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BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts & Music, Health, and Technology

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Using Technology to Create and Administer Accessible Tests - Article

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Using Technology to Create and Administer Accessible Tests - Article

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Textbook p. 262 Put into Practice
Article referenced could not be found - similar (republished?) article attached here addresses the same topic of technology-based classroom assessments from Teaching Exceptional Children Journal found through Council for Exceptional Children Website

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Using Technology to Create and Administer Accessible Tests.pdf

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Council for Exceptional Children | The premier association for special education professionals

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Council for Exceptional Children | The premier association for special education professionals

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The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents.

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Module 1

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Module 7: Culminating Tasks

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I am Disabled: On Identity-First Versus People-First Language

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If that restaurant has a ramp, I am able to function perfectly within that situation. I am able to go in, sit at a table, order my food, eat it, and pay, just like everyone else. My wheelchair is not the problem. The inaccessibility of the restaurant is. Saying that I am disabled more accurately

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Module 5 Culminating Activity

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Humility, Honesty, Truth

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Module 5: Learning Skills

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Module 5: Learning Skills

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Reading Strategies and Technology Tools for Struggling Readers

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Reading Strategies and Technology Tools for Struggling Readers

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Module 3: Literacy

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Reading Strategies and Technology Tools for Struggling Readers.pdf

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Module 2

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Module 1
Culminating Activity

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Module 5: Learning Skills

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Highlights from Course Notes, Links, Videos, Articles, etc

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Sample for Case Study Student
Module 6: Program Planning K-12

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Sample for Case Study Student

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transition resource guide for students with disabilities

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Resources | Transition Resource Guide for Students with Disabilities

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What do you need to know before you head off to college or university? Learn about your rights and responsibilities, how to advocate for yourself, what financial aid is available and more.

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Council of Ontario Universities
Educator's Accessibility Toolkit -> Teaching Tips

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There are many teaching strategies that you can use to ensure effective and productive learning environments and experiences for all students, including those with disabilities. Accessible Education[i] is the process of designing courses and developing a teaching style to meet the needs of people who have a variety of backgrounds, abilities and learning styles. Just as there is no single way to teach, people learn in a variety of ways; using different instructional methods will help meet the needs of the greatest number of learners[ii].

Under the Accessibility for Ontarians with Disabilities Act, you have a responsibility to learn about accessibility for persons with disabilities and how it relates to the development and delivery of accessible programs and courses.

The following are some practical tips for teaching students with learning disabilities.

What does it mean if someone has a learning disability?

The Learning Disabilities Association of Canada defines learning disabilities as follows:

"Learning Disabilities" refer to a number of disorders which may affect the acquisition, organization, retention, understanding, or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.

The term learning disability covers a range of disabilities and can vary significantly in nature and in severity. Therefore, requests for individual accommodations in an academic setting can vary between and among students identified as having learning disabilities.

Learning disabilities are often not obvious to others; typically you do not know if someone has a learning disability unless the individual chooses to disclose to you. Under the Ontario Human Rights Code, students are protected from having to disclose the nature of their disability to academic personnel. Students with learning disabilities may find it difficult to disclose their disability to those in the academic environment. Some of the reasons for their reluctance include a fear of being stereotyped, the stigma of being treated differently, and the misperception of not being competent.

You probably won't know that someone has a learning disability unless you're told, but you may notice that the person is experiencing difficulty with communication (for example, receiving, expressing or processing information).

The following instructional strategies will help create an environment that is inclusive to students who live with learning disabilities.

Suggested tips on teaching a person with a learning disability

In the classroom or laboratory

Avoid making assumptions about a person's disability or capabilities; many persons with disabilities talk about being frustrated with people assuming what they can or cannot do. Remember that although persons with disabilities might have specific needs, every individual is different.

Prior to the start of the course

Choose course materials early. This will allow enough time for you to convert the documents into alternative formats, or for students to request the formats they need.

If possible, choose accessible electronic versions of course readings. This will enable students to convert the reading into the format required, whether they use a screen reader, an enlarger or another technology. Be as precise as you can regarding the texts and pages that will be used.

If possible, provide advance course notes, copies of overhead slides, PowerPoint presentations and other materials.

Encourage students to tell you about any accessibility concerns. You can do this verbally early in the semester and by including an accessibility statement on your syllabus. Indicate that such conversations are confidential and are strictly for facilitating any learning needs or accommodations that may be in place.

Identify and clearly express the essential course content, and recognize that students can express understanding of essential course content in multiple ways. Diversify assignments or allow for exceptions to enable all students to demonstrate their specific talents (for example, oral presentations, poster presentations and written assignments).

Insist on professional, civil conduct between and among students to respect people's differences and create an inclusive environment.

Consider providing your classes with information about the accessible features of their immediate environment (for example, automatic doors and accessible washrooms).

Provide an organized, well-written and complete syllabus including required readings, assignments, due dates and defined expectations as early as possible.

Put the lecture in context. Give students the "big picture" of where it fits into the overall course and how it relates to earlier materials. Consider beginning each class with a review of earlier material.

Summarize important points at the end of class, perhaps by using a PowerPoint slide, board or overhead projector.

Provide both verbal and written instructions with reminders of impending due dates for assignments or exams.

Be patient - sometimes communicating with someone with a disability can take a bit longer, requiring you or the other person to repeat comments several times.

Promote interaction and collaboration among students. Help them form study groups or set up an online forum where they can share and evaluate each other's work, either formally or informally.

Allow scheduled breaks during lectures, tests and exams.

Allow for the use of adaptive technology.

Point out the important sections in course plans, textbooks and readings to guide test and exam preparation; when possible, provide samples of tests and exams.

Provide personal feedback on academic performance.

Tests, exams and evaluation

When possible, allow the use of a calculator, dictionary, computer and word processor with spell-check, as needed.

When possible, allow the use of memory aids for formulas or definitions.

Suggestions for interacting one-on-one with a student with a learning disability

Patience, respect and a willingness to find a way to communicate are your best tools.

Speak normally, clearly and directly to the person in front of you.

Some persons with learning disabilities may take a little longer to understand and respond, so exercise patience.

Listen carefully and work with the person to provide information in a way that will best suit his or her needs.

If you are not sure what to do, ask, "Can I help?"

Accommodating a students with a learning disability

As an educator, you have a responsibility to accommodate students with disabilities under the Ontario Human Rights Code. Requests for accommodation are made on an individual basis by students through the Office for Students with Disabilities and require medical and/or formal documentation.

The following are common academic accommodations that may be required for students with learning disabilities. This list is not exhaustive and is not intended to replace the official request for academic accommodations as communicated by the Office for Students with Disabilities.

Classroom and laboratory accommodations

Assist in identifying potential tutors and/or note-takers.

Allow students to audio-record lectures.

Allow for extensions on assignments and essays.

Allow for preferential seating, either to facilitate better listening or to allow for proximity to an electrical outlet.

Arrange to meet with the student to discuss specific learning needs, strategies for success, alternatives to course assignments, and methods of evaluation when the student provides his or her letter of accommodation.

Tests, exams, and evaluation accommodations

Offer alternatives to traditional course work and methods of evaluation (such as an oral exam or presentation instead of a written exam, or an essay instead of multiple-choice and short-answer questions).

Allow extra time on tests and/or exams.

Provide a separate, distraction-free room for writing tests and/or exams.

Allow for the use of adaptive technology (for example, screen-readers or screen-enhancement software such as screen magnification).

Remember that students with disabilities do not have to disclose their disability to their professors or anyone else in the academic environment in order to receive accommodations. Unless a student chooses to disclose to you the nature of his or her disability, you will only receive information on the accommodations the student is entitled to receive. It is important to familiarize yourself with the accommodation and the accessibility resources and protocols at your university to ensure that you are following recommended practices.

John Logan, Council of Ontario Universities, Academic Colleague, Learning Disabilities: A Guide for Faculty at Ontario Universities

Learning Disabilities Association of Canada, Official Definition of Learning Disabilities

Carleton University, Paul Menton Centre, Learning Disabilities

University of Guelph, Creating Opportunities for Successful Learning: A Handbook for Faculty on Learning Disability Issues

University of Ottawa, A Guide for Professors: Minimizing the Impact of Learning Obstacles

Trent University, Accessibility in Teaching: Strategies and Requirements for Supporting an Accessible Learning Environment

York University, Faculty Resource Guide: Teaching Students with Disabilities

[i] The term Accessible Education has been adopted to capture the value of two frameworks in improving the accessibility of university education: Universal Instructional Design (UID) and Universal Design for Learning (UDL). Both were informed by the architectural concept of Universal Design, which is "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." (Center for Universal Design, The Principles of Universal Design)

"UID is not just about accessibility for persons with a disability - it's about truly universal thinking - maximizing learning for students of all backgrounds and learner preferences while minimizing the need for special accommodations." (University of Guelph, UID Implementation Guide)

"UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone - not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs." (Center for Applied Special Technology, Universal Design for Learning)

[ii] Nilson, Linda B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors(3 rd ed). John Wiley & Sons.

NEWSLETTER

Stay up-to-date on the latest accessibility-related information, resources, events, announcements and more.

Council of Ontario Universities
180 Dundas St West, Suite 1800, Toronto, ON M5G 1Z8
Contact COU * 416.979.2165

Copyright 2017 Council of Ontario Universities. All Rights Reserved.

