramedicals to $850.00 per calendar $1200 to $1500 per year. year In SRSD, Short Term Disability

but you are limited to $250 coverage The following motion was passed at the for the first year last meeting of the Provincial Executive. The motion sets the premiums If you would like to save $$$$, for the Extended Health plan effective consider buying a 3 month supply for January1st2013, and increases coverage maintenance prescription drugs as for some service categories. Essentially you will save on the dispensing fee. the premiums decrease, 1.7% for mandatory plans and 4.0% for voluntary WendyChase, plans with no change to the retiree EmployeeBenefitsChair premiums and non teacher premiums.

Benefits plan will take effect January 1,


2013. All sick days must be exhausted before accessing Disability Benefits Plan Manitoba Public Schools Employees Life Insurance Plan Terminates on retirement, can apply for a plan until age 70 New

Increase the maximum for eye


examinations to $75.00 once every two years

Increase the dispensing fee cap to


$7.00 per script

CAPSLE is pleased to invite presenters and participants to the 2013 conference, to be held from May 5-7 at the Fairmont Hotel, Winnipeg, Manitoba. The conference will be of interest to all those interested in how the law can affect leaders in education, including educators, lawyers, school board officials, board staff, faculty, students, parents and representatives of professional organizations, academia and

Law and Education: En-CAPSLE-ating Human Rights

government. Nancy Kerr and George Coupland, Conference Planning Committee CoChairs Presenters and participants will be invited to explore educational leadership and law by examining such concepts as:

privacy rights freedom of expression special education school board governance occupational health and safety

safety in schools and how each of these affect the ability of various stakeholders to be the best possible educational leaders, for today, and tomorrow. If you have any questions about the conference, please contact CAPSLE. Fax: (905) 873-0662 E-mail: info@capsle.ca

human rights student rights

Elections for SRTA for 2013


The following positions are up for election this year: President Secretary Public Relations Workplace Safety and Health Employee Benefits Education and Finance Professional Development

Is it time you got involved?


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At what point can a substitute teacher become a term teacher?


According to our collective agreement: CA: 32.04 LIMITED TERM TEACHER GENERAL CONTRACT(FORMERLYFORM2ACONTRACT) Asubstituteteacherwhohasbeenemployedforat least twenty (20) consecutive days of substitute teaching in the same assignment shall on the twentyfirst (21st) day, be signedtoalimitedtermcontractunlessthe return of the regular teacher or conclusion of the assignment is expected to occur within5workingdays.

I am substituting for a teacher for two weeks. This week there is an inservice on Friday. Do I have to start over counting days on the following Monday in order to receive retroactive full teachers salary?
No. According to our collective agreement, 4.07 a) Effective July 1, 2007, a substituteshallbepaid1/200ofhis/ her salary under Article 4.01 accordingtothesubstituteteachers classification beginning on the sixth day of continuous substitution with the Division. On the sixth day of continuous substitution in the same assignment the substitute shall be entitledtobepaid1/200retroactive tothefirstdayoftheassignment. 32.07 Inservice, Administration, Inclement Weather days or paidsickdaystakenasper32.03shallnotconstituteabreakin substituteteaching. If there is an inservice day on Friday, you do not lose continuity, so starting on the following Monday, you should start receiving 1/200 of the teaching salary, retroactive to Day 1 of this particular assignment.

Can substitutes receive benefits under Shortterm Disability or Longterm Disability plans if they are injured on the job?
Unfortunately, substitutes injured on the job have no recourse to income supplements under the collective agreement.

I want to opt back into our Extended Health Benefits. What can I expect?
If you would like to opt back into the Extended Health Benefits plan, your application will be approved, and you will pay the premiums for one full year before you will receive any of the benefits. This safeguard was put into place to ensure that members pay into the plan before receiving immediate benefits.

I would like to opt back into our Dental Plan. Whats going to happen?
If you opt back in, you will pay regular premiums, but will be limited to only $250 in benefits during the first year. Keep in mind that if you opt out again, you will never be allowed to opt back in again.

Why dont I have to submit receipts for food and drinks when on an outofarea PD event as sponsored by the SRTA PD fund?
Inordertostreamlinethepaymentofexpensesfor outofareaPDevents,thePDcommitteehasagreed thataperdiemrateof$40.00wouldbeallowedfor participants.Thatperdiemcoversallmealanddrink expensesforthedayandnoproofofexpenditureis required.

One of our permanent teachers retired last year, and yet her position was filled by a term teacher. Why couldnt it be a permanent position?
Inthepresentemploymentclimateofallschooldivisions,thereis aplethoraofqualified,eagerpersonnellookingforpermanent employment,buttherearenotasmanypeopleleavingtheir posts.So,divisionsaretakingtheirtimetoevaluateandhirethe teachersthatsuittheirneeds.Theyhavethefreedomandtimeto testdrivenewteacherswithoutmakingacommitmenttothem. Oncetheseteachershaveprovedthemselves,thedivisionthen triestoofferthemapermanentposition.However,adivisionhas onlysomanyfulltimeequivalentpermanentpositionsonthe payroll.Whenthatparticularteacherretired,herpermanent positionmayhavebeengiventoatermteacherfromanother schoolwhohasprovenhim/herself.So,inthegrandschemeof things,thepermanentpositionwenttoanotherschool,butisstill Do I have to accept a students work right up onepositioninthepoolofaselectnumber.Noonecangeta to the last day of the school year? permanentpositionuntilapermanentteacherresigns,retiresoris dismissedwithinthedivision,notjustaschool.

Why are nonclassroom teachers being charged $195.00 per day for a sub cost on their PD applications when they dont need a substitute?
ThePDcommitteesawaninequityinthe reimbursementoffundsbetweenteachingandnon teachingmembers.Twomemberscouldbothgotothe sameoutofareaevent,forexample.Theteaching memberwouldhavetoclaimtwosubdays@$195.00 perday,or$390.00.Therefore,themost reimbursementthatmembercouldreceivewouldbe $1110.00.Thenonteachingmembercouldreceive reimbursementof$1500.00becausetherewasnosub required.

