Academic literature on the topic 'Ontario School for the Blind (Brantford)'

Since 1987, 15 blind and visually impaired adults have enrolled in a public secondary school in London, Ontario, to upgrade their academic credentials and to learn new job skills. This article describes these students, the program, and the extent to which the students have been successful and discusses the potential importance of secondary schools for the education of blind and visually impaired adults.

This article addresses two questions: Is blindness a disadvantage to educational or occupational expectations? and, Do expectations vary according to the degree of vision? A comparison of two independent samples of legally blind and sighted high school students in Ontario, Canada, indicated that legally blind students generally had lower occupational, but not educational, expectations than did their sighted counterparts. Regression analyses, using only the sample of blind students, revealed an unanticipated negative relationship between expectations and the students’ degree of vision. The students’ self-concept of academic ability, socioeconomic status, friends’ educational plans, and degree of vision accounted for 38 percent ( p< .001) of the variance in the level of educational expectations, while their self-concept of academic ability, socioeconomic status, and degree of vision accounted for 33 percent (p< .001) of the variance in the level of occupational expectations.

Over the past four years I have received many letters from individuals interested in submitting an article and have also received requests for information from several Promotion and Tenure Committees regarding our process. I have responded accordingly. Teaching and Learning is a nonprofit professional publication started in 2002 by myself, then Associate Dean of the Faculty of Education and the Brock-Golden Horseshoe Education Consortium which consists of ten school boards and the faculty of education, Brock University located in the greater Niagara Region of Ontario Canada. The publication is designed primarily to enhance the professional development of teachers and others interested in education in schools and communities. The topics for each issue are determined by an executive board and are decided at an annual meeting. Each board and the faculty contribute financially to the publication. And receive 600-700 copies of each issue three times a year. Subscribers contribute to the funding as do occasional selected advertisers and sales of single and multiple copies. The publication is perhaps more of a professional periodical and newsletter than a "formal" scholarly journal (meaning "blind" reviews, although that said most articles other than interviews and solicited lead articles are vetted by selected readers). The publication combines elements of both a professional publication and a journal and attracts authors and readers from all segments including applied research. Our readership is local, national and international. Articles are received in a variety of ways. They are usually in response to a formal call for papers printed in previous issues. In addition the editor solicits articles from key professionals and from time to time interviews selected individuals who have contributed significantly to the focus of the issue. Articles are received by the editor and read for content, relevance, appropriate writing style and clarity of thought and articulate communication of what is important in terms of the professional development interests highlighted in the issue at hand. Articles are then sent to selected readers (who have volunteered to adjudicate but who wish to remain anonymous) for readability and to determine if the article would be appropriate for inclusion in Teaching and Learning. I f the article is deemed acceptable then authors are advised and the editor works with the authors and the publisher to edit the article to fit the space, style and format of the publication (81/2x11, 3 column format 32-36 pages). This is a collaborative venture that involves communicating with authors and the publisher over several draft revisions and it is one that seems to work well .

This research examines the process of memorialisation around the Indian Residential School System in Canada to draw connections between the fields of transitional justice and professional urban planning. For over a century, government and churches in Canada operated a system of residential schools that removed Indigenous children from their families and communities. Today, many Indigenous communities struggle with the intergenerational impacts of this system, and as a society we are attempting to heal the damaged relationships that have resulted. This research presents a comparative case study of two processes of memorialisation surrounding the residential school system. Through site observations, interviews, and analyses of documents, this research examines the transformation and memorialisation of the Mohawk Institute, a former residential school, into the Woodland Cultural Centre, a First Nations-run centre located in Brantford, Ontario. I compare this example with the national Commemoration Fund, set out in the Indian Residential School Settlement Agreement (2006), which settled lawsuits filed by residential school survivors against the federal government of Canada and several church organisations. This research underlines some tensions inherent in memorialising the human rights abuses experienced in the residential schools. A significant difficulty is establishing balance between leaving ownership of stories of the residential school experiences with survivors, while acknowledging the responsibilities that the whole of society must carry if reconciliation is to be achieved. I conclude that the process established through the Commemoration Fund does not adequately reflect this balance, leaving a heavy burden on survivors and their communities without providing adequate support. I further argue that the timelines established through this fund do not allow for the longer-term evolution that may characterize effective memorialisation projects. These themes link to theories around collaborative planning, and considerations of social justice and procedural fairness. In recent decades, collaborative planning has been seen as a way to make planning practices more inclusive. However, in the context of planning with Indigenous Peoples, collaborative processes may not be a sufficient response to rights claims. This has important implications for professional planners, as we work towards decolonization, reconciliation, and establishing just-relations between Indigenous and non-Indigenous populations in Canada.<br>Thesis (Master, Urban & Regional Planning) -- Queen's University, 2012-09-08 13:19:55.027