This document provides an overview of the topics that will be covered in an education course about cognition and exceptional learners. It begins with introductions and outlines the agenda, which includes discussing foundations of educational psychology and special education, the present context of special education programs and students, and future teaching practice. It then delves into more depth about the past foundations, providing details on the history and theories of educational psychology, cognitive psychology, and the development of special education. Current contexts such as special education programs, categories of exceptionalities, issues in the field, and research on effective teachers are also examined. The document encourages reflection on students' and teachers' experiences and concludes with a discussion on learning theories to inform future practice and additional resources.

1. Welcome to
8P03....
COGNITION AND THE
EXCEPTIONAL LEARNER (P/J/I)
Dr. Tiffany L. Gallagher

2. Agenda
1. Introductions, Background, Research Study
2. Past Foundations: Educational and
Cognitive Psychology, Special Education
and your Experiences
3. Present Context: Programs, Our Students,
Categories, Issues, Current Research on
Effective Teachers
4. Future Practice: Theories of Learning; Your
Impact; Your Questions; Syllabus

3. Introductions
Background Information Sheet:
Valuing What Brings YOU Here
National Research Study:
Survey of YOUR Beliefs

4. Let’s take a step back into
the Past Foundations…
 Educational and Cognitive Psychology
 Special Education
 Your Experiences as a Student

5. WHAT are the FOUNDATIONS of
EDUCATIONAL and COGNITIVE
PSYCHOLOGY?
Educational Psychology is devoted to understanding
teaching and learning in educational settings.
Knowledge gained from psychology is applied to the
activities of the classroom.
Cognitive psychology is the study of mind and mental
function, including learning, memory, attention,
perception, reasoning, language, conceptual
development, and decision making.
Practical applications for cognitive research include
structuring educational curricula to enhance learning.

6. This body of knowledge can be converted into
practices you can use in your classrooms.
This is the science of educational and cognitive
psychology.

7. One theory will not explain all situations.
Educational and cognitive psychologists
disagree on many issues.
As teachers you will need to make decisions
and consider what theories are most relevant
to practices in individual situations.
This is the art of educational and cognitive
psychology.

8. WHAT are the FOUNDATIONS of
SPECIAL EDUCATION?
Mid to late-1800s:
Canada’s early history of social responsibility in
education for persons who were deaf, blind, and
developmentally disabled.
Early to mid-1900s:
Gaps in education for students with learning and
behaviour challenges. Segregation and medical model
of education services.
1960-1970s:
Human rights movements and expansion of special
education programs. Ecological model of educating
the whole child.

9. Bill 82, Education Amendment Act (1980)
• All students with special needs accepted into
Ontario schools and provided programming and
services
• Every School Board must have: Special Education
Advisory Committee (SEAC); Special Education Plan;
Procedures for identification of students’ needs
• Establish Identification, Placement and Review
Committees (IPRC) and follow Reg. 181/98
• Parent involvement and Appeal Process (3-member
Appeal Board agrees/disagrees and recommends; school board
considers and decides; implementation OR Special Education
Tribunal)
• Procedures for Individual Education Plan (IEPs)

10. The last few decades…
Self-contained Classrooms >
Mainstreaming > Integration > Inclusion
Special Education Transformation (2006)
“the first consideration regarding placement would continue to be the regular
classroom. A range of options would continue to be available for students whose
needs could not be met within the regular classroom. These placements would be
duration-specific, intervention-focused and subject to regular reviews (p. 8).”
Education for All: The Report of the Expert Panel on Literacy
and Numeracy Instruction for Students with Special Education
Needs (K-6) (2005) emphasizes Universal Design for Learning (UDL) and
Differentiated Instruction (DI) further revised with Learning for All: K-12
(2013) emphasizes assessment to instructional programming.
Developing and Implementing Equity and Inclusive Education
Policies in Ontario Schools (2013) memorandum to introduce equity and
inclusion policies
Equity and Inclusive Education in Ontario Schools guidelines and
policy for inclusion

11. YOUR EXPERIENCES
Think about a time you were an “effective”
student. Describe this event. What were the
factors that contributed to your success?
Think about a time you were “not an effective”
student. Describe this event. What factors
contributed to your lack of success?