Accordingtothedocument,ProvincialAssessmentPolicy KindergartentoGrade12AcademicResponsibility, Honesty,andPromotion/Retention,teachersmayestablish,

Why was there only one spot on the provincial report card for a signature, and that was for the principal?
According to the Education Administration Act: 28(3)Theprincipal isresponsibleforplacing pupilsinclassesand issuingstatementsof theirstanding,subjecttotheapprovalofthesuperintendent whereonehasbeenappointed.29(2)Aprincipalmustensurethat parentsareprovidedwithinformationontheirchildren's individualachievementonaregularbasis. Therefore, it is the principals responsibility to ensure that parents receive regular report cards; therefore, that is the only signature that the province requires on the report card.

Can I be forced to resign?


Ateachershouldneverresignunderpressure.Inalegal sense,aresignationisavoluntaryact.Onceateacher resigns,allrightsundertheagreementareforfeited. Whereaboard(orsuperintendentorprincipal) demands,requestsoradvisesaresignation,theteacher shouldconsiderthemattercarefullybeforecomplying. Beforemakinganydecisioninresponsetotherequest, demandoradvicetoresign,theteachershouldcontact TheManitobaTeachers'Societyforconsultationand advice.

Best practice: Translating or Bridging?


Chantal Tytgat CLC

InmidOctober,Ihadtheopportunity attendaconferenceinStPaul,Minnesota abouthowbesttohelpourimmersion studentssucceedinboththeirfirst languageaswellastheirsecondlanguage calledimmersion 2012: Bridging Context for a Multilingual World.Atthis conference,we(MelanieLaytonandI) wereabletoattendmanyseminarsover thecourseofthreedays.Wewerealso fortunateenoughtoalsodosome networkingwithvariousteachers, administratorsandsupportstaffmembers thatteachFrenchalloverNorthAmerica thatwillhopefullybecomeauseful sometimeinthenearfuture. Thefirstkeyconceptwastobeginthe activitywithahighlycomprehensible, Oneparticularseminarthatweboth concreteandinteractiveactivityfocused foundparticularlyusefulspokeaboutthe onpreparingthestudentstounderstanda powerofbridgingtwolanguagesrather text.Thepresentersstartedbygoing thansimplytranslatingonelanguageto throughaproactivitywhichspokeabout thenext.Thisseminarwashandsonand thecycleofabutterflyandwasdonewith practicalwhichwasdifferentthansome imagesratherthanwordstoshow oftheotherseminarswhichweresimply studentswhattheywereabouttolearn. aboutaresearchpaperonvariousstudies Thisallowsthestudentstounderstand donewithstudentsandteachers.They thetopicwithoutbringinginthe startedoffexplainingalittleabouttheir maternallanguageandwithout pastexperiencesintheclassroomand translatinganyvocabulary.The theirnewroleattheIllinoisResource primarygoalisforthelessontobe Center.Theythencontinuedtheseminar donecompletelyinthedesired byexplainingtheimportanceofSpanish languagewithoutanysupportofa andEnglishintheUnitedStatesof secondlanguagetoallowthebrainto Americawhichwasalittlelessrelevantto processtheinformationdirectly ourparticularcaseinImmersionschools throughonelanguage.Oncethe inManitobasinceSpanishisaminority studentshavemasteredthebasic languagewithinamajorityculture.What vocabularywhichwasalsoassociated thismeansisthatalthoughmanyoftheir withgesturetomaximisethestudents studentscomefromSpanishfamilies,the comprehension,theteacherwent onlylanguagethatisvaluedintheStates throughthetextthattalkedabout isEnglish. butterflies.Bythispoint,thestudents havemasteredthebasicvocabulary Thesecondpartoftheseminarwasan whichwouldthenallowthemto activitywherebothKarenBeemanand CherylUrowtookthegroupthroughwhat understandwhattheyarereading again,withoutthesupportofasecond bridgingwouldlooklikeinaclassroom. WhatIfoundbrilliantisthattheydidnot language.

explaintouswhatbridgingisbutrather theystartedtheseminarbycompleting theactivityandthenshowingusby examplesomeofthekeyconceptsof bridging.Theactivitywasdone COMPLETELYinSpanishanddespiteme havingminimalunderstandingofthe language,Iwasstillabletounderstand thelessonsandIlearnednewvocabulary inanewlanguagewithouthavingtodo thetranslationinmyhead.

Oncethestudentshavemasteredthe vocabularythroughaseriesofdifferent activities,theteacherwillthenmakethe connectionwithasecondlanguage.The importantaspectofthisconceptwouldbe tomakesurethestudentsaremakinga connectionbetweentheSpanishword andtheEnglishwordwithouthavingto translateitintheirmindsbuttorather putthetwosimultaneouslytogetherwith theimageofabutterflyintheirminds. Studiesshowthatthestudentswillhave amuchbettersuccessrateiftheydonot alwayshavetotranslateawordor sentencefromonelanguagetoanother asbothlanguagesaredifferentandneed tobetaughtinadifferentway. Ingeneral,Ifoundthisconference tobeveryusefultomyprofessional developmentandIhaveeveryintention oncontinuingmystudiesonthebest practicesforacquiringasecond language.Iwoulddefinitelyrecommend toanyoneinterestedingoingtonotonly attendthegeneralconferencebutthe workshopsthatareofferedontheday beforeasmyarticleisbasedona workshopweattendedthedaybeforethe actualconference.Ifeltthattheywere generallymorehandsonandpracticalfor theclassroom.

