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Lesson Plans<\/a><\/p>\n [\/et_pb_text][et_pb_text module_id=”toc” _builder_version=”4.10.7″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600|||||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”||0px||false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_last_edited=”off|desktop” custom_padding=”||||false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.9.11″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600|||||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n Next<\/strong> [\/et_pb_text][\/et_pb_column][et_pb_column type=”3_4″ specialty_columns=”3″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_row_inner _builder_version=”4.9.11″ _module_preset=”default” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.9.11″ _module_preset=”default” global_colors_info=”{}”][et_pb_post_title meta=”off” _builder_version=”4.9.11″ _module_preset=”default” title_font=”|700|||||||” title_font_size=”42px” global_colors_info=”{}”][\/et_pb_post_title][et_pb_text module_class=”en-only” _builder_version=”4.10.7″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600||on|||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” hover_enabled=”0″ text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n This Lesson Guide is intended to help teachers and other adults working in classrooms with students to get the most from the model lesson plans. These plans are meant to demonstrate ways that Accessibility Awareness can be built into lessons to meet curriculum expectations while increasing awareness of accessibility issues and attitudinal barriers. They are designed to offer flexibility:<\/p>\n Lesson planning should always reflect and address the interests, skills, learning styles and needs of students in the class.<\/p>\n Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12<\/em> emphasizes that effective planning of assessment and instruction begins with knowing the students and considering their strengths and needs. Teachers are encouraged to select or create assessment strategies that are appropriate for their students, since these lessons were written with typical but imaginary classes in mind. Assessment of Learning suggestions are not included in the lessons in this package since the lessons are not intended to be summative. Please see Learning for All: A Guide to Effective Assessment and Instructions for All Students, Kindergarten to Grade 12<\/em><\/a> and Growing success: Assessment, Evaluation, and Reporting in Ontario Schools, First Editions, Covering Grades 1 \u2013 12, 2013<\/em><\/a>\u00a0for more information.<\/p>\n Many of the lessons are based on Canadian children\u2019s or young adult books that look at ability and disability from a strength-based perspective. Others refer to film clips from the National Film Board of Canada. Resources from the National Film Board of Canada are available to all Ontario schools at no cost. In some lessons, specific equipment, materials or books are suggested. However, lessons can easily be adapted to use the equipment, materials and books that teachers have in their classrooms, schools or communities.<\/p>\n There is an extensive list of useful websites, children\u2019s literature, teachers\u2019 resources, community organizations and other useful sources of information related to the lessons in the Accessibility+<\/a> hub of the website.<\/p>\n A Description of the Lesson Plans<\/strong><\/p>\n In this lesson, a balance of exploration or investigation, guided instruction, and explicit instruction will offer children many opportunities to explore and investigate the topic of difference as an element of accessibility awareness. Students will have the opportunity to explore a variety of fiction and non-fiction books and make observations and comparisons about their own characteristics that make them unique or special.