MODULE (Read Pages 9-) Weber Bennett Text)【DOC精选】.doc

MODULE: #3 An Overview of Special Education in Ontario (Read Chapters 3-6 Pages 32-70 Bennett/Dworet/Weber Text) State Whether the Following are True or False: _____ Not all boards of education in the province of Ontario adhere to a detailed set of definitions of exceptionality issued by the Ministry of Education. _____ Since the beginning of the 21st century, the number of students identified as exceptional in this province has been on the decline. _____ All students who receive special education services in this province have been previously identified by an Identification Placement and Review Committee. _____ To avoid confusion, all boards of education across the province of Ontario use identical terminology when formally identifying students. _____ Provincial schools for the deaf and for the blind are a direct responsibility of the Ministry of Education. _____ The central tenet of the “Cascade Model” advocates that a range of settings be made available within a specific school board on a more or less permanent basis. _____ All school boards in the province of Ontario treat the inclusion and/or integration of exceptional students into regular classroom settings as regular practice. ____ A comparison of data collection in 2002 and 2006 indicates that the number of students receiving special education services has shown an increase of 5% overall. _____ While many people may be involved in making decisions about an exceptional student, direct service can only be provided, legally, by a special education teacher. _____ The School Team is generally a forum of last resort in cases concerning the ‘special needs’ of a student. _____ Ontario regulations require a principal to initiate an IPRC when requested to do so, in writing, by a student’s parent or parents. _____ Ontario regulations require that an IEP be developed within 30 school days of a student being placed in a special education setting. _____ Parents may request a re