ClosingtheGap Conference
byGiseleCharr TheClosingtheGap conferenceisanannual AssistiveTechnology conferencethatcoversa broadspectrumof technologyasitisbeing appliedtoalldisabilities andagegroupsin education,rehabilitation, vocation,andindependent living.Theconferencewas heldfromOctober1719th with20preconference workshopsheldonthe15th and16thofOctober,2012. Iattendedthe Implementing Proloquo2go:Howto CustomizeVocabularyand TeachAACUse preconferenceonOctober 16th,2012.Thisfullday workshopprovidedbythe AACInstituteprovidedin depthtrainingonthe programmingofthe communicationappand strategiesonhowto directlyteachAACuse. Therewereseveral presentersincludingthe creatorsoftheapp,Speech LanguagePathologistsand DirectorsofAssistive Technology.Thelab componentofthetraining providedhandson activitiesthatwere conductedoniPads (providedbyCTG)totryall ofthestrategiesthatwere beingdiscussed.Although thetrainingonhowto programtheProloquo2go 2forstudentswas invaluableandIhavehad opportunitytoimplement thistrainingonseveral occasionsforstudentsin3 differentschoolssincemy

dataisusedbyyour localteachers Associationintwo ways.Itprovides informationwhich assists: (1)Collective bargainingbyproviding datawhichisusefulin AllMTSmembers, preparationofyour regardlessoftheir positioninschools,are Associationsopening negotiationspackage highlyencouragedto fillouttheirworkload (note:Associationswill generallystart surveywhichwillbe mailedouttoschools negotiationsintheFall of2014);and duringthemonthof (2)Intheeventofa February2013.The purposeofthesurvey bargainingimpasse, istoprovideobjective thisinformationcanbe usedatinterest datacollectedfrom memberslikeyourself arbitration. Thebottomlineisthat tohelpinformyour Associationscollective thisinformationisused bargainingcommittee tohelpimproveyour collectiveagreement aboutyourworkload andobtainingasmany pressures(i.e.,time, responsesaspossible classorcasesize, exceptionalstudents, fromyourAssociation isextremelyimportant andstressors).This

FEBRUARY 2013 MTS WORKLOAD SURVEY

toensurereliable results. Thesurveyispaper basedandshouldtake about15minutesof yourtimetocomplete. Thesurveysare completed anonymouslyasyour Associationonly requiresaggregate researchdata.Ifyou havefurtherquestions aboutthesurvey, pleasedonothesitate tocallyourAssociation Presidentfor clarificationor additionalinformation. MTSandyourlocal Associationexecutive thankyouinadvance forparticipationinthis veryimportantactivity!

return,theinformationon howtoimplementAACuse wasthehighlightofthe4 daysofsessions.Several booksinadditiontothe keyvocabularythatcould betargetedineachbook andhowtoprogramthe corevocabularypageswas sharedwithparticipants. Wethenhadan opportunitytoworkwitha partnerandusethe CommunicationPartner Trainingtechniqueswith theresourceswehadjust reviewed.Twopagesof resourcesweresharedfor bothInapphelpandon linehelpforthe Proloquo2go2.Teaching AACResourceswerealso sharedandtheseincluded sitesforgeneralAAC resources,AssessingAAC skills,AidedLanguage Stimulation,Functional CommunicationTraining, Curricularactivitiesanda varietyofotherteaching models. Duringthe3daysofthe conferenceIwasableto selectfromover200 presentationhours coveringavarietyoftopics. Iattended8hrsofsessions dailyintheareasof literacy,professional development,assessment, autism,earlychildhood developmentand augmentative communication.The sessionsonliteracy focusedonsharedreading forstudentswith significantintellectual, communicationand physicalchallenges.This 2.5hoursessionfocused ontheinteractive componentoftheliteracy processandshared
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divisionwasreviewedin termsofhowtodesign environmentsfor bookbuilder.cast.org/, http:// studentstohelpthem staff.prairiesouth.ca/ accessthecurriculumand ~cassidy.kathy/browserbooks/ index.htm, http:// aprojectonhowthis www.literactive.com/Download/ programisbeingusedin stories.asp?Sub=READ, http:// theUKstatewidefora tarheelreader.org/ . ) These areafewofthekeysites UDLmodelineducation Ihavebeenabletoshare andboththemedicaland judicialsystems.AnICE withcolleagues. Assessmenttools,rubrics cardthatwascreated wassharedwith anddevelopmental participantsandisa screenerstoworkwith studentswithsignificant resourcethatwillbeused challengeswerereviewed formanynonverbal studentswhowillnowbe andshared. abletoshareandexpress personalhealth Strategiestofacilitate informationinan socialinteractionandthe emergencyorother regulationofbehaviorfor medicalsituation. studentsontheAutism Theconferencealso Spectrumandother affordedthetimeto developmental disabilitieswasanother networkwithmany vendorswhoprovide areaoffocusthatI attended.Thetechnique softwarethatweare currentlyusinginthe ofvideomodellingwas division.Wewereableto profiledandATsuchas discussourconcernsand iMovie,Pictello,and looktopossibletrialnew severalwindowsbased softwareprograms.A programswerereviewed. varietyoftexttospeech, Iwillbeworkingjointly literacy,and withDianneBulloch,who augmentative alsoattendedthe communicationsoftware conferencetousethe andmaterialscouldbe videomodelling trialedandhandson techniquewithsome demonstrationwere studentswhoweshare providedwhichwill onourcaseload. greatlyassistinproviding Augmentative informeddecisionswhen communicationsessions lookingtoaddto withSymwritera materialsinthedivision. softwarethatwe currentlyhavelicensing forin the
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numerousaccessible booksites(. http://

Thebroadantibullying strategyincludes: helpforteachers includingexpanded trainingsupports, workshopsandother professionallearning opportunities,andongoing Dec. 4, 2012 supportfortheRespect in Theprovincialgovernment Schoolinitiative; hasannouncedanaction helpforparents planaimedatprotecting includingnewonline studentsfrombullyingin informationandresources school,onthestreetand onlineonhowto ontheInternet. recognize,dealwithand Ourgovernmentis committedtosupporting reportbullying;and schoolsandcommunities inprovidingsafeandcaring learningenvironmentsfor ourstudents,"said EducationMinisterNancy Allan."Weallsharea responsibilitytowork togethertoprovidesafe schoolswhereallstudents feelrespectedandcan helpforstudentsincluding reachtheirfullpotential. Ourantibullyingplanwill strengthenedantibullying legislationandtheTell furtherprotectstudents ThemFromMeSurveyto andprovideasafe allowschoolstohear environmentwhile directlyfromstudents fosteringunderstanding aboutbullying. andinclusion.