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Teaching Students with Learning Disabilities - Accessible Campus

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There are many teaching strategies that you can use to ensure effective and productive learning environments and experiences for all students, including those with disabilities. Accessible Education[i] is the process of designing courses and developing a teaching style to meet the needs of people who have a variety of backgrounds, abilities and learning styles.

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Connections: Guide to Transitions for Parents in Toronto and York Regions

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Connections: Guide to Transitions for Parents in Toronto and York Regions

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2006

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Learning Disabilities: A Guide for Ontario Universities

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Learning Disabilities: A Guide for Ontario Universities

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Learning Disabilities A Guide for Ontario Universities.pdf

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Accommodations for Students with LD at Ontario Colleges/Universities

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Opportunities for Youth

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We want to help youth succeed by providing opportunities to help them learn and grow. Through our programs, youth can develop skills that will help them achieve their goals and build their future. Youth can gain support in developing work experience, becoming involved in their community, building better relationships with others, and more.

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Archived Documents

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Some issues co-published by Ontario Training and Adjustment Board and by Human Resources Development Canada. Some issues contain: Career prospects. Subject(s): Job hunting - Ontario, Occupations - Ontario - Periodicals, Professions - Ontario - Periodicals, Vocational guidance - Ontario

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A Support Document for Teachers of Students with Intellectual Disabilities
Ministry of Education, 1990

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Learning beyond the classroom

Today's students need learning that goes beyond the classroom. School-work programs expand students' learning by helping them:

understand more about the industries they may want to pursue in the future

get exposed to career options in industries they may not have known about or even considered

develop essential workplace skills

see how their in-class learning can be applied in the workplace

make more informed decisions about their education and career path so they make a successful transition into the job market.

Giving students the chance to explore different career options and build their skills will help them prepare for the jobs of tomorrow.

How students can learn beyond the classroom

Students can learn about the world of work by exploring different careers and industries through:

workplace tours

job shadowing

mentoring

cooperative education

school-work transitions

Ontario Youth Apprenticeship Program.

How learning in the workplace helps employers

Providing high school students with learning opportunities in their workplace gives employers an affordable way to recruit, train and retain young workers.

Information for employers about school-work experiences

Employers can offer short, medium and long-term work experience opportunities to high school students. This helps generate awareness about their organization and career opportunities. Employers who are thinking about school-work programs should think about what works best for their organization, e.g., how many students they can accept, how much time and training they can offer, etc.

Short-term experience:
A short-term work experience works well for employers who want to reach students but do not have a student-friendly work environment.

Time commitment: an hour or up to one day.

Resources: an employee (s) dedicated to a one-day event.

Examples: workplace tours and classroom visits, where an employer can talk to students.

Medium-term experience:
A medium-term work experience can give students hands-on learning. It works well for employers who have a student-friendly environment but can't involve them in actual job functions.

Time commitment: one day to several weeks.

Resources: an employee dedicated to act as a mentor by spending time one-on-one with students for a specific period of time.

Examples: a short-term work placement that offers students hands-on experience as part of a high school credit course, or job shadowing where a student is paired with an employee or co-op student to observe the workplace.

Long-term experience:
A long-term work experience can help students learn a specific skill set or trade so they have the training/work experience to pursue a job in the organization or industry. It works well for employers who can place students in actual jobs. Student placements are done in September or February.

Time commitment: several months to a year or more.

Resources: training and supervising a student to do a job function within the organization.

Examples: can include an unpaid placement which lets students earn secondary school credits while applying classroom learning and exploring career interests.

Learn about the different types of School-Work Opportunities
The School-Work Opportunities Chart explains more about short, medium and long-term work experiences.

School-Work Opportunities Chart (PDF, 227 KB)

Employers who want to learn more school work programs can contact SSL18.strategicpolicy@ontario.ca.

Read how school-work programs can give students essential workplace skills in Advantage Ontario, the report from Ontario's Jobs and Prosperity Council.

Consultations: The Future of Experiential Learning in Ontario (Winter 2016)

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Today's students need learning that goes beyond the classroom. School-work programs expand students' learning by helping them: understand more about the industries they may want to pursue in the future get exposed to career options in industries they may not have known about or even considered develop essential workplace skills see how their in-class learning can be applied in the workplace make more informed decisions about their education and career path so they make a successful transition into the job market.

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A Support Document for Teachers of Students with Intellectual Disabilities
Ministry of Education, 1990

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Read section 2.32 in the document Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario Schools to learn what is meant by a comprehensive education and career/life planning program.

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Pat Wolfe

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3 Skills needed: Problem Solving, Flexibility, Frustration Tolerance

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Rethinking Challenging Kids-Where There's a Skill There's a Way | J. Stuart Ablon | TEDxBeaconStreet

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How Teachers can Help Students with Homework

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How Teachers can Help Students with Homework

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To help students with homework, teachers can

teach study skills

help students identify a distraction-free location for doing homework

allocate enough class time to complete activities

keep on schedule

provide strategies to check assignments for accuracy and completion before turning them in

suggest self-monitoring tools such as school agendas, calendar apps, schedulers, and lists

help students make a plan for large assignments by providing interim due dates for completion of meaningful chunks of work

communicate frequently with parents/guardians about homework strategies and developing independence (see the pdf document, Family Involvement Makes a Difference for ideas)

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Family Involvement Makes a difference.pdf

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Review the table outlining the nine categories of instructional strategies that have been found to have a significant, positive and demonstrable impact on student achievement. p. 27

1. Identifying Similarities and Differences
2. Summarizing and Notetaking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representations
6. Cooperative Learning
7. Setting objectives and Providing Feedback
8. Generating and testing Hypotheses
9. Questions, cues and advance organizers

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The Differentiated Instruction Framework for Teaching and Learning in the Differentiated Instruction Scrapbook illustrates how differentiation works.

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Carol Tomlinson

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& Carol Ann Tomlinson Tips & Strategies for Effective Differentiation & Instruction

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Carol Tomlinson provides a concise explanation of what it means to differentiate instruction.

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Hurst (2013) identifies the Six Necessary Components of Effective Differentiated Instruction as follows:

content knowledge

knowledge of what your students know and what they need to know

knowledge of evidence-based instruction

experience and practice managing instructional resources

patience

flexibility

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Is differentiated instruction really necessary? The answer is no. Differentiated instruction is not necessary UNLESS... you want success and growth for each of your students and a greater level of fulfillment from your teaching career. Sarcasm aside; is it possible to meet the needs of every learner in your classroom? Many teachers have asked this question. In one study, teachers identified the challenge of meeting the individual needs of diverse learners as one of their top three concerns.

I have said multiple times that effective teaching is both an art and a science. At no time is this more obvious than when a teacher is designing a learning environment that will meet the needs of each individual student as well as investing the time to improve and refine teaching abilities and dispositions that will make her the best teacher that she can be. This is a refining process that can span an entire teaching career.

So, let's talk differentiated instruction.

Necessary Components of Differentiated Instruction:

1. Content Knowledge

The more you know about the subject you are teaching, the more you will know how to differentiate instruction for that subject. Content knowledge and expertise should be an ongoing pursuit for every teacher. Thankfully, there are many resources for professional development online and in person. Reading Horizons Online Reading Workshop is one resource that can help you increase your knowledge of decoding strategies.

2. Knowledge of What Your Students Know and What They Need to Know

This involves assessment; all kinds of assessment - from informal to formal and everything in between. This kind of "kid-watching" is an important part of instruction and it will pay off when it becomes second nature to you as a teacher. Teachers who have this mastered are constantly monitoring student response to instruction. This is also where knowledge of standards comes in. Aligning instruction and assessment with what content seems like a no-brainer but often this is the missing piece.

3. Knowledge of Evidence-Based Instruction

There are many ways to deliver instruction. The more tools you have in your box, the better prepared you will be to teach each student in the way that will reach them. There are many areas that you can explore such as multisensory instruction, direct instruction, brain-based learning, English language learning, the importance of feedback, flexible grouping, and when it is best to use individual, small group or whole group instruction (most teachers use a variety of groupings within each school day). Knowing the best ways to deliver instruction will help you to know what to do when you are instructing students no matter the group size. For example, differentiating instruction is NOT delivering the same instruction, in the same way, to multiple groups of students (if that were the case, whole class instruction would suffice).

4. Experience and Practice Managing Instructional Resources

Resources involved in differentiating instruction include; instructional time (length, frequency), space (small-group vs. whole-group), people (parent helpers, classroom aides), and materials (e.g. decodable and leveled text, whiteboards and markers, technology, etc.). This is probably one of the trickiest components in providing effective instruction for all students. It is important to establish routines where multiple (yet relevant) things can be going on at the same time. This is also an area that will change from year to year in response to ever-changing resources (scheduling changes, class-size, instructional programs, human resources, etc.). Considering all of those changes, remember, the most important resource that you have is YOU!

The last two components are the most important.

5. Patience

The ability to recognize and meet the instructional needs of each student in your class is an ongoing process. While you will receive great amounts of satisfaction as you see the impact your efforts will make in the lives of the students you teach, the road may seem quite bumpy at times. Patience is required when managing and acquiring resources, refining your knowledge of the many and various ways that students learn, and seeking out and finding the right sources for professional development.

