Special Education Module #2: Learning for All, K-12

Renewed Vision for Education in Ontario

Achieving excellence Ensuring equity

Promoting well-being Enhancing public confidence

http://www.edu.gov.on.ca/eng/general/elemsec/speced/learning.html

What We Believe

• All Students Can Succeed • Classroom teachers are the key educators for a student’s

literacy and numeracy development • Universal design and differentiated instruction are

effective and interconnected means of meeting the learning or productivity needs of any group of students

• Successful instructional practices are founded on evidence-based research tempered by experience

• Each child has his or her own unique patterns of learning • Classroom teachers need the support of the larger

community to create a learning environment that supports students with special education needs

• Fairness is not sameness

An integrated process of assessment and instruction to support the learning of all students from Kindergarten to Grade 12.

• personalization • precision • professional learning

• Universality and equity

• Flexibility and inclusiveness

• Appropriately designed space

• Simplicity • Safety

• Content • Process • Product • Affect

/environment

The Core Concepts of Universal Design for Learning (UDL)

• Universality and equity • Flexibility and

inclusiveness • Appropriately designed

space • Simplicity • Safety

Examples: Full Day Kindergarten: Rethinking the learning environment Financial Literacy in Grade 10 & 11 Social Sciences and Humanities: Food and Nutrition

Differentiated Instruction

Content

Process

Product

Affect/ Environment

Grade 9 Applied Math

Assessment for Learning

Class Profiles

Student Profiles

Tier 3: Intensive support specific for a small group of students

Tier 2: Additional support necessary for some

(UDL, DI)

Tier 1: Good for all strategies

(UDL, DI)

The Tiered Approach

Professional Learning

Learning for All K-12 EduGAINS