<\/p>\n In this lesson, students will have the opportunity to learn about individual differences, special needs and special equipment while sharing personal experiences and responding to children\u2019s books.<\/p>\n This unit includes five lessons that address curriculum expectations from three curricula: Language Arts, Mathematics and Health and Physical Education. Using a children\u2019s book about a boy named Eddy as a spring board, students will explore concepts of empathy, self-identity, equity, inclusion, learning needs, and Universal Design from a strengths perspective.<\/p>\n The focus of this mini-unit is accessibility for people who use wheelchairs. Students will learn about wheelchairs, their value as mobility aids and some of the accessibility barriers that people in wheelchairs face. They will discuss some concepts of Universal Design while assuming the perspective of an advocate for accessibility. They will learn about Canada\u2019s important contribution to the development of the electric wheelchair. Using scientific inquiry and experimentation skills, they will try to design a wheelchair incorporating an electric circuit.<\/p>\n Synesthesia is an invisible disability which presents its own set of \u2018invisible\u2019 gifts and challenges. In this lesson, students will come to understand the challenges and gifts experienced by people with synaesthesia. They will have opportunities to develop a different outlook on their perspectives of persons with disabilities through planning and creating a piece of artwork using scented paints.<\/p>\n This lesson is based on an interview between the Lieutenant Governor and a Student Trustee and addresses media studies expectations from the Grade 9\/10 English curriculum. Using a variety of skills, the students will explore the importance of accessibility awareness. They will analyze the accessibility of their own school and then discuss ways to make it better. Finally, at the discretion of the teacher, students will compare this video with one conducted by television personality Rick Mercer.<\/p>\n Reconna\u00eetre et accepter les diff\u00e9rences est une \u00e9tape importante dans la vie des jeunes. Ils doivent apprendre \u00e0 accepter et \u00e0 c\u00e9l\u00e9brer ces diff\u00e9rences sans oublier leur propre identit\u00e9. En lisant et en discutant des livres \u00ab Je t\u2019accepte tel que tu es \u00bb et \u00ab Diff\u00e9rent, c\u2019est simplement diff\u00e9rent! \u00bb, l\u2019\u00e9l\u00e8ve sera sensibilis\u00e9 \u00e0 la tol\u00e9rance et \u00e0 l\u2019acceptation des personnes ayant des handicaps. L\u2019id\u00e9e principale de cette le\u00e7on est de cr\u00e9er un climat d\u2019inclusion dans la classe.<\/p>\n En 2e ann\u00e9e, le curriculum souligne qu\u2019il faut offrir \u00e0 l\u2019\u00e9l\u00e8ve de nombreuses occasions de r\u00e9pondre oralement en fran\u00e7ais. Donc, en lisant et en discutant le livre \u00ab Meringuette la petite cane \u00bb, on encouragera l\u2019\u00e9l\u00e8ve \u00e0 parler de la tol\u00e9rance et de l\u2019acceptation des personnes ayant des handicaps. L\u2019id\u00e9e directrice de cette le\u00e7on est de cr\u00e9er un climat d\u2019inclusion dans la classe. La discussion va amener l\u2019\u00e9l\u00e8ve \u00e0 adopter l\u2019id\u00e9e que chaque personne est diff\u00e9rente des autres et qu\u2019il faut apprendre \u00e0 respecter ces diff\u00e9rences.<\/p>\n Instructif, amusant et en lien avec la vie des \u00e9l\u00e8ves ! La le\u00e7on Dans la peau de\u2026<\/em> permet de travailler les habilet\u00e9s de lecture et de communication avec les \u00e9l\u00e8ves mais surtout, cette le\u00e7on se pr\u00e9sente comme une opportunit\u00e9 de discussions authentique avec eux : Qui sont les gens qui ont des besoins particuliers dans leur entourage? Quels sont ces besoins? Comment les aider? L\u2019activit\u00e9 en art dramatique int\u00e9gr\u00e9e \u00e0 cette le\u00e7on permettra aussi aux \u00e9l\u00e8ves de s\u2019amuser tout en trouvant des solutions \u00e0 diff\u00e9rentes situations sociales qui peuvent parfois leur poser probl\u00e8mes.<\/p>\n Albert Einstein: un g\u00e9nie connu par le monde! Or, sa vie n\u2019a pas \u00e9t\u00e9 toujours facile, puisqu\u2019il \u00e9tait dyslexique, un trouble peu connu \u00e0 son \u00e9poque. En lisant des biographies de personnalit\u00e9s connues qui ont des handicaps visibles et non-visibles, l\u2019\u00e9l\u00e8ve r\u00e9alisera comment tout le monde peut fonctionner au meilleur de ses capacit\u00e9s. De plus, l\u2019\u00e9l\u00e8ve pourra consolider les acquis de cette le\u00e7on gr\u00e2ce \u00e0 une activit\u00e9 artistique et un projet de po\u00e9sie propos\u00e9s en fin de le\u00e7on.<\/p>\n \u00c0 travers les activit\u00e9s propos\u00e9es dans ces le\u00e7ons, l\u2019\u00e9l\u00e8ve comprendra l\u2019importance des droits de la personne afin d\u2019\u00eatre sensibilis\u00e9 \u00e0 l\u2019accessibilit\u00e9, et ce tout en d\u00e9veloppant la tol\u00e9rance et l\u2019acceptation. L\u2019\u00e9l\u00e8ve analysera et comparera les \u00e9crits sur les droits de l\u2019homme : la Charte canadienne des droits et libert\u00e9s, la D\u00e9claration universelle des droits de l\u2019homme, la Convention des droits de la personne handicap\u00e9e ainsi que la D\u00e9claration des droits de l\u2019enfant. L\u2019id\u00e9e principale de ces le\u00e7ons \u00e9tant de trouver des solutions aux situations qui pourraient \u00eatre embarrassantes pour une personne ayant un handicap et de discuter des diff\u00e9rentes fa\u00e7ons possibles de pr\u00e9coniser les droits de cette m\u00eame personne.<\/p>\n Dans le cadre des diff\u00e9rentes lois ontariennes qui r\u00e9gissent les normes du travail, l\u2019\u00e9l\u00e8ve se familiarisera avec la Loi de 2005 sur l\u2019accessibilit\u00e9 pour les personnes handicap\u00e9es de l\u2019Ontario<\/em> et apprendra \u00e0 interagir de fa\u00e7on positive avec les personnes qui ont des handicaps. Par l\u2019interm\u00e9diaire de questionnaires, de pr\u00e9sentations vid\u00e9o et de jeux de r\u00f4les, l\u2019\u00e9l\u00e8ve conna\u00eetra davantage les enjeux auxquels les personnes handicap\u00e9es doivent faire face dans leur milieu de travail afin qu\u2019il puisse apprendre \u00e0 servir tous leurs \u00abfuturs clients\u00bb de fa\u00e7on respectueuse!<\/p>\n [\/et_pb_text][et_pb_text module_class=”fr-only” _builder_version=”4.10.7″ _module_preset=”default” header_font=”|700||on|||||” header_font_size=”38px” header_2_font=”|600||on|||||” header_2_text_align=”left” header_2_font_size=”34px” header_3_font=”|600|||||||” header_3_font_size=”30px” header_4_font=”|600|||||||” header_4_font_size=”26px” header_5_font=”|600|||||||” header_5_font_size=”22px” header_6_font=”|600|||||||” header_6_font_size=”20px” custom_margin=”15px|0px||0px|false|true” custom_margin_tablet=”0px||0px||false|true” custom_margin_phone=”” custom_margin_last_edited=”on|phone” custom_padding=”|0px||0px|false|true” hover_enabled=”0″ text_font_size_tablet=”” text_font_size_phone=”22px” text_font_size_last_edited=”on|desktop” header_2_font_size_tablet=”22px” header_2_font_size_phone=”16px” header_2_font_size_last_edited=”on|phone” global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n Le pr\u00e9sent guide vise \u00e0 aider les enseignantes et enseignants ainsi que les autres adultes travaillant en classe aupr\u00e8s des \u00e9l\u00e8ves \u00e0 profiter au maximum des plans de le\u00e7on. Ces plans ont pourobjectif de montrer comment il est possible d\u2019int\u00e9grer la sensibilisation \u00e0 l\u2019accessibilit\u00e9 dans des le\u00e7ons afin de r\u00e9pondre aux attentes du curriculum tout en informant les \u00e9l\u00e8ves sur les enjeux de l\u2019accessibilit\u00e9 et les obstacles psychologiques. Les plans sont con\u00e7us pour vous offrir une certaine flexibilit\u00e9\u00a0: <\/span><\/p>\n Pour planifier une le\u00e7on, vous devriez toujours tenir compte des int\u00e9r\u00eats, des comp\u00e9tences, des styles d\u2019apprentissage et des besoins de tous les \u00e9l\u00e8ves de la classe. <\/span><\/p>\n Dans L\u2019apprentissage pour tous\u00a0: Guide d\u2019\u00e9valuation et d\u2019enseignement efficaces pour tous les \u00e9l\u00e8ves de la maternelle \u00e0 la 12e<\/sup>\u00a0ann\u00e9e<\/em>, le Minist\u00e8re insiste sur le fait que, pour planifier efficacement l\u2019enseignement et l\u2019\u00e9valuation, il faut d\u2019abord conna\u00eetre les \u00e9l\u00e8ves et tenir compte de leurs points forts et de leurs besoins. Comme ces plans de le\u00e7on ont \u00e9t\u00e9 r\u00e9dig\u00e9s pour des classes typiques mais imaginaires, vous \u00eates donc invit\u00e9s \u00e0 choisir ou \u00e0 cr\u00e9er des strat\u00e9gies d\u2019\u00e9valuation adapt\u00e9es \u00e0 vos \u00e9l\u00e8ves. Les plans ne comportent pas de suggestions pour l\u2019\u00e9valuation sommative de l\u2019apprentissage, car les le\u00e7ons sont de nature purement formative. Pour obtenir de plus amples renseignements, consultez L\u2019apprentissage pour tous\u00a0: Guide d\u2019\u00e9valuation et d\u2019enseignement efficaces pour tous les \u00e9l\u00e8ves de la maternelle \u00e0 la 12e<\/sup>\u00a0ann\u00e9e<\/a> et Faire cro\u00eetre le succ\u00e8s : \u00c9valuation et communication du rendement des \u00e9l\u00e8ves fr\u00e9quentant les \u00e9coles de l’Ontario, Premi\u00e8re \u00e9dition, 1re<\/sup> \u2013 12e<\/sup>\u00a0ann\u00e9e, 2010<\/a>.<\/p>\nTable des mati\u00e8res<\/h2>\n
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Navigation<\/h2>\n
\nJK\/SK Early Years: Realizing Differences<\/a><\/p>\nIntroduction<\/h2>\n
\n
Considerations<\/h2>\n
What to Look For in the Lesson Plans<\/h3>\n
\n
A Note about Assessment<\/h3>\n
Resources that Support the Lessons<\/h3>\n
Curriculum<\/h2>\n
Lessons for English Language Schools<\/h3>\n
JK\/SK\/Early Years: Realizing Differences<\/h4>\n
Grade 1: Realizing Differences<\/h4>\n
Grade 3: Eager Eddy: The World\u2019s Most Active Dude<\/h4>\n
Grade 6: Wheels in Motion<\/h4>\n
Grade 8: Smell the letters, feel the sounds, hear the colours<\/h4>\n
Grades 9\/10 ENG1D: An Interview with the Lieutenant Governor<\/h4>\n
Lessons for French Core Language Schools<\/h3>\n
Grades 4 – 6: Nous sommes tous diff\u00e9rents!<\/h4>\n
Lessons for French Immersion Language Schools<\/h3>\n
Grade 2: Nous sommes tous diff\u00e9rents!<\/h4>\n
Grade 3: Dans la peau de\u2026<\/h4>\n
Grade 6: La vie d\u2019Albert Einstein<\/h4>\n
Grade 8: Les droits de la personne<\/h4>\n
Grade 9\/10: Comment puis-je vous aider?<\/h4>\n
INTRODUCTION<\/h2>\n
\n
CONSID\u00c9RATIONS<\/h3>\n
Que trouverez-vous dans les plans de le\u00e7on?<\/h4>\n
\n
Remarque sur l\u2019\u00e9valuation<\/h4>\n
Ressources \u00e0 l\u2019appui des le\u00e7ons<\/h4>\n