6. Flexibility

The very nature of differentiated instruction demands flexibility. Flexibility in many areas could possibly be the key component in reaching each student. Continuous adjustments will need to be made with the use of time, materials, approaches, and instructional grouping. Flexibility is also required as you choose the best ways to monitor and assess student learning. In fact, your teaching approach may need to change on-the-fly in response to student feedback to your instruction. This short video humorously demonstrates the need for instructional flexibility.

When Attempts to Differentiate Go Awry

Given the preceding information, here are some questions to ask yourself when analyzing differentiation in your classroom:
What am I doing to increase, update, or clarify my knowledge of the content that I teach? What do I know about multisensory instruction, direct instruction, brain-based learning, English language learning, the importance of feedback, flexible grouping, etc.?Do I have a system of assessment to place students for instruction as well as monitor their progress? How do I know if students understand the concepts that I am teaching as I am teaching them? Do I take the time to reflect on student learning? Are there routines that I can modify or add that will better facilitate multiple instructional situations simultaneously? What instructional strategies can I add to my teaching repertoire? Are there materials and/or other resources that I can realistically acquire to improve my ability to teach all kinds of learners? How can I use technology to help differentiate instruction?
One Last Thing

Rather than being overwhelmed by the fact that the ability to differentiate instruction is an ongoing pursuit, challenge yourself to choose one area for improvement to focus on in the coming school year. For example, you could choose one content area or you could choose to focus on one component of differentiation such as assessment. As you focus on one small thing at a time, you will find that differentiating instruction can be more simple and do-able than you think. As you refine instruction for each student you will reap the rewards of success for each student and a greater level of professional satisfaction.

About the Author

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Six Necessary Components of Effective Differentiated Instruction

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Is differentiated instruction really necessary? The answer is no. Differentiated instruction is not necessary UNLESS... you want success and growth for each of your students and a greater level of fulfillment from your teaching career. Sarcasm aside; is it possible to meet the needs of every learner in your classroom?

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Ontario Human Rights Commission

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You are here > Home > Professionals > > Positive youth development Stepping Stones

Supporting young people's successful transition to adulthood requires a clear understanding of the predictable stages of development. While every young person is an individual, with their own unique background, abilities, personal characteristics, life events and context, there are major developmental events that are common across young people and likely to occur in the transition from childhood to adulthood. The following is intended to provide practical, useable information about youth developmental milestones that can help identify the supports youth may need as they develop.

Ages and stages: about youth development

Youth development occurs uniquely for each individual
While there are a number of developmental events that are common to today's youth, development is also affected by a multitude of individual factors. Some individuals will reach milestones at an early age, while others may take more time or might not reach certain milestones at all.

This resource outlines the progression of movement along developmental trajectories that are common for the majority of young people. It aims to help foster a common understanding of youth development and to cultivate interactions with young people that are positive and productive.

The developmental maps are not a "schedule" of development that follows a rigid timeline, nor do they represent the developmental trajectory of any individual youth.

From straight lines to circles
The developmental events presented in this section of the resource are packaged neatly into specific domains and age-specific segments to make the resource practical and easier to use. In reality, human growth is much more complex.

The interrelated and interdependent nature of human development can be considered as a circle (Figure 1), in which growth in one domain impacts and is connected to the others (Simard, 2011; Ontario Federation of Indian Friendship Centres, 2011). As you move through the developmental maps featured later in this section, it is important to remember that maturation always takes place as part of the whole. Healthy development of the mind, body and spirit is-as our Aboriginal partners have long affirmed-contingent on balance and interconnectedness. It is also important, regardless of the age of the youth you serve, to familiarize yourself with the events that might have already taken place, and with those that may be arriving shortly. By having a perspective of the overall developmental picture, you can better anticipate and support the growth that is to come.

Context matters!
Throughout conversations with researchers, community leaders, and youth across the province about youth development, one message was clear: context matters (Figure 2). It matters whether a young person is growing up in an urban or rural setting, a high or low socio-economic status neighbourhood, in a minority setting for a Francophone, or in a particular cultural community, for example, one of the many Aboriginal communities in Ontario. Environment, history and life events impact the experiences youth have, the challenges they face, the supports and opportunities they have access to and the choices that they make.

Sense of self: a core concept
Many researchers, youth and community leaders told us that, despite all the rapid and significant changes that take place as a child becomes an adult, there remains an enduring (yet changing) core or sense of self in each person (Figure 3). It is this "force of gravity" that connects aspects of development and experience together. The concept of self takes on different meanings for different people. For example:

For some individuals of Aboriginal descent, the sense of self has a spiritual significance. Simard (2011) notes that "feeding the spirit is as equally important as feeding the body and both must be attended to in a caring manner"

The self may take on a cultural meaning. Francophone youth, for example, may perceive their French heritage and language as a central component of their core self

Some may consider their self to be religious in nature

There may even be some young people who pay little attention to their sense of self

When thinking about the individual and contextual issues that influence youth development, it is important to keep this additional factor of self in mind. By acknowledging the core self, you can demonstrate sensitivity and greater understanding of a young person's unique needs. And while the nature of a youth's self may not be immediately apparent, the individual youth's core self can often be discovered through discussion and attentive listening.

A young person's sense of self can be a valuable platform for making youth development experiences relevant and engaging to them. It can also further their developmental growth (for example, identity formation, social group-esteem).

Engaging youth in a way that connects with their self should be done sensitively and thoughtfully. If you feel that you do not have the skills or knowledge, or feel comfortable, in engaging youth in this way, it can be helpful to seek out, and partner with, individuals (for example, elders, community leaders) or organizations that have this expertise.
INSIGHT: ENGAGING THE SELF IN YOUTH DEVELOPMENT
Rites of passage, spiritual tasks and cultural ceremonies can be important activities in both marking and supporting developmental growth.

As an example, in present day Anishinaabe culture, youth undergo a Naming Ceremony to get their spiritual/Anishinaabe name. This supports the young person's formation of their identity so that they can move forward in fulfilling their purpose in life (Simard, 2011).

This path or that?
We do not assume that there is a single path to success. Every person starts their journey from a unique position and may likewise be headed toward a unique destination. Individual attributes, life choices, and environmental factors interact to set a young person's general direction in life. While some pathways may lead to more successful outcomes than others, this doesn't imply that there is only one road to adulthood. A young person who is headed down one path can, with guidance and support, always chart a new course-this resource helps to provide a map.

An overview: adolescence and early adulthood

Adolescence is a period of rapid change
Adolescents and young adults experience many changes, often occurring simultaneously or in rapid succession. Beginning with puberty, youth undergo major physical changes at the same time that:

their capacities for thinking and reasoning begin to mature

their emotional responses become more intense

their social worlds expand as peer groups become more important and romantic relationships begin

While negotiating these changes, young people also grapple with their emerging identities, make important decisions about the future, and face a number of transitions:

into and out of high school

into post-secondary education and/or the job market

reaching legal driving age and then legal adulthood

leaving their family home and establishing independence

For the purpose of this resource, "youth" has been divided into three developmental stages:

Early adolescence (ages 12-14)

Adolescence (ages 13-19)

Early adulthood (ages 17-25)

These developmental stages overlap as a reminder that development occurs at different rates for every youth.

Four dimensions of development
The developmental maps presented later in this section of the resource are organized across the cognitive, emotional, social, and physical aspects of youth development. A brief description is provided in the following pages to highlight the key features of each of these domains.

Cognitive development

Changes in the brain

The brain continues to adapt beyond the early years
As recently as the mid-1990s, the prevailing belief among neuroscientists was that the more important aspects of brain development ended by about age three. We now know that the brain continues to organize, adapt and change well beyond the early years. In fact, the changes that occur in the brain during late childhood, adolescence and young adulthood are particularly dramatic (Jetha & Segalowitz, 2011).

Brain function becomes increasingly efficient and specialized
The human brain reaches adult size just before puberty (around age 12). In several regions of the brain, grey matter (neurons or brain cells) increases until the onset of puberty and then decreases as neurons are eliminated through a "use it or lose it" process. This process contributes to the increasing efficiency of brain functioning during adolescence and to adolescents' increasing ability to process complex information and learn new concepts. At the same time, white matter (myelin and axons) increases, speeding up the rate of signals moving between brain cells, also contributing to the brain's increasing efficiency.

The "executive" functions slowly mature
The area of greatest change after puberty is the prefrontal cortex. This area is associated with "executive" functions such as monitoring, organizing, planning, decision making, anticipating consequences, impulse control, and delay of gratification. The maturation of the prefrontal cortex is a slow process that takes place throughout adolescence and early adulthood. This maturation process depends to a large degree on experience-the executive functions are acquired and develop through practice. The resources and variety of experiences available to adolescents and young adults, as well as the ways in which they decide to spend their time, contribute to variability across individuals in terms of their brain development.

Processing and reasoning skills

Processing speed, concentration and memory improve
Processing speed (how quickly new information is taken in) increases until mid-adolescence. Adolescents become gradually better at ignoring irrelevant information in order to concentrate on information relevant to the task at hand. Young people also get steadily better at replacing an already-established response when a new and different response is required. In addition, working memory and the ability to multitask improve throughout adolescence and into adulthood.

