During this hour-long teacher-adviser session, teachers review the OSSLT materials and answer student questions.
Page content Overview In the school year, over 2 million students attended publicly funded elementary and secondary schools in Ontario. These schools are administered by local school boards throughout the province. Currently, there are 72 district school boards in Ontario: As part of this requirement, each school board must prepare a special education plan, to be reviewed annually.
Under the new system, school boards no longer have the power to generate resources through taxation, and therefore depend on government grants to run the education system. Mordechai Rozanski, to conduct an independent review of the education funding formula.
As part of this review, the Task Force examined the current approach to funding special education and concluded that increased levels of funding are necessary to address problems in the system. Despite this extensive framework, stakeholders continue to express concerns about the accessibility and equality of educational services for students with disabilities.
The Ministry of Education has the authority to set its own education policies. At the same time, since the Code has primacy over all other pieces of legislation in Ontario unless otherwise statedthese policies, as well as education practices and procedures, must be consistent with the Code.
Under the Code, education providers in both the publicly funded system and in private schools have a legal duty to accommodate students with disabilities up to the point of undue hardship.
Access to Education Barriers to education can take a variety of forms. They can be physical, technological, systemic, financial, or attitudinal. The principle that discrimination can accrue from a failure to take positive steps to ensure that disadvantaged groups benefit equally from services offered to the general public is widely accepted in the human rights field.
The duty to accommodate includes identifying and removing barriers that impede the ability of persons with disabilities to access educational services. Physical Accessibility Throughout the consultation, the Commission heard that students with disabilities continue to experience physical barriers to educational services.
Many schools are multi-level and the installation of elevators may be impractical or too costly. Parts of the school may be inaccessible due to lack of ramps, heavy doors, site elevation or playground features.
Many schools do not have washrooms suitable for students with disabilities wide doors, higher toilets, grab bars, change tables, hoists or lifts, etc. This gives the message that inclusion is being taken seriously. In order for integration and full participation to occur, many existing school buildings must be altered.
This may take the form of moving classrooms, building an elevator or perhaps a ramp. Currently, procedures do not exist that can readily accommodate these changes. Students are often required to relocate to another accessible facility rather than attend their own local school.
Where barriers already exist, the duty to accommodate requires education providers to make changes up to the point of undue hardship to provide equal access for persons with disabilities.
If, after making the required changes, persons with disabilities are still unable to participate fully, education providers have a duty to accommodate any remaining needs up to the point of undue hardship. The Ontario Building Code Act  governs the construction of new buildings and the renovation and maintenance of existing buildings.
It has become clear to the Commission that the accessibility requirements set out in the Building Code do not always result in equal access to persons with disabilities as required by the Human Rights Code. Those responsible for providing access often rely only on the requirements of the Building Code without due consideration of their obligations under the Human Rights Code.
However, the Human Rights Code prevails over the Building Code and service-providers may be vulnerable to a human rights complaint to the extent that their premises continue to fall short of the requirements of the Human Rights Code.
Reliance on relevant building codes has been clearly rejected as a defence to a complaint of discrimination under the Human Rights Code. Access to Accommodation  Human rights law and policy establish that education providers have a duty to accommodate students with disabilities to the point of undue hardship.
Without needed accommodations, students are often unable to access educational opportunities equally.
As previously mentioned, under the Education Act, the Ministry of Education is responsible for ensuring that all exceptional pupils in Ontario have available to them appropriate special education programs and services. During the consultation process, participants described many problems in the IEP process.
The Annual Report of the Provincial Auditor confirms these reports. The Marsha Forest Centre reported: The special education teacher must be given the tools to get the job done. There is a need for Educational Assistants to provide supports to students that will facilitate an environment conducive to learning The need for in-class supports is urgent.
These accommodations may include: Brailletransportation to school, extended test times, curriculum modifications, and assistance from specialized professionals namely, psychologists, psychometrists, social workers, counsellors, educational assistants, speech and language pathologists, sign language interpreters, mobility instructors, and other professionals and paraprofessionals trained to work with students with special needs.
Participants in the consultation expressed concerns about the lack of alternative formats available to students whose disabilities may interfere with their ability to access print materials. Students with low vision or visual impairments and certain types of physical disabilities often require textbooks and other curriculum materials in alternate versions.Literacy Preparation Week Learning About Writing a News Report Created by: Dale Simnett and Darren Reed Formatted by R Fracchioni Reproduction of the material without authorization from authors, by any duplication process, is strictly prohibited.
Key Learning Points Write a news report based on the headline and picture below. OSSLT Preparation The OSSLT is a provincial test of literacy (reading and writing) skills students have acquired by grade Its successful completion is a requirement for graduation. Literacy Preparation Week November Student Edition Learning About Writing a News Report 9 Write a byline 9 Create a placeline 9 Create a catchy lead paragraph Day 2: Writing a News Report Rough Notes Important Discovery Made.
Learn how to write a newspaper article from the headline to the final sentence. Learn how to write a newspaper article from the headline to the final sentence.
How to Write an Effective News Article. Search the site GO. For Students & Parents.
OSSLT Preparation The OSSLT is a provincial test of literacy (reading and writing) skills students have acquired by grade Its successful completion is a requirement for graduation. The response is a news report related to the headline and/or photo, but the focus on an event is unclear or inconsistent. There are insufficient supporting details: too few or repetitious. There is limited evidence of organization. Code 30 The response is a news report related to the headline and photo with a clear focus on an event. The Ontario Secondary School Literacy Test (OSSLT) Preparation Preparation for the test ranges from "Literacy Monday" activities in Grade 10 classes every Monday from the start of the school year. Those who qualify for adjudication include students who were unable to write the OSSLT and/or enroll in or complete the OSSLC due to.
Homework Help Writing Research Papers Test Prep College Admissions College Life Graduate. Oct 06, · This video demonstrates how to write the News Report for the OSSLT for Ontario secondary school students.
• News reports are written in the third person. Word Choice: • News reporters try to use clear descriptive language.
The goal is to be accurate and avoid confusion. Sentence Fluency: • In order to ensure clarity, news reports usually have short, one or two sentence long paragraphs.
Each paragraph provides additional details about the event.