-not through judgment, but through a realization that not every teacher is a good fit for every child

-revamp structures that can benefit those struggling but also help the whole class

-an environment can be "disabling"

From: UDL & RTI by Jennifer Katz and think about what RTI looks like in your school. https://www.threeblockmodel.com/rti--udl.html

-at the beginning of the year build a classroom profile, strengths, interests, and stretches-design with this in mind

-backwards design, what do you want them to know then build with the classroom profile in mind

-activities should be low floor high ceiling

-BC curriculum allows for this with a competency-based curriculum and big ideas

From: podcast Designing Education for Diversity with Leyton Schnellert from Good Things in Life

-social inclusion is so important and a component in dealing with mental health issues that may arise within your classroom

-in BC the Core Competencies provide a jumping-off point to teaching about social inclusion

-Communication and Collaboration -this soft skill is key to social inclusion in the classroom

-include this in lesson planning so units are social as well as academic

-have focus lessons designed around core competencies

Personal Awareness and Responsibility· 

-two barriers to inclusive classrooms social inclusion and mental health can be targeted in a preventative fashion through lessons around this competency

-Self-regulation, well-being and self-advocacy address mental health and well-being

Inspiration From · Oh, Canada: bridges and barriers to inclusion in Canadian schools  by Laura Sokal and Jennifer Katz

accommodate the needs of the

learner to ensure they meet the

learning outcomes of the

course they are in

Some examples of

Adaptations:

-working on learning outcomes

from a lower grade level

-access to assistive technology

-graphic organizers

-more time to complete

assignments

-separate space to work

-fidget tools and alternate

seating

-providing different ways to

show learning illustration,

interview, hands-on materials

Assessments

assessments are reflective

of the adaptations made for

the student -remains centred

around curricular outcomes

assessments give students a

chance to show their

learning in a way that is

suited to their learning

needs

(POPFASD, 2024)

Works Cited

POPFASD. “Adaptations & Modifications.” Www.youtube.com, youtu.be/OxwQceFsMo4?si=SVZ9sMkUn_uaIEXM. Accessed 8 Feb. 2024.

A Guide to Adaptations and Modifications Developed in Consultation with Representation from the Following Educational Associations; BC Council of Special Educators (BCCASE), Learning Assistance Teachers’ Association (LATA), Special Educators’ Association (SEA), Office of the Inspector of Independent Schools, and British Columbia Teacher’s Federation (BCTF). 2009.

The Understand in the curriculum is The Big Idea

The Do in the curriculum is The Competencies

-Aligning your units and assessment with these three things in mind will allow you to use UDL more successfully because those competencies they continue every year!!

-align assessment with learning goals make sure you are not assessing for other things!

Offer authentic Opportunities for Assessment

-can they apply what they learned to a new idea, what is the what, how and why

Transferable

-can they transfer the knowledge that they learned -does it go beyond just right answers or memorization

Assess Engagement

-assessing engagement and self-assessing emotions while and before working on something can give teachers a better idea on how to help individual students

Frequent Formative Assessment

-always be looking for ways to formatively assess so you can change course if you need to

 Reduce Unnecessary Barriers to Access

-practice assessments, review learning, offer options to show learning

Allow for Flexible Assessments

-assessments should be catered to how a child learns and likes to show their learning best

Share Rubrics

-it should be clear what the learning goals are for a unit -not a mystery

Reflect on Summative assessment for future design

CAST. UDL Tips for Assessment. chrome-https://www.cast.org/binaries/content/assets/common/publications/downloads/cast-udltipsforassessment-20200920-a11y.pdf

Great Ideas for Inclusion

-grouped into POPs and PIPS

-POPS-Provincial Outreach Programs

-PIPS- Provincial Inter-ministerial Programs

-they build capacity of school based teams

-deliver training and support

-involved in research

-accessibility and loaning of equipment

-each POP is different

From:

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/inclusive/prp-catalogue-of-services.pdf

-staff is hired by the Ministry of education to work in specific facilities like hospitals, mental health facilities

-require specific training

-communicate student learning

-help with transitioning the student out of the program

From:

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/inclusive/prp-catalogue-of-services.pdf

Widget Online https://widgitonline.com/en/home

do2learn https://do2learn.com/picturecards/VisualSchedules/index.htm

storyboard that https://www.storyboardthat.com/storyboard-creator

From: https://readingrecovery.org/literacy-lessons-overview/?gad_source=1&gclid=Cj0KCQiAxOauBhCaARIsAEbUSQQCblyd9VMqV2dUe6-CyqpLnMyb1vwwl3meRS6e4jMmNu3E-YGaXncaArf3EALw_wcB

These are more graphic organizers from reading rocket

https://www.thewordfinder.com/wordlibs/

Resources shared by Janice!

Letter Sounds

Vowel Sounds Long and Short

Blending

Segmenting

Sight Words

Lower Case Letter Recognition

Proper Letter Formation

Pencil Grip

These are examples of barriers that can easily be removed through implicit teaching!

For Early Literacy Advice and Strategies:

https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/

https://readingrecovery.org/

https://www.fountasandpinnell.com/lli/

https://www.teachingchannel.com/k12-hub/blog/formative-assessment-journals/

-some things that may be included:

strengths, dislikes, stretches, challenges, communication style, self-care issues, health concerns, contact information and an iep goal

from: https://www.actcommunity.ca/wp-content/uploads/2015/08/Information-to-Share-in-a-Profile.pdf

https://www.actcommunity.ca/creating-a-student-profile/

This is From:

https://www.ece.gov.nt.ca/sites/ece/files/resources/ssp_guidelines_for_development_2006.pdf

-identify general skills where the student is not meeting: organizational, paying attention, memory

-select the type of Support Plan (Reg. plan with accommodations for difficulty or enrichment or modified program above or below grade level)

Choosing Strategies

-select from the focus area, select strategies and then review progress with these strategies in place

From: https://www.ece.gov.nt.ca/sites/ece/files/resources/ssp_guidelines_for_development_2006.pdf

-even though the individual can not communicate thinking at a certain level it does not mean that they cannot understand at the higher level

-don't presume competence-even if they can’t verbally tell they are understanding still value the integrity of the individual and the curriculum

-create access points through building vocabulary-target the concrete text and vocabulary in a unit of learning this helps many to learn

- changing the verb (ex. evaluate to choose)-accessible through matching, choosing and identifying

-earlier grade levels can help

Ideas are all from Shelley Moore's above-linked video!

-accessible

-option to create stories

I would like to practice creating and implementing Student Support Plans and IEPs.

I would like to go watch an expert who has a UDL classroom.

I would like to learn more about Positive Behaviour Support Plans, as this is often a stumbling block for me every year.

I would like to learn more about helping children with mental health and SEL in a more meaningful way.

I would like to learn more about other countries' inclusive practices, perhaps countries that have a more cohesive plan across the board.

I would like to try to build a classroom profile at the beginning of the year.