Reasoning abilities improve
These improving capacities are accompanied by improvements in reasoning abilities. The ability to think abstractly develops during adolescence, as does the ability to think logically, and consider different perspectives. Youth also become more able to engage in scientific reasoning to formulate and test hypotheses and draw conclusions.

Perspective-taking
Young children tend to have a difficult time separating their perspective from others' perspectives, or understanding that others may have a different perspective on a given situation or issue.

In adolescence, the young person can come to understand that other people may hold different perspectives and that those people appreciate different perspectives themselves (this is called "mutual perspective-taking"). By late adolescence, young people can come to understand how these mutual perspectives are influenced by people's social roles. This developmental progression is not tightly linked with age. For example, while many young adolescents are capable of mutual perspective-taking, it is not uncommon to find late adolescents who are not capable of it.

Perspective-taking on its own is not sufficient. Without the emotional capacity for empathy, for example, a person can take advantage of others with the knowledge gained from their perspective-taking abilities.

Learning strategies improve
Learning strategies generally improve throughout adolescence and into adulthood. Adolescents are able to reflect on their own thinking, and they are able to observe how they learn and develop strategies to improve their learning.

Learning and the influence of digital media

Digital media may have influenced adolescent learning styles
Some researchers believe that digital media and communication technologies have had a profound impact on the learning styles and behaviours of today's youth (Martinovic, Freiman & Karadag, 2011). These youth:

prefer receiving information quickly

are adept at processing information rapidly

prefer multi-tasking and non-linear access to information

are kinaesthetic, experiential, hands-on learners who are most easily engaged with first-person learning, games, simulations, and role-playing (Junco and Mastrodicasa, 2007; Oblinger and Oblinger, 2005; Tapscott, 2009)

They also rely heavily on communication technologies to access information and to carry out social and professional interactions (Veen & Vrakking, 2006; Pletka, 2007).

98% of Canadian youth (16 to 24 years old) use the internet

N-Gen'ers-individuals born between 1982 and 2003 (+- 2 years) -are exposed to more than 10 hours of media content a day, without taking into account time spent using the computer for school work or time spent texting or talking on a cell phone

Email and instant messaging (IM) is used daily by 57% and weekly by 97% of 12 to 17 year olds in Canada

Beliefs about knowledge

Adolescents develop a more rational approach to knowledge
As well as reflecting on their own thinking, adolescents begin to think about knowledge and the trustworthiness of different knowledge claims. Some adolescents may become skeptical of all claims, while others may accept the knowledge claims of a single authoritative source and reject all others.

With further development, adolescents and young adults can move toward a more rational approach to knowledge in which it is accepted that not all claims are equally true (or untrue), and that, by considering evidence and arguments, it is possible to discern that some claims are more likely to be true than others.

Supporting cognitive development

Youth told us that they want a reasonable level of support to help keep their lives in order. They want friendly reminders about upcoming commitments and tell us, for example, that they are keen to receive instruction on how to use a "to do" calendar or agenda. When deadlines or obligations are missed (due to a conflict with a friend, for example), most adolescents are looking for their adult allies to show some understanding. But, as these skills develop, young adults say they are comfortable receiving less direct prompts and want to be held more accountable.

When faced with significant life decisions, like which career path to follow, most youth said that they are interested in hearing about, and discussing, the experiences and first-hand knowledge of others. Youth also mentioned the importance of having many adults in their lives as a way to increase exposure to a variety of different perspectives (for example, cultural activities, social perspectives). At the same time, young people told us they ultimately desire the freedom to make decisions for themselves.

Emotional development

Experiencing emotions

Emotion, motivation and stress are heightened
Adolescents often feel emotions more intensely, and are more sensitive to pleasure and reward than either children or adults. In addition, adolescents are often particularly vulnerable to stress.

Adolescents are less able to regulate their desires and emotions
Adolescents are not as able as adults to curb their desire for pleasure, which can lead to an increase in risk-taking behaviour. Adolescents are also not as able as adults to manage their emotions and their stress levels, which leaves adolescents more vulnerable to mental health issues. In fact, the lifetime risk for the emergence of mental disorders (for example, anxiety, depression) peaks in adolescence.

Although risk-taking behaviour is often associated with negative outcomes (such as car accidents or addictions), the curiosity and desire for novel experiences that fuel risk-taking also present tremendous opportunities for exploration, learning and development. Learning to become independent, for example, is a very risky endeavour, but it is a key part of adolescence.

Emotional regulation

Learning to manage emotions is a key task in adolescence
The key developmental task for youth in the emotional domain is the development of emotional self-regulation. While adolescents have become more capable of experiencing emotions, their capacity for self-regulation and for decision making lags behind. Learning to regulate their emotions is, therefore, initially quite difficult for adolescents.

Strategies for emotional regulation broaden and shift from primarily external, behaviourally-oriented strategies in childhood (when parents and other significant adults help children regulate their emotions) to more internal and cognitive (thought-based) strategies in adolescence and young adulthood, when it becomes important to regulate emotions independently.

Adolescents develop new adaptive strategies
Some of the cognitive strategies that emerge in adolescence work well for emotional self-regulation and are considered to be "adaptive" strategies:

redefining or reframing a potentially emotional situation so that its emotional impact is lessened (cognitive reappraisal)

thinking about joyful and pleasant issues rather than the source of an emotional response (positive refocusing)

replacing negative thoughts or attributions about an emotional event/issue with positive ones (positive reappraisal)

putting things into perspective

acceptance

They may also use maladaptive strategies
Other strategies tend to be less successful in helping to regulate emotions in a productive manner. These maladaptive strategies include:

thinking repeatedly about the feelings and thoughts associated with a negative event, often involuntarily (rumination)

blaming oneself for the negative emotions experienced (self-blame)

blaming others

inhibiting behaviour that expresses emotions (expressive suppression)

Self-regulation is a critical success factor for adolescents
Adaptive emotional regulation is one of the factors that contributes to the ability to successfully cope and adapt to significant life stress or adversity. In adolescence, adaptive emotional regulation strategies are associated with maintaining good social relationships, academic achievement, and overall psychological well-being. Maladaptive emotional regulation, on the other hand, is associated with poorer mental health outcomes. In young adulthood, adaptive emotional regulation is associated with more positive outcomes in areas related to memory, relationships, and responses to stressful life events.

Empathy develops late in adolescence
Empathy-the capacity to recognize and share emotions that another person is experiencing-does not generally become fully developed until early adulthood. In childhood, a rudimentary form of empathy emerges when children start to feel distressed while observing someone else's emotional distress. In late childhood and early adolescence, this distress is replaced by empathy when young people recognize the distinction between their own and others' emotional reactions. Empathy during adolescence involves a largely emotional response, while mature empathy that emerges in early adulthood involves a more cognitive evaluation of the other person's emotional response.

Motivation

Motivation becomes increasingly internalized
In early adolescence, motivations for engaging in behaviour begin to shift from extrinsic to intrinsic. When extrinsically motivated, individuals engage in activities for external reasons (for example, to earn a reward or avoid punishment). When individuals are intrinsically motivated, they engage in an activity because they are interested in and realize the benefits of the activity.

While tasks such as homework and housework do not generally become intrinsically motivated (few people enjoy these tasks in and of themselves), reasons for engaging in such tasks start to become internalized in early adolescence. For example, adolescents start doing their homework of their own accord-rather than at the insistence of their parents-because they have internalized reasons for doing so (for example, they want to earn good grades). The internalization of motivations continues to develop throughout adolescence as behaviour becomes more self-regulated.

Supporting emotional development

As young people develop the skills to manage new and intense emotions, they tell us they often look to sources such as friends, family, teachers, and counsellors for comfort and support. When expressing their emotions, adolescents expect to have their feelings respected and validated, and they feel patronized when others downplay their emotions with statements like "it can't be that bad" or "get over it, already". Even as young people become more adept at managing their emotions, it is important to remember that we all need someone to talk to, from time to time.

Young people, while acknowledging an affinity for excitement and risk-taking, expressed a desire to take these risks in a safe environment. A class trip to a rock-climbing gym, for example, was suggested by one youth as an effective means of safely seeking thrills. Youth were also adamant that they need information and advice on the potential impacts of risky behaviours so that they are better prepared to make good decisions. They reported that access to objective, frank information is especially crucial for young adults, who are often making decisions in an unsupervised setting.

Social development

Social development concerns identity, relationships, and moral capacity
Adolescents develop a sense of self identity that carries into early adulthood. Identity development can include many different components such as gender identity, social group identity (particularly for youth in minority groups), and spiritual identity. While maintaining their sense of self, youth have to develop a capacity for intimate relationships with their peers and romantic partners, while developing independence from their parents. In order to successfully manage their relationships with others, young people also have to develop successful strategies for addressing moral issues (Côté, 2011).

Self development and identity formation

Most adolescents will explore varied identities
Early adolescents typically delay in making any identity commitments. As they mature, most will actively explore different identity options (for example, information about various career options). Many will start to question their parents' values as they consider their own values. Others may skip the identity exploration phase and commit to identity roles based on the expectations of others (for example, allowing their parents to decide on future career direction).

After a sometimes prolonged period of exploring who they are and how they fit into the world, adolescents and young adults generally begin committing to an identity that includes roles, values, beliefs and goals. Identity development includes several different components, such as self-concepts, self-efficacy, and self-esteem.

