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How students with special needs and students of Indigenous background…
How students with special needs and students of Indigenous background might face similar difficulties in accessing the Ontario Curriculum
Education
Indigenous: Fewer programs and courses available to help teachers establish a basis for understanding proper teaching methods
Special Needs: Programs available to teacher candidates to prepare educators for accommodating and modifying programs to fit the needs of learners
Definition
Indigenous: often misunderstood, not clear. For instance, many individuals are often unsure of even the correct terms that appropriate to use
Special Needs: though each exceptionalism can take a different form across learners, standard definitions and identifier can help to establish learning needs and action plans
Both: lack of definition can lead to misunderstanding, stereotyping, generalizations, etc. which do not serve in the best interest of the learner or community
Identification
Both: students are sometimes unaware that they are different - which can be a positive thing; however, it can also lead to a reduced sense of self, or lesser self-confidence
Both: students are not always identified early; and therefore, supports are sometimes delayed which impacts learning
Misconceptions
Both: ABILITY - misconceptions surrounding the concept of what identified students are and are not capable of doing.
Both: face misconceptions and misunderstandings about their backgrounds. Could face biases, stereotypes and disrespectful comments based on ignorance
History
Both: both groups have history of segregation, marginalization, discrimination that we, as a society, need to overcome, and instead teach, empower and support these learners towards their purpose and potential
Indigenous: students may be more impacted by their family and cultural history and come to school with preconceptions and perspectives that severely impact their trust and willingness to engage in academic activities.
Indigenous: Based on the history of residential schools, Indigenous families may retain a distrust and dislike for the school system. Important for all educational professionals to be supportive, encouraging and welcoming to these families
Support
Indigenous: may not have access to the same support services as parents struggle to trust educational services
Both: although funding is available to both groups of students, financial limitations and access to services is always a factor
Both: language barriers can be barrier in providing students essential and effective support services
Both: support services within schools are growing ever more demanding. It is sometimes not possible to support all students with the appropriate services all day, every day
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Connection to curriculum
Both: may feel disconnected from the curriculum as it may feel ambiguous and irrelevant to their own needs. May feel that higher education won't be for them
Indigenous: may feel disconnected from the teaching of history, social sciences, and science as different from prior learning and cultural teaching
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