Special Education Module #2: Learning for All,...
Transcript of Special Education Module #2: Learning for All,...
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Special Education Module #2: Learning for All, K-12
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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
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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
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An integrated process of assessment and instruction to support the learning of all students from Kindergarten to Grade 12.
• personalization • precision • professional learning
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• Universality and equity
• Flexibility and inclusiveness
• Appropriately designed space
• Simplicity • Safety
• Content • Process • Product • Affect
/environment
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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
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Assessment for Learning
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Class Profiles
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Student Profiles
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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
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Professional Learning