Self-concepts
Self development begins with the emergence of self-concepts. In childhood, these self-concepts tend to be quite concrete (for example, I live in Canada, I have a dog, I want to be a fireman when I grow up). In early adolescence, self-concepts become more abstract (I am a leader, I am ambitious, I am spiritual) and more specific to each individual.

Later in adolescence, self-concepts become more differentiated across different contexts (for example, one individual may be deferential with parents, a leader among friends and shy in class), and adolescents also start to notice some conflicts in their conceptions of themselves in different situations. These conflicting self-concepts can provoke anxiety as adolescents try to work out who they really are.

Self-efficacy
Self-efficacy involves a person's appraisal of their own ability to organize and execute a course of action to attain a set goal. Self-appraisal skills begin to improve in early adolescence (for example, mistaken childhood beliefs of competence are replaced by realistic assessments of skill level) and early adolescents also begin to engage in social comparison (comparing their skill levels to those of their peers). As a result, self-efficacy often declines in early adolescence. Young people, especially girls, become less certain of their ability to achieve goals. The decline often continues into mid-adolescence at which point self-efficacy begins to increase.

Those who demonstrate a high degree of self-efficacy will often undertake more difficult tasks, stick with them longer, and be motivated by challenges. Such an individual might say, "I know I have the ability so, if I study hard, I will pass this math test". Self-esteem, on the other hand, is an emotional appraisal of a person's characteristics. A young person with high self-esteem, for instance, may say "I like who I am". Conversely, someone with diminished self-esteem might state, "I am unhappy with the way I look".

Self-esteem
Self-esteem is a more general opinion of one's own personal worth. In contrast to self-efficacy, which is based on judgments of one's abilities in particular domains, self-esteem is based on emotional responses-how individuals feel about themselves. Self-esteem tends to decline in early adolescence (especially among girls) and often continues to decline into early adulthood at which point it begins to rise again and continues on an upward trend throughout adulthood until old age.

Gender identity
The development of gender identity shifts in early adolescence when gender role stereotypes start to intensify. Early adolescents often become more attentive to, and strict about, gender stereotypes. This often changes later in adolescence when youth tend to become less rigid about what is appropriate for men and women and begin to reject gender stereotypes.

Social group identity also expands
Social group identity also begins to shift in early adolescence. Early adolescents (particularly those from minority groups) begin to show an increase in social group-esteem (they show increasing pride in belonging to their own social group). This increase continues through adolescence and into early adulthood. By early adulthood, many youth will have achieved a defined social group identity. They display a commitment or sense of belonging to the group; they feel comfortable with their own social identity; and, after independent examination of their own beliefs, they reject the negative views held by others based on stereotypes about their social groups.

Spiritual identity
Spiritual/religious identity is another aspect of identity that may begin to shift in early adolescence-adolescents may start to question and explore the foundations of the religious or spiritual beliefs they have previously held. Young adults may integrate their religious or spiritual beliefs into their larger identity or, in other cases, religious/spiritual beliefs may be abandoned.

Development of relationships

Developments in perspective-taking and the growing importance of peers carry important implications for social development during adolescence.

The ability to appreciate varied perspectives emerges
Children learn at a young age to understand that others can have different perspectives than their own (for example, they can hold different beliefs and have different desires) but the development of perspective-taking continues into early adulthood. Later in adolescence, young people begin to understand that perspectives are almost never "neutral" and that everyone's perspective is coloured by their context, beliefs and background.

This facilitates deeper peer relationships
These changes in perspective-taking allow for the establishment of deeper bonds of intimacy between peers and romantic partners. In early adolescence, input from peers starts to become more important and young people start making social comparisons with their peers, comparing their abilities and popularity, for example. At the same time, young people become more self-conscious (especially in the presence of their peers) and more vulnerable to peer pressure.

Romantic relationships may emerge
In early adolescence, an interest in romantic relationships begins to emerge, although mainly within the larger peer group. Early adolescents become interested in romance and start to experience passionate feelings. They may begin to form mixed-gender friendship groups and time spent with romantically attractive peers usually occurs within the context of those groups. For lesbian, gay, bisexual, transgendered, two-spirited and queer (LGBTTQ) youth, an early awareness of sexual orientation may be forming and LGBTTQ youth may feel some apprehension regarding their same-sex attractions due to social stigma (Scott & Walsh, 2011).

Later in adolescence, young people begin experiencing their earliest romantic relationships. These early romantic relationships are usually not based on emotional intimacy but more often are about fun and camaraderie, although some expressions of emotional intimacy may begin to emerge, and sexual behaviour may progress. LGBTTQ youth often acknowledge and may disclose their sexual orientation ("come out") in mid-adolescence. They may tell a trusted friend or family member about a same-sex romantic interest.

In early adulthood, the focus within romantic relationships shifts to forming strong emotional and intimate bonds with a compatible partner. For many youth, it can be challenging to form close connections with a romantic partner while still maintaining a separate sense of identity. LGBTTQ youth often have their first openly same-sex relationships in early adulthood.

Parent relationships may suffer
As adolescents devote more of their time and energy to their peer and romantic relationships, their relationships with parents can suffer a period of heightened conflict. While frequent, high-intensity, angry fighting is not necessarily a feature of adolescence, the frequency of day-to-day conflicts over matters-both large and small-often grows. Conflict with parents tends to be most frequent in early to mid-adolescence, and generally declines afterwards.

Supporting social development

Young people said that exposure to different art forms and cultural ceremonies, travelling abroad and volunteering were some of the opportunities which shaped "who they are". During this period of exploration, young people told us that freedom to discover their identity and to express their individuality is crucial but also note that they can be conscious of judgement, criticism and rejection from others. Youth advised that it is important for adult allies to keep an open mind. This will not only help youth feel comfortable as they grow, but also fosters the quality of relationships they learn to build with adults.

Peers, family members, and community leaders, as well as contemporary and historical figures, were all mentioned by youth as strong influencers of their sense of identity. Having access to positive role models, youth emphasize, is a critical ingredient in identity formation and positive development. Young people also told us that, because they are constantly observing, learning and emulating, positive role models can help them behave in positive and productive ways.

Physical development

Physical activity

Strength and endurance
Throughout adolescence and into young adulthood, young people will notice changes in their cardiovascular endurance, muscle strength and endurance, and flexibility. These changes depend on the levels of physical activity in which young people engage. In general, there is a decline in physical activity beginning around age 13 and continuing into adulthood.

Identifying physical strengths and limitations
In early adolescence, many young people will become aware of their physical strengths and limitations. Many young people will use this information to make decisions about the activities they will engage in into adulthood-often giving up sports they previously enjoyed and concentrating on those at which they excel (Lu, 2011).

Changes in the body

Sleep patterns
The physical changes of puberty are also associated with changes in adolescents' sleep patterns. Adolescents feel wide awake and alert until late at night, and have difficulty waking up early in the morning. Sleep deprivation can be a consequence. It can contribute to moodiness and irritability as well as difficulties in cognitive processing and emotional regulation (Wolfson & Carskadon, 2003).

Puberty signals the onset of many physical changes
Much of the physical development that takes place during adolescence begins with puberty. These changes include a growth spurt marking the onset of adolescence. Females typically have their growth spurt around age ten, males around age twelve. Puberty also brings the development of primary and secondary sexual characteristics.

Body image
These marked changes to the body and mind have significant impacts on how youth feel about the appearance of their body. Females, whose body mass tends to increase during puberty, may develop a negative body image. This can affect their mood, eating habits and mental well-being. Males, on the other hand, tend to put on muscle mass, start to develop a masculine shape and generally become more satisfied with their physical appearance (Hayword, 2003).

Regardless of a young person's sex, when puberty begins exceptionally early or late, there may be a greater likelihood of body image dissatisfaction (Hayword, 2003).

Nutritional requirements
The nutritional requirements for healthy development will also increase around the onset of puberty. Caloric intake, especially during a growth spurt, can skyrocket. The body's need for protein increases too, as it builds muscle mass. Calcium, the mineral required to build bones, is also very critical during the adolescent years (Spear, 2002).

As youth spend more time outside the family home, their eating habits often become chaotic. They begin to skip meals (often breakfast) and eat while on the go. An increasing portion of a young person's food energy comes from habitual snacking between solid meals.

Supporting physical development

Youth tell us that leading a healthy and active lifestyle is a high priority but many obstacles make this difficult. Because their lives are filled with competing concerns, young people reported convenience as a significant factor. Recreation during the lunch hour was cited as an attractive option as were activities in accessible locations.

Variety is also crucial to attracting and maintaining participants' interest. Some noted that activities were overly competitive, and required too large a commitment of time and resources. The option to try non-traditional activities like hiking or yoga, youth said, would also go a long way in encouraging healthy living.

Additionally, adolescents highlighted a desire to organize their own recreational initiatives. Youth report that such opportunities are valuable on two fronts: the youth organizers develop a range of valuable competencies (for example, self-efficacy, building relationships); and participants profit from their exposure to positive youth role models in a constructive setting.

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You are here > Home > Professionals > > Positive youth development Stepping Stones Supporting young people's successful transition to adulthood requires a clear understanding of the predictable stages of development.

