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Through our investigation, we found that EBPs (research-backed strategies) create structured, inclusive, and supportive learning environments. These approaches are key to IST’s strategic goal of providing personalized learning pathways, particularly for students who benefit from additional support.

Key Outcomes of EBPs:

Enhancing Predictability & Reducing Anxiety: Tools like visual schedules, structured routines, and First/Then boards help create stability.

Increasing Engagement & Motivation: Individualized reinforcement strategies make learning meaningful.

Supporting Communication & Independence: Visual aids and checklists empower children to understand routines and express needs.

Improving Social & Behavioral Skills: Structured play, modeling, and positive peer interactions promote emotional development.

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Evidence-Based Practices for Early Intervention.

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Evidence-Based Practices for Early Intervention.

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Our collaborative professional development project set out to explore the impact of evidence-based practices (EBPs) in early intervention on the learning experiences of young children. As a team of dedicated early years educators, we were guided by IST’s vision to challenge, support, and inspire each learner to be a successful global citizen. This inquiry aligns with our mission by empowering every child, especially those with diverse learning needs, to flourish in a nurturing and inclusive environment.

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Supporting a 3-Year-Old with Autism Spectrum Disorder (ASD) Strategies included:

First/Then boards for transitions

Visual schedules with checklists to increase independence

Motivational reinforcers tied to interests (e.g., country flags) These helped the child adapt to routines and reduce anxiety (evidence of how differentiated support directly supports IST’s core values of care and inclusion)

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How adaptable are these strategies for other students?

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Extended Learning & Professional Development

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Extended Learning & Professional Development

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We continued our professional learning through courses such as SENIA’s Inclusive Insights and specialized modules on neurodiversity and special education. New tools and insights included:

Circles of Control: Visual tools for building emotional resilience and self-regulation

AI-Powered Planning Tools (e.g., Goblin Tools): Task breakdown and emotional regulation for neurodivergent learners and teachers alike

Special Needs Literacy & Numeracy Techniques:

See and Learn: Literacy program for students with Down syndrome

Numicon & Manipulatives: Visual and hands-on math learning

Auditory & Kinesthetic Phonics Instruction

Speech and Language Support:

Pragmatic language training

Visual schedules and AAC tools for communication

Occupational Therapy Focus:

Fine motor and self-help skill development

Sensory regulation through structured routines and sensory integration activities

Behavior & Social Skills Development:

Functional Communication Training (FCT)

Positive Behavior Support (PBS)

Peer buddy systems

Environmental adaptations (e.g., quiet zones, sensory tools, zones of regulation)

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Literacy Support for Students with Dyslexia

In line with IST’s commitment to equitable access to learning resources:

There were introduced audiobooks, interactive e-books, and text-to-speech tools

Reorganization library navigation using color coding and “Adopt a Shelf” systems

Emphasis on multisensory literacy spaces and buddy programs to support diverse learners

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Case Study Highlights from Our Classrooms

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Case Study Highlights from Our Classrooms

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Each member contributed to the implementation of EBPs, showing how:

Personalized supports increase motivation and autonomy

Peer support enhances social belonging

Structured visual routines reduce anxiety and improve transitions

Consistent, inclusive routines promote confidence and academic growth

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Impact on IST’s Mission, Vision, and Strategic Plan

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Impact on IST’s Mission, Vision, and Strategic Plan

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Our inquiry deeply supports IST’s mission to nurture curiosity, compassion, and courage by enabling all learners to thrive. By applying EBPs:

We fulfill our strategic priority of inclusive excellence through differentiated support and Universal Design for Learning principles

We foster well-being by addressing the emotional and sensory needs of each child

We embody IST’s vision of a collaborative learning community by working across roles and disciplines

We uphold IST’s core values of care, responsibility, and inclusion by ensuring every child feels seen, heard, and supported.

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We aim to expand the use of EBPs across more classrooms and departments.

Future goals include ongoing professional development, further case studies, and documentation to refine our strategies.

Team members will continue sharing successes and challenges to build a living repository of inclusive practices at IST.