Kids and Technology

Council governance review underway | College launches review of teaching qualifications | 2003 Annual Report highlights | Teaching experience clarified | Professional development advice to Minister | Alternative French-language Bachelor of Education programs | New qualifying test rules for ICQ holders | Qualifications for teaching students with developmental disabilities | Investigations | Dispute Resolution Program | Discipline Panel Decisions

Qualifications for teaching students with developmental disabilities

The College has clarified for school boards the qualifications required to assign members of the College to teach the developmentally disabled (formerly called the trainable retarded).

The question arises in light of the introduction of the new Additional Qualifications guideline for special education and revisions to the regulation governing teachers' qualifications, which have been recommended by Council but not yet approved by Cabinet (the final step in the regulatory process in Ontario).

The content of the AQ has changed to include the study of all exceptionalities in each part - I, II and Specialist - and no longer focuses on a particular exceptionality in a core and elective model, as was previously the case.

Faculties have begun to plan for and provide courses using the new model. Some faculties began to offer courses using the new Part I guideline in the spring of 2003. All faculties are required to use the new guideline for Part I courses effective March 2004.

Part II and Specialist courses will be phased in gradually over the next five years. The College has informed faculties of education that they may continue to offer the old model to members who began the three-part course prior to March 2004.

The change to the guidelines raises an issue for school boards requesting a Temporary Letter of Approval (TLA) for a member of the College who does not have the specific qualification to teach the developmentally disabled, as required in Regulation 298. The College has informed school boards that a qualification earned after the introduction of the new guideline will enable teachers to be assigned to teach developmentally disabled students and that a TLA will not be required for such teachers.

When considering requests for and agreeing to a second TLA, the College will take into account extenuating circumstances, such as the lack of availability of the TTR option for those teachers who began the three-part special education program under the former model and have completed core courses but not the elective.