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Integrating Aboriginal Teaching andValues into the Classroom

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Integrating Aboriginal Teaching andValues into the Classroom

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Creating a classroom community that fosters acceptance of all students benefits everyone. The Checklist for an Inclusive Classroom Community, adapted from the Guide to Effective Literacy Instruction, provides a list of considerations when planning instruction and classroom organization.

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Ross Greene

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Randy Sprick explains the importance of monitoring the type of interactions teachers have with their students. He recommends that teachers aim for three positive interactions for every negative interaction.

Praise, smiling, looking interested, and paying attention are positive interactions that can improve the quality of teacher-student relationships and the quality of student learning.

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Shaping a Culture of Respect in Our Schools

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Shaping a Culture of Respect in Our Schools

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Teaching Strategies for Students with Special Needs

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Teaching Strategies for Students with Special Needs

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All students with special needs are unique. Their needs may be recognized by teacher and parent observations and/or assessment by a certified professional. Some students may have their needs formally identified as an exceptionality through an Identification Placement and Review Committee (IPRC). Regardless of the manner by which needs are determined, teachers and school teams can implement strategies as soon as a student's need is realized. It is important to document and assess the effectiveness of strategies employed and revise them in order to achieve success.

The teaching strategies and resources on this website have been organized along three main lines. Related definitions, characteristics and resources are included for each area:

Student Needs
Formal Exceptionalities Determined by IPRC
Diagnosed Medical/Psychological Conditions

You can access all of our teaching strategies and resources pages using the coloured markers below.

* Just click on the word SHOW at the end of each marker. You can show or hide the topics in more than one section at a time.

* Move your mouse over the various topics to see the definitions for each.

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Teaching Strategies for Students with Special Needs

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All students with special needs are unique. Their needs may be recognized by teacher and parent observations and/or assessment by a certified professional. Some students may have their needs formally identified as an exceptionality through an Identification Placement and Review Committee (IPRC).

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Students who struggle with organizational skills may exhibit some or all of the characteristics listed in the Indicators section of the article IEPs: Making the Assessment-Instruction Connection. Students who have been diagnosed through formal testing with an executive-functioning deficit also exhibit these characteristics.

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The E d uca t ion A c t requires individual education plans (IEPs) for students identiﬁed as exceptional through an identiﬁcation, placement, and review committee (IPRC). Boards may also choose to put an IEP in place for students receiving special education programs and/or services but who have not been identiﬁed as exceptional through an IPRC.

IEPs are more than an exercise in paperwork. An IEP is a working document that helps deﬁne and reﬂect the ﬂuid program provided to a special needs student. Ensuring that the program and services outlined in the IEP are based on assessment information is a critical step in developing a sound program for our most vulnerable students.

a written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student's strengths and needs - that is, the strengths and needs that affect the student's ability to learn and to demonstrate learning

a record of the particular accommodations needed to help the student achieve his or her learning expectations

a working document that identiﬁes learning expectations that are modiﬁed from the expectations for the age-appropriate grade level in a particular subject or course

a working document that identiﬁes alternative expectations

a record of the speciﬁc knowledge and skills to be assessed and evaluated

an accountability tool for the student, the student's parents, and everyone who has responsibilities under the plan for helping the student meet the stated goals and learning expectations.

Assessment information should be driving student IEPs. Assessments may be provided by outside professionals, such as psychologists or speech language pathologists. Special education teachers and classroom teachers also provide valuable assessment information. All of these should be used to inform programming for the student with special needs.

The reports of outside professionals will identify, if possible, the underlying cause of the student's difﬁculty. It is helpful for teachers to know and understand this information in developing the student's program and to put in place strategies that address it. If an IEP refers only to the student's academic needs - for example, if each year it says "reading, writing, and math" - we run the risk of each year's

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The Education Act requires individual education plans (IEPs) for students identiﬁed as exceptional through an identiﬁcation, placement, and review committee (IPRC). Boards may also choose to put an IEP in place for students receiving special education programs and/or services but who have not been identiﬁed as exceptional through an IPRC.

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Encourage Self Regulated Learning in the Classroom

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Encourage Self Regulated Learning in the Classroom

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Encourage Self Regulated Learning in the Classroom.pdf

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Self-Regulation - Durham District School Board

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Congenital Heart Disease - Google Slides

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Click here to learn how the groundbreaking science of Self-Reg will help you support the children, youth and adults in your community by tackling stress, behaviour & wellness.

"The concepts that were explored in this course were life-altering. I wish for everyone to experience the mind-shift that comes from applying a Self-Reg lens." -Ashley. Register HERE

As I've mentioned before, I often find Self-Reg thinking running through my head. The questions, "Why?," and "Why now?," which Stuart Shanker is known for asking, are ones that I contemplate frequently, especially when noticing student behaviour. Sometimes though, no...

Explore all our Self-Reg Blogs HERE

Self-Regulation Is

How we respond to stress, all the way from self-regulating mechanisms deep in the brain to the skills we learn to reduce the load on these mechanisms.

Self-Reg Is

A five-step method (and framework) to deal with stress so that we experience calm (homeostasis) in mind and body and, from there, begin to restore physiologically, emotionally, psychologically and socially.

What We Do

At The MEHRIT Centre, we teach the people who care for and work with children and youth - parents, early years professionals and school teams - so they are better equipped to support dysregulated kids.

OUR 10TH ANNUAL

When: July 2-5, 2024

Where: Gzowski College, Trent University, Peterborough, ON, Canada & Online

Theme: Wellness Inclusion Resilience Equity D evelopment

Who: SRSS is a perfect fit for all professionals and parents who care for and work with children, youth and adults. All are welcome!

START YOUR SELF-REG LEARNING JOURNEY TODAY!

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HOPE RENEWED
I was expecting to take away the usual few tips and tricks to add to my toolbox. What I did not expect was to experience a complete paradigm shift. Both professionally and personally, I find myself experiencing curiosity, hope and optimism in the growth and potential of not only the children that I work but in my own home and with my own two boys.

- Andrew, Early Childhood Certificate Program

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At The MEHRIT Centre, we teach the people who care for and work with children and youth - parents, early years professionals and school teams

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From ETFO document Thinking It Through

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Encouraging Self-Regulated Learning in the Classroom

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Encouraging Self-Regulated Learning in the Classroom

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Self Regulation Section

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self regulation | Early Learning Central

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When children leave the K program they are learning to be independent thinkers, ask questions, apply learning and ideas into different contexts-link the concepts into new situations, have a firm base on printing, basic math concepts, reading readiness skills, have the ability to appropriately problem solve, and understand rules and routines in a structure environment.

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"We need to focus on the emotional qualities that create mentally healthy children."

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"We need to focus on the emotional qualities that create mentally healthy children."

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Dr. Stuart Shanker, Canadian Self-Regulation Initiative

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We believe all kids can learn and thrive in their schools and communities. We also believe that self-regulation is an essential capacity for learning and healthy human development. Working...

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Educational games, activities, quizzes, articles, etc

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*Create Zone* (paint, make, and create activities)
*Animal Environments Paint and Make* (paint 7 scenes and add animals!)
*Seasons Paint and Make* (paint seasonal scenes and add nature and objects!)
*Earth Tips* (movies and infographics on the environment)
*Paint Cats* (paint 7 cats and learn different types)
*Paint Dogs* (paint 12 dogs and learn different types)
*Cell Games* Learn about animal, plant and bacteria cells. Tutorial, Quiz and Game!

Middle School - High School
*Geography* (Many levels of difficulty to choose from upon skill level).
*Math Games * (many levels and topics, many kinds of games)
*Science* (Life Cycle, Plant and animal cell, deep sea creatures, movies, games)
*Government Games* (balance of power, branches of govt, executive branch)
*Animals* (hundreds of articles and quizzes)
*Create Zone* (paint, make, and create activities)
*Earth Tips* (movies and infographics on the environment)
*Cell Games* Learn about animal, plant and bacteria cells. Tutorial, Quiz and Game!

College
*Geography* (Advanced skill levels). *Health* (Medical terminology quizzes)
*Math Games * (review/sharpen skills)
*Brain Games* - take breaks but have fun with a brain boost!

Adults
All sections - we have many adult users who love learning...
In particular, we seem to have a lot of adults writing to us about their love for:
*Geography* (time to become a geography expert!)
*Science* (so many interesting things to learn and relearn - impress your kids!)
*Animals* (hundreds of articles, facts and games)
*Animal Kid's Corner* (You're never too old to learn or relearn!)
*Math Games * (keep yourself sharp! many levels)
*Brain Games (keep your brain working well - a favorite with adults!)
*Earth Tips* (tips for daily ways to help the environment)

Possible Advertisement

"I stumbled upon your fun interactive geography games from a link on the Massachusetts Geographic Alliance Website. Since then, your games have become quite a hit with my competitive colleagues!"
--Candice Gomes, Education Outreach Coordinator, Boston Public Library (Sheppard Software's geography games were featured in the Boston Public Library's 2006 Exhibition on Mapping)

"Terrific online educational games, especially geography."
--Dallas Children's Museum

First, let me say I love your website! I have students with learning disabilities that need multiple way to learn math, and your site fills the bill! - Darrin, Rose Park Elementary in Billings, MT

"Awesome site... it is the only reason I am passing my World Geography class!" --Stephen

"Our preschool teacher just sent us homework with this new website on it! My twins love it - they are 4 1/2 and can't get enough! The sounds, the action, so many choices and things to do. I bookmarked this for them and have sent the website to numerous friends and best of all it's FREE!-Cherie Ventola
Thank you for such a wonderful learning tool."--

"Let me say that you guys have an awesome website. I stumbled across your site one day, and it has been the easiest, most effective, and really the most fun method for learning geography that I've found." --David Weaver

"I am thrilled to have stumbled upon your site! As a homeschooling mom, I love to find sites that encourage brain activity and reinforce the facts I teach during learning time!
The range of information is wonderful!!! Keep up the fantastic work!"
-Mrs. JaNell Hancock

Your website has SO much to offer!

