It is five o’clock. and the agenda indicates that the staff meeting should be wrapping up, but the principal mentions some interesting trends in the recently released schoolwide scores and asks staff to stay and discuss them.
Teaching children in the early years is a challenge and an opportunity. it can be one of the most rewarding teaching jobs, as very young children experience enormous learning curves.
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 with autism spectrum disord
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.