12. Characteristics of…
Effective Students

13. Think about a teacher that you
considered to be an “effective” teacher.
What made this individual a great
teacher?
Think about a teacher that you
considered to be an “ineffective”
teacher. What made this individual a
poor teacher?

14. Characteristics of…
Effective Teachers

15. Characteristics of…
Effective Students Effective Teachers

16. What do you see in this reflection?

17. Let’s look at the Present
Context…
 Programs & Services, IPRC, and IEP
 Our Students
 Categories and Subcategories
 Issues and Concepts in Special Education
 Current Research on Effective Teachers

18. Students Receiving Special Education Programs &
Services
18
In 2012-13 school boards reported that 16.32% of the total student population, or
331,532 students were receiving special education programs and/or services.
Approximately 83% of all students (86% secondary) receiving special
education programs and/or services are placed in regular classrooms for
more than half of the instructional day.
At least 22,000 students reported to be receiving special education
programs and/or services do not have an Individual Education Plan (IEP). No
student is to be denied any special education programs pending an IPRC
meeting or decision.

19. PRINCIPAL
PARENT
ADVOCATE?
RESOURCE
TEACHER?

20. Referral

21. Information

22. Consideration

23. Decision

24. Placement
& IEP

25. What are IEPs?
Roadmap
Written Plan of Action
Legal and flexible working document
Accessible and Available
A ‘Tim Horton’s Ring’

26. Gather
Information
Set the Direction
Develop
Implement
Review
& UpdateIEPs

27. Our Students
 Labels for students are somewhat inexact and
controversial, yet in Ontario, 5 categories
exist (behaviour; communication, intellectual,
physical, and multiple) * see Appendix I in text
 The debate about labels and categories of
exceptionality is not as contested by those
who work with students daily
 Categories are necessary for resource
allocation

28. Let’s do an Open Word Sort
Categories & Subcategories of
Exceptionality
Arrange the category and
subcategory cards according the
Ontario Ministry of Education’s
conditions that effect student
learning

29. Categories of Exceptionality
29
 The broad categories of exceptionalities set out in the Education Act and as
elaborated upon in Special Education: A Guide for Educators (October 2001) address
the wide range of conditions that may affect a student's ability to learn. All students
with demonstrable learning needs are entitled to appropriate accommodations in
the form of special education programs and services.
 There are 5 Categories and 12 Definitions of Exceptionalities:
BEHAVIOUR INTELLECTUAL MULTIPLE (co-occurring disabilities)
Behaviour Giftedness Multiple Exceptionalities
Mild Intellectual Disability
Developmental Disability
COMMUNICATION PHYSICAL
Autism Physical Disability
Deaf and Hard-of-Hearing Blind and Low Vision
Language Impairment
Speech Impairment
Learning Disability

30. Demographics by Exceptionality
30
In the 2012-13 school year, 186,545 students (97,492 secondary)
were identified as “exceptional” by school board Identification,
Placement and Review Committees (IPRCs).
Note: This chart represents only
Identified students. That is 56%
of all students reported as
receiving special education
programs and services
8.6%
4.9%
0.4% 1.1%
5.0%
15.3%
5.4%
42.8%
9.2%
5.6%
1.5% 0.2% 0.2%1.4%
5.7%
8.8%
42.2%
5.5%
9.4%
4.8%
0.4% 1.2%
5.0%
15.5%
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
Autism
Behaviour
Blind/LowVision
Deaf/Hardof
Hearing
Developmental
Disability
Giftedness
Language
Impairment
LearningDisability
MildIntellectual
Disability
Multiple
Exceptionalities
PhysicalDisability
SpeechImpairment
Exceptionality
No.ofStudents
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
2011-12 2012-13