This site is exactly what I have been looking for! I have four children within five years of age and they can all play your games! I love that you can choose your level of difficulty. The games are colorful and simple, not cluttered like some. The instructions are easy to understand and they cover basic learning that can be neglected with other "too busy" games. I can't believe what a blessing it is to have stumbled upon this site! I looked up "kindergarten math games online." This is the first one that I actually enjoyed navigating around in and that actually kept the kids' attention without discouraging them.

This site will be a daily part of our learning! The kids were fighting over who could take the next turn at the learning game! It is reinforcing everything I am trying to teach.

THANK YOU, THANK YOU, THANK YOU!!!!"

Jill Grell

"It is an amazing tool! My 10 year old granddaughter has learned
every country on every continent. And so has her 85 year old grandmother! Me!"
- Donna Blue

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Sheppard Software: Fun free online learning games and activities for kids.

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Hundreds of fun educational games and activities for kids to play online. Topics include math, geography, animals, and more.

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IXL | Math, English Language Arts and Science Practice

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IXL is the world's most popular subscription-based learning site. Used by over 17 million students, IXL provides unlimited practice in more than 6500 math, English language arts and science topics. Interactive questions, awards and certificates keep kids motivated as they master skills.

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Solve Me Mobiles is an online “game” that is a deceptively simple where the player enters values for symbols to balance sets of scales. There are dozens of puzzles that range from quite simple using natural numbers to quite tricky ones that involve negative values and fractions. It also allows for students to create and share their own balance puzzles. This tool allows for some very creative and intuitive proportional reasoning and algebraic thinking skills, which if used in conjunction with other instructional moves, will allow students to build an authentic understanding of what it means to ‘solve equations’ in middle and secondary school. SolveMe mobiles need an Internet connection and works equally well on tablets and other devices.

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Continue Anyway

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Desmos is a free graphing and teaching tool for math. In addition to plotting equations, classroom activities are available to help students learn about a variety of math concepts.

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Explore math with our beautiful, free online graphing calculator. Graph functions, plot points, visualize algebraic equations, add sliders, animate graphs, and more.

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This app provides practice word problems, and then walks the student through breaking down the language to identify the steps needed to solve.  The app scaffolds the process, providing students with choice, hints and lots of visual support.

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Bottom Line: A math app that truly does what no other apps out there can do: make sense out of word problems. Designed for kids ages 6-14, Math Shake walks users through the process of converting a word problem into an equation, and even allows them to record their thinking as they work through it. A must-have for kids struggling with word problems.

If you'd like to download Math Shake (iPad only, FREE with in-app purchases), please use our handy link to support Smart Apps For Kids:

_______________________________________________________________________________________

In-app purchases for access to all levels of difficulty. External links present behind a parent lock that my second grader could not decipher.

What's free: the "confident" level, designed for 8-9 year olds

What's not free: the remaining five levels, which are available for $1.99 each, or all for $4.99

_______________________________________________________________________________________

Math is hard, y'all. My second grader sometimes brings home stuff that frustrates her to no end, and a lot of her difficulty lies with word problems. Yes, that nemesis you remember from your own school days is still plaguing kids today. Sure, I can help her, but she has to do the work herself. And let's face it, if I work with her for too long, I end up frustrated too, because she's having such a hard time grasping it and I can't seem to help. It's a lose/lose situation all the way around.

That's where Math Shake by developer Glen Storey comes in. What I wouldn't have given to have this app available to me when I was in second grade. This is the first app I've seen that helps kids convert word problems to equations, and actually manages to make it fun and engaging. Every word problem contains clues and trigger words that help in converting it to an equation, and this app was able to help my daughter recognize and use those clues. And the best part is that the app will grow with her through four more levels of difficulty.

Math Shake includes six levels (my daughter is on Level 2), and you can choose the right level for your little mathmetician based on some really detailed information on what each level covers. The initial free download comes with the "confident" level, designed for 8-9 year olds. If you want a level above or below that, check out the info provided and decide which one you want for $1.99. If your child is 8 or younger, just shell out the $4.99 for all six levels - you're going to be glad you did as your child ages and the app ages with her.

Once you choose a level, you get a word problem, along with a hip animated pencil to guide you through the process of figuring out which numbers go where in the equation, and which words in the problem are clues as to the operation that should be used to solve it. Mr. Pencil talks you through an example, and then leads you to a white board, where you can show your work, and even record a little audio reminder to yourself so you'll remember later how you solved a particular problem. The white board contains a bunch of tools for kids to use to figure out each problem: number lines, pie charts, and matrices will let them work it out on their own before taking them back to the problem and a chance to fill in the right answer. There's no penalty for a wrong answer - just a little head-shake of the screen and a chance to try again.

For my daughter, the big struggle is in deciphering the language of word problems. How do I know if I'm supposed to add or subtract? Mulitply or divide? Let Mr. Pencil help you figure out which words mean what. Does the problem ask for how many "altogether?" Does it say "how many are left now?" This app has done a better job than the teachers in helping my child understand the clues in these words.

The white board is full of helpful hints on how to use it, and there's even a way to access it without asking the app for a problem to solve. That means your kiddo can use it to do her homework if she finds it useful.

There is a school version of this app available that includes all the problems and sections with no in-app purchases. It's only $4.99, which is the same as if you bought the Everything Pack through in-app purchase in the regular version. But for teachers who can't get reimbursed for in-apps, the school version is a better bet.

I like that this app forces my daughter to use her critical thinking skills, and that it's helping her see how math and the real world intersect. Word problems aren't ever going to be welcome at our house, I'm guessing, but Math Shake sure makes them more palatable.

***
If Emilie goes to bed at 11 and gets up at 6, and is kept awake by the neighbor's barking dog for a total of 3 hours, how much sleep did she get? Not enough. SmartAppsForKids.com was paid a priority review fee to complete this review in an expedited manner.

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New Top Pick for math! Learn to convert word problems to equations with Math Shake

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Bottom Line: A math app that truly does what no other apps out there can do: make sense out of word problems. Designed for kids ages 6-14, Math Shake walks users through the process of converting a word problem into an equation, and even allows them to record their thinking...

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This app is about solving equations and balancing equations (which would work for science too). The big positive about this is that it really looks/appears to be a video game, so the student will feel like he is just playing and trying to get a better score, but he is actually learning a very important math skill.

This would be best used as a minds on activity at the start of each class. This would be a good place for this because each day students would be encouraged to get down to work, and they would be warming up their math brains for the lesson.

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Math Planning and Preparation Form Tiered Approach

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Math Planning and Preparation Form Tiered Approach

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Module 4 - Numeracy
Culminating Activity

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Math_Planning_and_Preparation_Form Ten in the Nest Grade 1.docx

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6 Step Approach to Teaching Math to Students with Disabilities

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6 Step Approach to Teaching Math to Students with Disabilities

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A tiered approach is an effective way to integrate students with intellectual disabilities into the regular math classroom.

As with any good mathematics program, Saunders et al. suggest a six-step approach to teaching math to students with severe disabilities.

Select a topic and create objectives

Identify a real-life activity using the skill

Incorporate evidence-based practices

Include instructional supports

Monitor progress

Plan for generalization

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According to the Learning Disabilities Association of America, students who do not meet these milestones when expected and exhibit the following signs and symptoms should be monitored closely.

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Affects a person's ability to understand numbers and learn math facts.

Individuals with this type of learning disability demonstrate impaired math calculation skills and difficulty understanding numbers and math facts.

Dyscalculia is associated with weaknesses in fundamental number representation and processing, which results in difficulties with quantifying sets without counting, using nonverbal processes to complete simple numerical operations, and estimating relative magnitudes of sets.

Because these math skills are necessary for higher-level math problem solving, quantitative reasoning is likely impaired for these individuals.
Dyscalculia can impact:

Estimating a quantity without counting

Calculation skills

Using processes to solve equations

Mental math

Remembering steps in a sequence

Reading graphs or charts

Remembering dates and deadlines

Counting change

Navigation skills

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Individuals with this type of learning disability demonstrate impaired math calculation skills and difficulty understanding numbers and math facts. Dyscalculia is associated with weaknesses in fundamental number representation and processing, which results in difficulties with quantifying sets without counting, using nonverbal processes to complete simple numerical operations, and estimating relative magnitudes of sets.

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Developing Math Student section

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Misunderstood Minds . Basics of Math | PBS

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This site is designed for Ontario K-12 students, educators and parents/guardians.

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This site is designed for Ontario K-12 students, educators and parents/guardians.