New anti bullying initiatives announced

Theministeralsosaidthe provincewillmoveforward withstronglegislationthat wouldfurthersupport students,broaden reportingofbullyingand respectdiversity. Newlegislationwillalso addresstheroleofsocial mediainbullyingandallow studentsupported initiativesatschoolsaimed atpromotinganinclusive environmentsuchasclubs andactivitiesthatpromote genderequityandrespect forpeopleofallsexual orientationsandgender identities,antiracismand respectforpeoplewhoare disabledbybarriers,said Allan. Theministersaid,inthe monthsahead,shewill meetwithschools, students,teachers,parents andprincipalsacrossthe provincetodiscussfurther bullyingprevention measuresandcreationof saferenvironmentsfor studentsinandoutof school.

Global Conference on Education Submitted by Melinda Roy, Resource Teacher, CSNC


IattendedtheGlobalConferenceonEducationhostedbyRiverside UniversityinOntario,California.WhenIwaslookingforanoutofarea conferencetoattend,Icameacrossthisone.Thewebsitestatedabout50 differenttopicsineducationthatincludedonesIwasveryinterestedin, SpecialEducation,Autism,CommunityLivingandCrossdisciplinaryareasof Educationtonameafew.Andthefactthatitwasglobalsoundedreally appealingandinteresting. Well,itwasnotatall whatIexpected!!Ihad envisionedseveral breakoutsessionsthatI couldchoosetoattend. Butthewhole conferencewasinone room,with30minute sessionsoneachofthe topics.Talkaboutan enrichingexperience. Thepresenterswere fromallovertheworld includingcountriessuch, SouthAfrica,Australia, SouthAmerica,Saudi Arabia,Turkey,Nigeria, SouthKorea,andmany more.Bytheend,we allfeltlikeaglobal family.Therewasneverachanceforthemindtowander,asthe
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education,andthatwereallydomeasureuponaglobalscale. informationanddiscussionwasalwaysfreshandmotivating. Anotherahhawasthissessioncalled, ThinkingTogetherbyJamesHanson Ihadseveralahhamoments ofAustralia.Hepresentedthetheory throughouttheconference.The ofhowgroupingpeopletogetherwas KeynoteSpeakerwasaddressing alwaysseenasanadvantageandhow thegroupandmadeastatement, weperceivethattwoheadsarebetter ifyouaskanyonewhohasbeena thanone.Hisresearchwasso studentinschoolwhatthey interesting.Itshowedhowgroups rememberthemostabouttheir arelesslikelytoreceiveopinions teacher,theywillusuallyforget whattheytaughtbutwillneverforgethowthatteachermade outsideofthegroupastheymayfeelpressurewithintheir themfeel.Ihaveheardthisseveraltimesbeforebutbeingina groupaswellasinfluencesfromothermembersofthegroup. roomwitheducatorsfromallextremitiesoftheplanetmadeit Theycaninfactbelesstolerantinagroupthenwhenmaking judgmentsforthemselves.Asaneducator,itmademeawareof veryvalidandreal.Manyofthestrugglesthateducatorsare howallconceptsandapproachesshouldbelookedatwitha facingaroundtheplanetaretheexactstrugglesthatweface balancedmethodology.Andthatallteachingapproacheshave hereinManitobasuchasgovernmentfunding,motivating students,parentalsupportandmakingexperiencesrelevantto advantagesanddisadvantages.Thisconferenceallowedmeto lookatsomeofourpracticesthroughdifferenteyesandthe thelearner.Ontheoppositesideofthat,IalsorealizedasI listenedtosomeofthestrugglesothercountrieswerehaving, experiencewasveryenlightening. howveryfortunateIamasateacherinCanada.Andfurtherto that,howveryfortunateourchildrenaretobegiventhisgiftof
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Connect. Engage. Learn Learning Forward Conference

Boston,MS December,2012 Ithasbeenmy pleasuretonetwork withcolleaguesfrom acrosstheworldover thepastseveraldays. Myexperienceatthe LearningForward ConferenceinBoston, Massachusettswas unparalleled.The SupportStaff: ShannonCorbett conference ImportantandNot organizationand Forgotten(C. sessionstrulymodelled Adams,K.Leeser, theConnect,Engage, &P.Mueller) Learnthemeofthis yearsconference.I TheDataToolkit(R. foundtimetoconnect Hess&P.Robbins) withcolleaguesfrom CanadaandtheUnited Imagineering States,toengagein

discussionswithsome Tomorrow: ofthemostinnovative Redesigning practitionersand SchoolsThrough thoughtleadersinour ArtfulProfessional fieldandtolearnfrom Learning(S. otherconference Biancaniello,C. attendeesaswe Russo,S.Bennis) exploredthemost Educurious effectivewaysto Learningthat supportstudent Connects(J. success. Chadsey) Specifically,Iattended thefollowingsessions: Ialsospenttime reviewingthe BreakingThrough publisherdisplaysand ConflictandHard presentations. Conversation BarrierstoSchool Iwouldbewillingto discussmylearningin Improvement(R. moredetail. Garmiston&J. Abrams) Respectfully,

