At our school, we are working on something called GRIT block.  We've noticed that students are struggling with attendance, and often, get behind and need extra support. We've also noticed this extends beyond designated students and beyond what the ILC (learning resource centre) can handle. This systemic change and shift is based on a new effort matrix we use and we hope it will be a UDL support for the entire school. We have always had a block of time on a Wednesday afternoon where teachers collaborate or supervise, and students can get extra help. This time has become a complete waste, and teachers have been too overwhelmed to properly be mandating kids to go to this extra time. Part of the RTI and part of many of the student's support plans, involve having this extra time for kids to get caught up and get extra support. Unfortunately there has been no actual accountability as most of the responsibility has been on the learning assistance teachers.  I think this is a really important systemic support that needs to be more organized and we are working on changing this around for next year. Students will have a GRIT block in the morning after first period, where they will report to a classroom of choice to complete work or get ahead on homework (or meet with a club). Students who need extra support will be mandated by a teacher to a specific room, and the student must show up for this - or it goes to admin for follow up and a detention later in the day. I am hoping this allows students to get the extra support they need, while holding them accountable.   We also, as previously mentioned, are implementing a flex program for students who are struggling with in-class learning in ALL subjects, but want to remain part of the school culture and remain in a few courses full time.    It's a blended program, which I think allows kids to work through many of the anxiety issues or learning disabilities in a way that makes sense for them, instead of sending them to an alternate education school.  These flexible programs are going to become more necessary for students in our world now, as it is important for them to remain connected but also to feel safe and comfortable in their environment. 

This was my reflection on the school-level and in my own classroom. I spent a lot of time this summer thinking about how I can create an inclusive space in my classroom, with my students working at different levels and at different rates. So far it has gone well, and has allowed the stronger students to push themselves, while the other students who may need more time for other work have the time. On top of the adaptations I provide, I feel like this is a good universal support for all students that I couldn't have come up with without this course and this program pushing me to reflect on myself and my practice.

School wide programs such as - flex programs, intervention blocks, peer tutoring, etc. can be used and address all tiers of support. 
(Powerschool)

Other examples of assistive technology include but are not limited to:

(Government of BC, 2023)

Individual Education Plans for “students with special needs” (see ministry definition of special needs) are a requirement under the School Act, mandated by Ministerial Order 638/95.

This order directs school boards to ensure that an IEP is in place for the student “as soon as practical” after a student’s needs are identified. The order requires that the IEP be reviewed at least once during the school year and when necessary, revised or canceled. It also requires that parents, and students where appropriate, must be consulted about the preparation of the IEP. Each student’s IEP will be different, reflecting their personal learning needs.  

Meaningful consultation does not require that parents/caregivers and school staff reach an agreement. School district personnel still have the right to make decisions after they have consulted with parents/caregivers. The extent of consultation or parent collaboration will depend on the needs of the student.

(Inclusion BC)

Modifications involve setting goals that differ from those in the provincial curriculum. Every effort should be made to support the student to access the learning goals of the curriculum before deciding to use modifications. The decision to modify the goals of the curriculum will often mean that the student receives a School Completion Certificate, called Evergreen Certificate, instead of a Dogwood Diploma, B.C.’s graduation credential. Students who receive an Evergreen have not graduated. This major decision should include the informed consent of the student’s parent/guardian.  

(Inclusion BC)

British Columbia promotes an inclusive education system in which students with special needs are fully participating members of a community of learners. Inclusion describes the principle that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their educational programs. The practice of inclusion is not necessarily synonymous with full integration in regular classrooms, and goes beyond placement to include meaningful participation and the promotion of interaction with others.

(Ministry of Ed BC, 2006)

The BC Ministry of Education’s mandate for all Provincial Outreach Programs is as follows:

SEL-focused classrooms often include three components: a supportive classroom climate, integration of SEL into academic instruction, and explicit SEL instruction. An evidence-based program can support one or more of these areas.

(CASEL)

It is a student's responsibility to contact Accessibility Services and meet with an Accessibility Services Advisor in order to access services.

It is important to note that they do not offer modifications, just accomodations: