“accessibility standard” means an accessibility standard made by regulation under section 6; (“norme d’accessibilité”)

“barrier” means anything that prevents a person with a disability from fully participating in all aspects of society because of his or her disability, including a physical barrier, an architectural barrier, an information or communications barrier, an attitudinal barrier, a technological barrier, a policy or a practice; (“obstacle”)"Accessibility for Ontarians with Disabilities Act, 2005, S.O. 2005, c. 1

• Expanding my Professional Knowledge with the course readings

• Applying my learnings into my Professional Practice

• Seeking opportunities to lead and co construct my learnings to build Leadership In Learning Communities

• Seeking opportunities for Ongoing Professional Learning 

Before I begin a deep dive into this question I will emphasize that as educators 

• Be aware that adjusting to a new culture, unfamiliar teaching styles, or different expectations can impact performance.
  

• Provide culturally responsive teaching practices to ensure a supportive learning environment.

Before I begin a deep dive into this question I will emphasize that as educators 

Consider Background Factors

• Review students’ educational history (e.g., interrupted schooling, literacy in their first language).
  
  

• Assess emotional and social well-being, as trauma, stress, or cultural adjustment can affect learning.

As an ESL teacher, I will 

• Track students’ language acquisition and academic progress over the course of at least 2 years since a profile has been opened for the student

• Review students’ educational history (e.g., interrupted schooling, literacy in their first language).

• Observe students in different contexts (e.g., group work, one-on-one, written vs. verbal tasks).

• Provide additional support (e.g., visuals, scaffolding, sentence frames) and see if the student benefits.
  
  

• If struggles continue despite tailored instruction, underlying learning issues may be present.

• Use informal assessments, such as checklists, observations, and student work samples.

Consult with Specialists & Parents

• Ongoing communication with parents so there is no surprise

• Collaborate with special educators, and school psychologists for further assessment.

• Refer the student to the SRM process and bring to team

• Invite Parents and arrange for interpreter services as required
  Engage parents to understand the child’s learning behaviors at home and in their native language.

• Create a SEPS 7 with modified expectations based on the OLB’s of the student

• Track progress on the SEPS 7

• Review SEPS 7 after 3 months. If goals are being met or partially met give the student more time and so extend the SEPS 7. Otherwise refer to Psych testing and next steps to meet the learning needs