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Supporting Teachers to Work with Children with Exceptionalities

Isabel Killoran, Hayley Zaretsky, Anne Jordan, Deirdre Smith, Carson Allard and James Moloney
Canadian Journal of Education / Revue canadienne de l'éducation
Vol. 36, No. 1 (2013), pp. 240-270
Stable URL: http://www.jstor.org/stable/canajeducrevucan.36.1.240
Page Count: 31
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Supporting Teachers to Work with Children with Exceptionalities
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Abstract

Abstract The current study had two purposes: to explore further revisions to the Three-Part Schedule D Additional Qualification (AQ) courses in special education and to determine if a virtual knowledge network would be a viable and welcome tool in building teacher capacity for classroom inclusion of students with exceptionalities. Educational stakeholders convened at the Ontario College of Teachers (OCT) for a two-day consultation meeting. A consensus-building workshop was used on the first day to discuss further revisions to the revised AQ course guidelines and to specifically identify gaps in teacher knowledge and skills. An open space consultation (Owen, 1997) was used on the second day to discuss the possibility of a provincial virtual knowledge network that would support revised Special Education AQ course guidelines and build capacity for teachers working with children with exceptionalities.

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