45th ANNUAL MANITOBA TEACHERS SOCIETY BONSPIEL February 22, 23 & 24 , 2013 Hosted by the Western Teachers Association Morden Curling Club 327 2nd Street Morden, Manitoba

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The History of Appropriate Educational Programming Legislation


Bill 13 allowed the Minister of Education, Citizenship and Youth to develop regulations regarding appropriate educational programming and dispute resolution. Appropriate Educational Programming InNovember2003,Bill13ThePublic SchoolsAmendmentAct(Appropriate EducationalProgramming)wasintroduced bytheProvincialGovernment.TheBill madeanamendmenttothePublic SchoolsAct. OnMay12,2004,Bill13received concurrenceandthirdreadinginthe Manitobalegislature. OnJune10,2004,theBillreceivedRoyal Assenttocomeintoeffectonayettobe determineddatefixedbyProclamation. OnOctober28,2005,theBilland supportingregulationswereproclaimed. What is the purpose of the legislation? TheAmendmenttothePublicSchoolsAct: AppropriateEducationalProgramming providestheregulationtoguidepolicy andprogrammingforallstudents, particularlythosewithspecialneeds,in receivingtheappropriateeducational programmingtheyrequire.

programmingthatfostersstudent participationinboththeacademicand sociallifeoftheschool.Thelegislation supportsManitobasphilosophyof inclusion. Student Services Philosophy of Inclusion

In Manitoba, we embrace inclusion as a means of enhancing the wellbeing of every member of the community. By working together, we strengthen our capacity to provide the foundation for a richer future for all of us. What does inclusion mean to a student with special learning needs?

ThePublicSchoolsActssupports Studentswithspecialneedsshould Manitoba'sphilosophyofinclusion,which experienceschoolasmuchaspossiblelike states: theirpeerswithoutspecialneeds. Inclusionisawayofthinkingandacting thatallowseveryindividualtofeel accepted,valued,andsafe.Aninclusive communityconsciouslyevolvestomeet thechangingneedsofitsmembers. Throughrecognitionandsupport,an inclusivecommunityprovidesmeaningful involvementandequalaccesstothe benefitsofcitizenship. InManitoba,weembraceinclusionasa meansofenhancingthewellbeingof everymemberofthecommunity.By workingtogether,westrengthenour capacitytoprovidethefoundationfora richerfutureforallofus. What is Manitobas philosophy of Inclusion? Inclusionisawayofthinkingandacting thatallowseveryindividualtofeel accepted,valued,andsafe.Aninclusive communityconsciouslyevolvestomeet thechangingneedsofitsmembers. TomakeinclusionapplicableinManitoba schools,educatorswill: Fosterschoolandclassroomcommunities whereallstudents,includingthosewith diverseneedsandabilities,haveasense ofpersonalbelongingandachievement. Engageinpracticesthatallowstudents withawiderangeoflearningneedstobe taughttogethereffectively. Enhancestudentsabilitiestodealwith diversity
http://www.edu.gov.mb.ca/k12/specedu/aep/ inclusion.html

Throughrecognitionandsupport,an Theregulationsconfirminlegislationthat inclusivecommunityprovidesmeaningful allstudentsinManitobaareentitledto involvementandequalaccesstothe receiveappropriateeducational benefitsofcitizenship.

Daily 5 & Caf Workshop November 13th 14th, 2012 Kelly Baker, DTS
OnNovember13thand14th,Iattended TheDaily5andCafWorkshopsinLas Vegas,NevadaputonbyGailBoushey andJoanMoser,the2Sisters.My interestinthe2Sistersbeganaftera teacheratourschoolattendedthe conferencelastyearandshared informationwithme.Mygoalwasto learnabouthowTheDaily5andCaf

shouldlookinaclassroomandhowit shouldbeimplemented. Overthetwodays,the2Sisters explainedTheDaily5andCafe whilebackinguptheirstrategies withresearchaswellasmany examplesofhowtoimplement thestrategiesintheclassroom. TheSistersexplainedthe importanceoftheDaily5. Varioustoolswereintroducedto assistteacherswiththeirrecord keepingoftheirstudents progresswhileusingtheCaf

strategies,andnumerousvideoswere showndemonstratinghowTheDaily5 andCafcouldbeused invarioustypesof classes.TheSisters alsogavelittlehints thatcouldassist strugglingreaders, severalofwhich,Ihad notheardbefore.Iam lookingforwardto tryingsomeoftheir
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hints! WhatIwasexcitedaboutthemost washowthestudentsonthevideos wereengagedintheirlearningand wereinvolvedintheirlearning process.Studentsareallowed choiceswithrespecttoactivities whichincreasestheirlevelof

engagement.Students werealsoawareof wheretheirstrengths andweaknesseslieand whytheyneededto workoncertain strategiesmorethan others.

IenjoyedlisteningandlearningwithThe2 Sistersandappreciatedhowthey incorporatedhumourintotheir workshops.Ienjoyedtheopportunityto attendtheworkshopwithcolleaguesfrom ourdivisionandhavealreadyhad conversationsaroundwhatIlearnedwith someoftheteachingstaffatDawsonTrail.