31. Issues in Special Education
 Over 80% of students with exceptionalities in Ontario are
in regular classrooms, but, just over 50% of students with
developmental disabilities are
 Alternative/specialized settings still exist, “when a special
class placement is made, it should be duration-specific
and intervention-focused” (Special Education
Transformation, 2006)
 Profile of learning disabilities and autism spectrum
disorder is commonly accepted but only subcategorized
 Additional funds over per-pupil funding; Special Incident
Portion (SIP); Special Equipment Amount (SEA)

32. Intersection of Psychology and Special
Education: Essential Concepts
• Universal Design for Learning (UDL) is improved access
for persons with disabilities is improved access for all –
teachers plan with the academic, social, physical,
intellectual needs of all students in mind
• Differentiated Instruction (DI) is a teacher’s response to
learner’s needs guided by general principles of
differentiation. Teachers can differentiate content,
process and product according to student’s readiness,
interests, and learning profile through a range of
instructional and management strategies.

33. Intersection of Psychology and Special
Education: Essential Concepts
• Modifications are changes made in the age appropriate
grade-level expectations for a subject in order to meet
a student’s learning needs. These changes may involve
developing expectations that reflect knowledge and
skills required in the curriculum for a different grade
level and/or increasing or decreasing the number
and/or complexity of the regular grade-level
curriculum expectations.
• Accommodations refer to the special teaching and
assessment strategies, human supports, and/or
individualized equipment required to enable a student
to learn and to demonstrate learning. Accommodations
do not alter the provincial curriculum expectations for
the grade.

34. Current Research on Effective
Teachers
According to research with students (age 13-17
years), what are the characteristics of effective
teachers?
(a) a good sense of humour
(b) make class interesting
(c) in-depth knowledge of subject
According to research over the past two decades,
what are the characteristics of effective teachers?
(1) professional knowledge and skills;
(2) commitment and motivation;
(3) professional growth

35. Brainstorm aspects of “Professional
Knowledge & Skills” in padlet.com
Group 1 Group 2
http://padlet.com/tiffany
g1/kdajstec76us
http://padlet.com/tiffany
g1/eruhgex5c0be

36. Brainstorm aspects of “Commitment &
Motivation” in padlet.com
Group 3 Group 4
http://padlet.com/tiffan
yg1/yjvo6v9h3c34
http://padlet.com/tiffan
yg1/k3649uwbvyv2

37. Brainstorm aspects of “Professional
Growth” in padlet.com
Group 5 Group 6
http://padlet.com/tiffan
yg1/76i0e6kgs03x
http://padlet.com/tiffanyg
1/p99zw410nw41

38. “Professional Knowledge & Skills”
 knowledge of their subject matter
 instructional strategies
 assessment strategies
 goal setting and instructional
planning skills
 classroom-management skills
 motivational skills
 communication skills
 working with diversity
 learning environments
 technology skills

39. Commitment and Motivation
 engage students in learning
 investment of time and effort
 confidence in their self-efficacy
 positive attitude and enthusiasm in the
classroom
 caring concern for their students

40. Professional Growth
 develop a positive identity
 seek advice from competent
experienced teachers
 life-long learning
 repertoire of effective resources
and supports
 reflective: learn from experience
 active members of learning
communities

41. These lists are exhausting &
daunting.
It is unrealistic to expect that your
pre-service teacher education
experiences will provide you with all
of these components.
There are three critical factors.
Can you guess what they are?

42. Knowledge,
Experience
and
Practice

43. Let’s think about your Future
Practice…
 Theories of Learning > Your Teaching
Philosophy
 Your Impact as a Teacher
 Questions that you have
 Syllabus

44. Five Major Theories of Learning
to inform your Future Practice

45. It was on fire when I lay down on it.
by
Robert Fulghum
Your Impact: You are teaching
academic, social & life skills
Your classroom is your cathedral !

46. The DREADED
Course Outline …

47. It’s your turn…
What questions would you like answered
during Cognition and the Exceptional
Learner?
Share your questions and rationale

48. ADDITIONAL RESOURCES
A Brief History of Special Education
Ontario Ministry of Education Special Education
Documents
Special Education Update (June 2015)

49. A teacher affects eternity;
he can never tell where
his influence stops.
Henry Brooks Adams
1838-1918