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Tech in Teaching and Learning Mathematics: NCTM Position

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Tech in Teaching and Learning Mathematics: NCTM Position

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Strategic Use of Technology July 2015.pdf

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Thinking Aloud in Mathematics

By: Judy Zorfass, Tracy Gray, and PowerUp WHAT WORKS

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Easel.ly is a simple web tool that empowers anyone to create and share powerful visuals (infographics, posters)... no design experience needed! We provide the canvas, you provide the creativity.

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Anchor Charts - AMAZING COLLECTION

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::| FREE |::| PRINTABLE |::

A MATHS DICTIONARY FOR KIDS ~ DETAILS

A Maths Dictionary for Kids is an online math dictionary for students which explains over 955 common mathematical terms and math words in simple language with definitions, detailed visual examples, and online practice links for some entries.

> ENTER MATHS CHARTS HERE <

Maths Charts is a collection of over 270 free printable maths posters suitable for interactive whiteboards, classroom displays, math walls, student handouts, homework help, introduction and consolidation of mathematical topics and other math reference needs.

These free math posters include definitions and examples covering a wide range of math topics including Numbers, Operations on Numbers, Fractions, Decimals, Percent and Percentages, Ratios and Rates, Beginning Algebra, Data and Statistics, Probability, Geometry, Measurement, Time, Money, Symbols and Notation plus handy Blackline Masters.

© Jenny Eather All rights reserved

::| Math Words | Math Terms | Math Glossary ::|:: Maths Words | Maths Terms | Maths Glossary |::
::| online math help | math dictionary for kids | free printable math posters | online maths help |::
::| printable math definitions ::|:: print posters and charts ::| :: print maths definitions |::

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A Maths Dictionary for Kids by Jenny Eather| Definitions | Free Math Posters and Charts | Maths Examples | Math Words | Math Glossary | Math Terms |

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Free maths dictionary for students with over 955 common math words, math terms and maths definitions explained in simple language with visual examples. A math glossary with mathematics definitions, explanations, examples, math charts and posters for students and teachers. © Jenny Eather 2020.

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The ideas of adaptive learning and comprehensive differentiation are based in research and complement the latest strategies that we're adopting in our district, like manipulatives and blended learning. DreamBox Learning Math is adapting all the time, so it complements our teachers' methods

-Terri Blackwell, Principal of School Programs, Halton District School Board

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Canada Click here to view our Canadian curriculum alignments. The ideas of adaptive learning and comprehensive differentiation are based in research and complement the latest strategies that we're adopting in our district, like manipulatives and blended learning. DreamBox Learning Math...Read more ›

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Improving Math Problem Solving Skills for ELLs with LDs

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Improving Math Problem Solving Skills for ELLs with LDs

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Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities

By: Diane Torres-Velasquez and Diane Rodriguez

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Easel.ly is a simple web tool that empowers anyone to create and share powerful visuals (infographics, posters)... no design experience needed! We provide the canvas, you provide the creativity.

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National Library of Virtual Manipulatives

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National Library of Virtual Manipulatives

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National Library of Virtual Manipulatives

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A digital library containing Java applets and activities for K-12 mathematics

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Online Graphing Calculator

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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Introduction:

These are some of the Math skills students will need to be successful in Science:

Select appropriate tools to gather and analyze data

Use tools to model the data by describing it mathematically

Reason quantitatively to understand the data

Reason abstractly to draw conclusions

Strategies to help students

Guide students to ask good scientific questions and ask what Mathematical principles will support their answers.

Emphasize big ideas — connect to real-world problems.

When providing feedback use Mathematical language to support learning

Integrating technology

This article has a section on integrating technology and the following is a list of free technology tools:

Desmos (an online graphing calculator)

Stat Silk (a visualizing and mapping tool)

National Library of Virtual Manipulatives.

The article also lists many interactive and other multimedia resources that students can access to build background knowledge. Some examples of science-focused resources are provided below:

Stellarium is a 3D sky application that allows you to explore what constellations look like from different parts of the world, and to understand that they look different depending on where you are.

The Howard Hughes Medical Institute's Biointeractives are videos, animations, and simulations that address new research in the life sciences.

The National Science Digital Library's collection is made up of resources from numerous STEM education organizations.

In the classroom

This article provides an example of a Grade 5 science class. The students analyze the data they collected and draw conclusions based on their observations.

The teacher sees an opportunity to reinforce their mathematics learning and practice plotting data points. The teacher uses a variety of methods to involve the students in collecting, organizing and graphing the data.

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Using Mathematics to Support Science | LD Topics | LD OnLine

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LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

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PowerUp is a free, teacher-friendly website that requires no log in or registration. PowerUp offers resources, strategies, and practical tips to personalize your instruction with technology to meet the needs of struggling students. The teachers section contains 3 sections:

1)ENHANCE TEACHING: has a sections on Math strategies, with guides, examples and lesson plans.

2)INTEGRATE ACCESSIBLE TECHNOLOGY: Has a tech matrix, a database of over 400 tech tools to support learning.

3) INSPIRE LEARNING: align accessible technology tools with Universal Design for Learning (UDL) principles to personalize instruction and meet the needs of diverse learners.

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What's New on POWERUP?

AIR Informs Episode #6: Meeting the Needs of Students with Disabilities During COVID-19
Remote learning requires adjustment for all students, but students with disabilities face additional challenges during the COVID-19 quarantine. In the latest episode of AIR Informs, Allison Gandhi, managing researcher and director of AIR's special education practice area, describes some of these obstacles and shares strategies to help students make the most of this time.

Educating All Learners During the COVID-19 Disaster
The Educating All Learners Alliance (EALA) is a coalition of organizations committed to resource sharing and community-building that supports the efforts of the education community to meet the needs of students with disabilities during the COVID-19 pandemic.

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Power Up What Works | Powerup Your Teaching & Learning

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AIR Informs Episode #6: Meeting the Needs of Students with Disabilities During COVID-19 Remote learning requires adjustment for all students, but students with disabilities face additional challenges during the COVID-19 quarantine. In the latest episode of AIR Informs, Allison Gandhi, managing researcher and director of AIR's special education practice area, describes some of these obstacles and shares strategies to help students make the most of this time.

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Imagery: The Sensory-Cognitive Connection for Math

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Imagery: The Sensory-Cognitive Connection for Math

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"Imagery: The Sensory-Cognitive Connection for Math" by Nanci Bell and Kimberly Tuley

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Building Mathematical Reasoning | Piktochart Visual Editor

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Comic Strip Maker

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Educators! Learn how to use Pixton in the classroom. Set up your classroom and begin teaching any subject in minutes through the super-power of comics.

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"Developing Early Number Sense for Students with Disabilities" by Witzel, Ferguson, & Brown (2007)

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This article outlines what dyscalculia is, reviews the origins of the disorder, talks about methods to spot/identify dyscalculic tendencies in a student (and when these tendencies would most likely appear) and goes on to suggest when to recommend a student for an official test, called the Dyscalculia Screener. This will give results on the child's strengths and weaknesses in specific math areas, and determines if they are struggling with dyscalculia.

Accommodations for a student with dyscalculia:

Break up large sections of text with page breaks and bullet points.

Use a sans serif font (i.e., without heads and tails, such as Arial or Tahoma) which is easier for dyscalculic students to read.

Put up large wall posters to remind students of various basic concepts that cannot be easily recalled in short-term memory.

Teach skills in organization, studying, and time management.

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*Not Research-based

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Help Your Child With Autism Learn New Skills

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Help your child with autism beat the odds. Search this site for ideas that can help your child reach his or her potential.

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Discover math on geogebra.org, the home of our free online graphing calculator, geometry calculator, 3D calculator, spreadsheet, CAS, probability calculator and classroom activities

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Summer Learning Loss: The Problem and Some Solutions by Harris Cooper

Historically, school calendars in the US were set to fit the needs of individual communities, with a large influence being the farming cycling (planting, harvesting)

By the early 1900’s a more standardized calendar was set to allow for easier migration between rural and urban areas in US

Presently the traditional school calendar persists despite the fact that few people are still tied to a farming cycle and despite air conditioning making year round learning possible

Parents and educators often are concerned about summer learning loss, particularly among students with special education needs

Research from mid 1980’s suggests that special education students benefit from extra summer learning opportunities

Cooper et al (1996) found  in their meta analysis that summer learning loss is the equivalent of one month of instruction, and that the effect was more evident in procedural and factual knowledge (math facts and spelling) than in other forms of knowledge

Cooper et al speculated that part of the summer learning loss in math could be attributed to parents being attuned to the need to practice reading but not providing opportunities to practice math to the same extent

Gender, ethnicity and IQ did not appear to have an influence on summer learning loss, although significant differences were found with income (children from more affluent homes might have greater access to reading material)

3 suggestions to remedy summer learning loss:

1. Extend the school year (increase the number of days per school year)
2.  Summer School (remedial, accelerated and enriched learning opportunities)

3. Modified calendars (same number of school days, but summer break is replaced by shorter breaks throughout the year)

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Summer Learning Loss: The Problem and Some Solutions | LD Topics | LD OnLine

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Educators and parents often voice concerns about the possible negative impact of summer vacation on students. Learn what the research says about summer learning loss, and what you can do to combat it.

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Infographic Maker

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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Equatio: The Equation Editor For Accessible Maths | Everway UK

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Make maths accessible for everyone with Equatio. The advanced equation editor that allows students to speak, draw, or type to learn. Find out more.