Sounds a bit strange doesnt it?


nolaw,nopolice,noarmy.Itis basicallydominatedbystreet gangswhoconstantlycompete forcontrolofevershiftingturfs andwhosendoutpiratesto terrorizeshippingoffthe Singapore isjustonebigcity.It Africancoast. hasnofarmsotherthanthe occasionalwindowboxgarden. Producingawhopping95 percentoftheworldsopium, MonacoandtheVaticanlack farms,too,butSingaporeisthe noteven10yearsofoccupation byAmericanforceshave largestofthethreecity sloweddownAfghanistans Generallytheworldsyoungest nations. illegaldrugindustry. countryisdeterminedby AlthoughEnglishistheofficial calculatingtheportionofthe languageoftheislandnationof Siberiaishometo populationthatisyoungerthan approximately25percentof Papua New Guinea,only12 15.PresentlyitisNigerthat theworldsforestsfillingan percentofthepopulation holdsthisdistinctionwith arealargerthanthecontinental actuallyspeaksit.Over820 roughlyhalfofitspopulation languages12percentofthe UnitedStates,makingRussia havingbarelyreachedpuberty thelargestconverterofcarbon worldstotalarespoken 49percent. dioxideintobreathableoxygen. there. Withanaturalincreasein SurpassingeventheUnited With50percentofits populationofminus.8% Statesandfamouslydevout populationhavinggraduated annually, Ukraineisindanger fromhighschoolandthengone Poland,ahigherpercentageof ofbecominganemptynation. ontoatleastonesemesterof citizensofthePhilippine Becauseofitsextremelylow college,Canadaeasilyhasthe Islandsregularlyattendchurch birthrateandhighmortality thananywhereelseinthe mosteducatedpopulationof rate,betweennowandthe world. anynationonEarth.Itis year2050,Ukraineisexpected followedbyIsraelat45percent tolosearound30%ofits If,indeed,globalwarming andJapanat44percent. population. increases,thecountrymost likelytodisappearbeneaththe With99%ofitsvastterritory Foravarietyofreasons, countrycoveredbytheSahara wavesistheMaldives Islands. includingapooreconomy,the Withanaverageheightof Desert,theoilrichnationof islandnationofMaltahashad aroundsixfeetabovesealevel, Libyaisoneofthemostarid thehighestemigrationrateof theirnationistheloweston placesintheworld.Insome anyothernation.Thereare Earth. regions,decadesmaygoby nowmoreMalteseliving withoutasingledropofrain. abroadthanthosewhoreside Withover95percentofits withinthecountryitself. Anationwithnogovernment populationoverweight,the andongoingconflictbetween smallislandnationofNauruis Theworldstwosmallest byfarthemostoverweight themanywarlordsthatrule nations,Vatican Citywith.17 overitsruinedcities,Somaliais countryonEarth.Itsobesity ofasquaremileofterritoryand alandofconstantwar.Thereis epidemicisprimarilyattributed Fora countryas bigas Saudi Arabia therehastobeat leastsomesortofflowing water.Well,thereisnt.Most oftheirfreshwatercomesfrom desalinizationplantsor undergroundreservoirs.There isnotasingleriver,creekor brookintheentirecountry. Monacowith.8ofasquare mile,theyarethesmallest permanentlyinhabitednations intheworldandwouldeasilyfit intoManhattansCentralPark. totheimportationofwestern fastfoodthatcoincidedwithan increasedstandardoflivingin the20thcenturyduetothe globalpopularityofits phosphate exports. BecauseGuam doesnthave anynatural gravel,thisisland,whichis actuallyaterritoryofthe UnitedStates,makesasphalt foritsroadsusingamixofoil andgroundupcoral.Some kindsofcoralareconsidered semipreciousstones,but,no, notthecoralusedforGuams gravel. Withonlyabout3,000human inhabitants,theFalkland Islands,aBritishterritoryoff thecoastofArgentina,are hometoapproximatelyahalf millionsheep.Notsurprisingly woolisthemajorexport. Chinamightdisputethisclaim, butEgyptistheoldestcountry intheworld.Itsexistenceasa nationgoesbackto3100B.C., thetimeoftheformationofits firstdynastyofPharaohs.And yes,thepyramidsapparently wereancientevenbackthen! Withover3millionlakes,nine percentofCanadaisactually freshwater.Canadaisthe homeforover60percentofall thelakesintheworld.
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ClosingtheGap onAssistive TechnologyBy


DianneBulloch ThankstotheSRTAPDFund, Iwasabletoattendthe ClosingtheGapconference inMinneapolisthispast October.ClosingtheGapis aninternational,annual conferencewith presentationsonthelatestin assistivetechnology.Asan OccupationalTherapistin SRSD,Iuseassistive technologywithmanyofmy clientsinordertohelpthem achieveavarietyofdifferent occupations,including learning,leisure,mobility, andcommunicationskills. Iattendedafullday,hands onpresentationtolearn aboutfreeandlowcost technology.Asatakeaway fromthispresentation,the presentercreatedawebsite listingalloftheresearchhe reviewedandlinkstothe freetechnologywelearned

about.Iwouldencourage everyonetocheckouthis websiteat www.udlresource.com SomeofthelinksthatIreally likedincluded:

Wordtalk:afreplugin
toolbarforMSWordthat addstexttospeechfor anytextinaWord document.Itcreates audiofilesfromtext(wav ormp3),andincludesa talkingspellchecker.

programforWindows.It allowstheusertocreate equationsand expressions,solve equations,plotgraphs (2D/3D),etc.andinsert theirworkintoword processingdocuments.

FreeNaturalReader11:
canreadaloudanytext, abletoadjustthespeed andchangethevoice, anditcomeswitha floatingbartoreadany textinotherapplications.

SimpleEnglish
Wiktionary:Online dictionarywith definitionsthatareeasy toreadandunderstand, andentriesprovideaudio filesforpronunciation.

