Page 24 - Ontario Curriculum, Grades 11 and 12 Native Languages

23
Some Considerations for Program Planning in Native Languages
Teachers who are planning a program in Native languages must take into account considera- tions in a number of important areas. Essential information that pertains to all disciplines is provided in The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:
• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD) • career education
• cooperative education and other workplace experiences
• health and safety
Considerations relating to some of the areas listed above that have particular relevance for planning programs in Native languages are noted here. In addition, special consideration needs to be given to the importance of the involvement of the Native community in the develop- ment and implementation of Native language programs.
Education for Exceptional Students. The Education Act and regulations made under the act require school boards to provide exceptional students with special education programs and services that are appropriate for their needs.
An Individual Education Plan (IEP) must be developed and maintained for each student who is identified as exceptional by an Identification, Placement, and Review Committee (IPRC). The IEP must outline, as appropriate, any modified or alternative curriculum expectations and any accommodations (i.e., the specialized support and services) that are required to meet the student’s needs. The IEP must also identify the methods by which the student’s progress will be reviewed. For exceptional students who are fourteen years of age or older and who are not identified solely as gifted, the IEP must contain a plan to help them make the transition to postsecondary education, apprenticeship programs, or the workplace, and to help them live as independently as possible in the community.
An IEP may be prepared for a student with special needs who is receiving special education programs and/or services but who has not been identified as exceptional by an IPRC.
Because language instruction is a complex process, teachers of Native languages must adapt their teaching approaches and strategies to the needs of their students, as set out in their IEP. Modifications might include the following: adapting the course content (e.g., placing an emphasis on oral work); changing teaching strategies (e.g., modifying the pace at which new material is introduced as well as the methods and resources used to present it); and modifying assessment techniques (e.g., placing emphasis on oral work, extending time for tests). Some students may require specialized services or equipment (e.g., modified computers, advanced computer software). Because the study of a language promotes creative thinking and problem