MicrosoftMathematics
4.0:Freestandalone

ForthenextthreedaysI attendedover15 presentationscoveringa Oneofthepresentersused varietyoftopicsrelatedto thisquotefromSethGodin assistivetechnology.Some andithasreallystayedwith ofthetopicsincluded:High meTheusualmantraisto techassistivetechnologyfor tryharder.Tryingharderis individualswithintellectual disabilities;Usingtechnology impossiblewhenyoure alreadytryingashardasyou forselfregulationfor can.Butyoucanalwaystry individualswithAutism DIFFERENT.Digitaltools SpectrumDisorder;Motor facilitateflexibility,offering cognitivelearning;Switch multiplewaysofpresenting assessmentfortypeand informationtolearners,of locationandswitch engaginglearners,andfor mounting;Seatingand positioningforsuccessinthe learnerstoexpress themselvesandshowwhat classroom;andAccessible theyknow.Sometimesusing scienceequipmentandlabs. Thelearningwasinvaluable!adigitaltoolorassistive technologycanbethe Inadditiontothe differentapproachthat presentations,Ivisitedthe maybeneededtohelp vendorsexhibitionhall facilitateaccesstolearning! whereIhadtheopportunity toactuallysee,workandplay frameworkswhichguide research,2)howeducational practiceisaffectedbytheory, 3)thestrengthsand weaknessesofthetheories studied,and4)theprocesses administratorsuseto accomplishtheirwork. Perhapsthemostbeneficial partofthiscoursewasthe opportunitytodialoguewith andlearnfrommy colleagues.Insmallgroups, weeachtaughtpartofthe course,whichallowedusto research,digest,andpresent ourunderstandingofthe topic.Forexample,my groupexploredtheconcept ofschoolsasinstrumentsof domination.Weresearched thetheoryofdomination, appliedittotheschool setting,andthenexamined theeffectthetheoryhadon staff/pupilsandthehealth statisticsbehindit.Each theoryexaminedbythe groups,containedlanguage which,whenappliedtothe school,shapedour understandingoftheschool, aswellasourindividualand collectivebehaviourwithin theorganization.An understandingofour individualbehaviouriskeyto workingeffectivelywith students,staff,and community.
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withthelatestswitches, computerprograms, communicationdevices, accessibilityfurniture,and sensoryregulation equipment.Itwasfantastic totalkfacetofacewith certainvendors,andproblem solvetogetherstudent specificassistivetechnology relatedissuesthatIhad.

EDUA 7010
By Georgina DyckHacault
Thisfall,Ihadthe opportunitytoparticipatein themasterslevelcourse EducationalAdministration

asaFieldofStudyand Practice,whichfocussedon the mainintellectualtraditionsin educationaladministration andontheanalysisofthe forceswhichshape administrativepractice. Duringthe past twelve weeks,our class looked:1) atthe theoretical

Inclusive Classrooms, Respecting Diversity


Todaysclassroomshave increasinglydiversestudents withdiverseneeds.Teachers havetoplanwitheveryones needsinmind.Studentsmay havephysicalspecialneeds, academicspecialneeds, behaviouralneeds,and social/emotionalneeds. ManitobaEducationhas anexpectationthatall studentshavearighttoa completeandinclusive education.Thesystemic structureofeducation historicallyhasnotbeen veryopentoinclusive educationforallstudents. Overthepast30years, educationpolicyhasbeen slowtochange,butitis nowlawthatevery studentreceivesa universallyaccessible educationinmainstream schools.Asevidenced basedbrainresearch provesthateachchildis specialandunique;wemust adaptourlearningstrategies andteachingstylesinorder tosupportallourlearners. Adaptingourlearning strategiesandteachingstyles requiresrecognitionof differentlearningstylesand multipleintelligencesof students.Itrequires educatingandtraining teachersinordertoadapt curriculathatensure studentssuccess.Universal DesignforLearning(UDL) anddifferentiatedinstruction aredesignedtosupportthe diverseneedsofour studentsinaninclusive environment. Differentiatedinstruction

(DI)isdefinedasvarying instructioninordertomeet theneedsofindividual students(Landrum& McDuffie,2010,pp.67).Itis arampforbrainbased instructionwhichincludes multipleintelligences(MI) (Katz,2012,p.16). MIrecognizesthedifferent waysinwhichthehuman brainprocessesinformation, solvesproblems,andcreates products(Katz,2012,pp.21

rootedinassessment. Studentsaremoresuccessful whentheyreceiveobjective, positivefeedback,which increasesperceived competenceandintrinsic motivation(Yeh,2010,p. 173). Atrulyinclusiveclassroom notonlyrecognizesthe diversityofitslearners;it celebratesthem.Thisisthe focusofuniversaldesignfor learning(UDL).

accommodatelearners diversity(Meo,2008,p.22). UDLrequiresthatteachers focusonplanningforsuccess byassessingwherestudents requirementsandinterests lie(Stanford,2009,p.4). Insteadofwaitingfor studentstofailbecausethey donotfittheteachingstyle, instructionisplannedsothat needsaremetwhen studentsbeginthelearning process. Thediversityof classroomstoday requiresthinking outsidethe tradition curriculumbox. Tohaveinclusive classrooms, studentsneedto becentrestage. Theirneeds requireteachersto adaptthe curriculumsto ensurestudent success.Student successneedsto bethegoalwhen planninglessons, inordertosupport thediversityoflearning needs. Brainresearchsupportsthe needtohavestudentslearn usingtheirstrengthsand fosterasafelearning environmentwhereinthey candeveloptheirskillsto becomeexpertlearners.A sociallyinclusiveclassroom willalsofosterpositive growthofthewholechild.A diverselearningclimate nurturesanenvironment whereinallchildrenfeelsafe, respected,andvaluedfor whattheyhaveto contribute. Submitted by Sandy Turcotte
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22).MIistheinstructional frameworkfordifferentiated instruction.WhenMIand multimodallearningand assessmentarerespected,all of thebrainsmajorareas andmethodsofprocessing arestimulated. DIisbasedonthe recognitionthatsameaged studentsareatdiversestates ofschoolreadiness(Landrum &McDuffie,2010,p.9). Studentslearnatadifferent pace.Studentslearnbest whentheycanmakerelevant connectionsbetweentheir learning,theirinterests,and theirlifeexperiences. Differentiatedinstructionis

Universaldesignisrootedin architecture,whereby insteadofretrofittingan additiontoabuildingitis includedinthedesign,in ordertobenefitallusers. UDLisbasedonresearchand bestpracticefrommany domains,notjust architecture(Rose&Gravel, 2011a,p.2). UDLisanapproachtoensure themeansforlearning,and itsresultsareaccessibletoall students,notjustthosewith specialneeds.UDLcreates curriculathatinclude learningoutcomes,methods, materials,andassessments thatareflexibleto

Introduction to Research in Education Motivating students in French Immersion


By Francine LepageLemoine

LastJanuaryItookmy firstcoursetowardmy MastersDegreein Education.ThisFall,I havetakenmyfourth. Whatanenlightening journeyithasbeenso far!ThecourseIjust completedwas Introduction la recherche en ducation. Itisamandatorycourse thatprovidesthebasic knowledgeofallaspects oftheresearchprocess. Thestepsnecessaryto completearesearch projectare:identification oftheresearchproblem, literaturereview, specifyingthe purposeof research, determining specificresearch questionsor hypotheses,data collection, analyzingand interpretingthe dataand reportingandevaluating research.Thecourse contentenabledmeto prepareformyeventual comprehensiveexam.

attheGrades5to8 levels. IntheLiteratureReview sectionofmyproject, accordingtoTurnbull, HartandLapkin(2001), ontheOntarioEnglish Provincialexam,French Immersionstudentshad similarorbetterscores thantheanglophone studentsinEnglish schools.Accordingto StatisticsCanada(2004), 15yearoldstudents demonstratedhigher readinglevelsthanother studentsnotinFrench Immersion.Accordingto Lazaruk(2007),students

ofeligiblestudentsare registeredinthe Immersionprogram.The greatestdropoutrate fromtheImmersion programoccursatthe Grade8level.Some Immersionhighschools havedifficultyoffering theirstudentscertain coursesduetolackof enrollmentinthose coursesorlackof qualifiedFrenchspeaking specialists.

Introduction to Inclusive Special Education Lori Gauthier


Introductionto InclusiveSpecial Educationisacore coursetowardsaPost Baccalaureatein InclusiveSpecial Education.Itis fundamentalto teacherswhowantto understandhowto programforALLthe studentsinyour classroom.Beforethe coursebegan,I thoughtitwas essentiallytoeducate teachersonhowto workwithour childrenwithspecial needs.Itturnedout tobemuch,much more. Thecoursetalked aboutSocial Devaluationandhow imagery,societyand mediamakeus consciouslyor unconsciously judgepeople whetheritisina negativeor positiveway. Wedevalue peopleformany different reasons;not onlythosewith disabilitiesbutthose whoaredifferent fromwhatsociety viewsasnormal.It hasmadememore awareofhowwe influenceourchildren whetheritisinthe

Thepurposeofthe projectwastoseeif somethingcouldbedone atthejuniorhighlevel thatwouldinspire studentstocontinue theireducationin French.Ielaborated asurveywhereby studentsatthe Grades5to8levels wouldhavetorate theimportanceof certainactivitiesin motivatingthemto speakFrench.Lucille Mandin,professorat whoaretaughtall theUniversityofAlberta, subjectsinFrenchhave CampusSaintJean,gives similarorbetterresults acourseentitledMoi thanstudentsinEnglish comme apprenant de schoolseveninMath, langueinwhichstudents ScienceandHistory. mustcompleteaportfolio Thecourseloadwas Baker(2006)statesthat identifyingkeymoments heavy:6criticalanalyses bilingualchildrenbenefit intheiracademic andonefinalproject.For fromcognitive experiencethat thefinalproject,wehad advantages.They influencedtheirchoiceto todevelopallaspectsof possessadeveloped continueinFrench.Here theresearchbutnot linguisticawareness,a iswhatsomeofher followthroughwithit. greatflexibilityof studentsreportedas reflectionandagreater beinginstrumental Thetopicofmyresearch internalcapacityto factors:participatingin wastheImmersion examinelanguage. studentexchangesto Program:specifically Qubecand/orFrance,a whatfactorsmotivate TheImmersionprogram, goodImmersion FrenchImmersion however,isnotwithout studentstospeakFrench (Continued on page 18) itschallenges.Only10%

classroomorat home.Understanding whatSocial Devaluationismakes usnotonlybetter teachers,butbetter people. Theassignments included2 presentationsand3 writtenessays.One presentationwasto showhowcharacters inmoviesorbooks aredevalued.Some ofthecharacters studiedwere:Nemo, EdwardScissorhands, MaggieFitzgerald, andLittleOrphan Annie.Learningfrom mypeerswasagreat experience.Itwas interestingtoseeand hearotherpeoples viewsonsocial devaluation.The otherpresentation wasagroupeffort calledaChange Project.Sometopics presentedwere: AnxietyinChildren, AtRiskStudents,and MultipleIntelligences. Ourgroupdecidedto

createateacher/ parentfriendly handbookforhelping childrenwithFASDin theclassroomandat home.Weoffered tipsforteacherson


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program, the fact of having a job where the student needed to be bilingual, and having the opportunity to interact with Francophones.

decision to continue studying in French belongs to the learner.

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These students were in University when they came to this realization. It is imperative that all junior high French Immersion teachers stay The students also reported where the course. Together, students, teachers, administrators and improvements could have been parents, must commit to creating a made: having pronunciation corrected more often, having many rich academic milieu where the French language and culture is occasions to learn more vocabulary, having a safe place to perpetuated and where students become impassioned and inspired make mistakes, and having to continue the lifelong learning of increased chances for oral a second language. communication. Finally, the students revealed that the ultimate

including children with FASD in their classrooms more effectively and provided coping skills for parents as well. The class was very rewarding and useful to my professional learning. It gave me more insight on how to better program for ALL students, not just students with special needs. Inclusion is not just having a child with special needs in the classroom doing their own thing; but having that child actively engaged in what the other children are doing. Ive learned how to create a classroom that respects the diversity of all students. It is so important to have a community of learners who respect each other and recognize the gifts and talents each person has to offer; this includes our children with special needs.

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