1. Barriers to inclusion are often addressable by the classroom teacher within the classroom. If you implement "best practice" and have worked to include UDL (and differentiation) in Tier 1 and Tier 2, then Tier 3 strategies are only accessed with clear indicators of need. (Ferlazzo, 2019)

2. SEL and UDL should go hand in hand to create an interactive learning experience. (Rowell, n.d.)

Resources:

1. 3 Block Model of UDL (Katz, n.d.)

2. The Early Learning Framework (BC Ministry of Education, 2019)

3. Designing Interactive Learning with SEL & UDL (Rowell, n.d.)

Strategies: Think of UDL and differentiation as a teaching practice - not something to be implemented only when there is stated need.

Ideas for the future: Develop more lessons using UDL, Inquiry, Provocations, and The Power of Story.

1. Teaching will still need to be adapted and modified even with UDL & differentiation practices to facilitate accessibility for all learners.

2. Assessment should be relevant, and inclusive. Assessment for Learning is to guide programming, Assessment as Learning is what I like to think of as Reflective Learning, and Assessment of Learning is Summative. I don't commonly use this one in primary and if I do it is play based or experiential.

3. It is important to design cognitively appropriate tasks, while embedding age appropriate interests of students & their peers (Moore, 2013)

Resources:

1. Lesson Planning for Differentiated Instruction sheet (Hansen Foundation, n.d.)

2. Framework for Classroom Assessment (BC Ministry of Education, n.d.)

Strategies: Keep working to observe your students carefully (Tomlinson) and meaningfully consider and revise your assessment strategies for UDL frameworks.

Ideas for the Future:

1. Set BC's "Curriculum For All" Free Workshop (Moore, 2015)

1. Assistive technology is not an unfair advantage, it's the removal of a barrier, that allows for more equitable access to learning. Access rentals, grants & programs available through the ministry of education.

2. There are outside agencies set up to support schools, classrooms, students, and teachers. Don't wait for the resources to come to you, build a toolkit of resources to access.

3. Visual Schedules, Social Stories, and other visual aids are helpful to increase student independence.

Resources:

1. Set BC, ATBC, & ARC-BC for assistive technology, including grants, & loans.

2. Provincial Outreach Program Websites for Professional Development, Resources, and Important Research and Perspectives.

Strategies: Access online, community, and provincially based supports. When you help one student, you make learning more accessible to all!

Ideas for the Future:

1. Clarify and practice elements of Gray's Social Stories ^tm www.carolgraysocialstories.com (Gray, 2024) using Boardmaker. www.myboardmaker.com

1. Literacy opens the door for opportunities and is an important factor for avoiding poverty, and underemployment.

2. Indigenous perspectives in literacy connect to place, self, and community.

3. Graphic Organizers can help students plan, organize thoughts, and start writing processes.

4. Assessment Techniques should be varied and help guide student learning.

Resources:

1. The Diverse Bookshelf www.readingrockets.org (Farrell 2024)

2. Get Ready, Do, Done Strategy (laminated mats) www.slpcorner.com (Briggs 2019)

Strategies: Students need variety of literacy skills and experiences to "flourish in literacy" and the Lit Diet 'recipe' explains the 'ingredients' well. From "motivation for literacy" to "assessment for instruction" each 'ingredient' is explained. A very good reminder as you develop a literacy program. No one component will fix all literacy needs www.litdiet.org (The Melissa Foundation n.d.)

Ideas for the Future: Watch Linda Farrell's Professional Development videos for guidance on tough concepts for struggling readers (short vowels, b/d reversals, silent e etc.) www.readingrockets.org

1. The difference between UDL and Differentiation can be explained by the "Dinner Party" example. Differentiation is like making a different meal for every guest based on what you know about them, while UDL is like offering a buffet and allowing guests to choose their own meal (Novak, 2024).

2. Low floor/high ceiling math tasks increase students ability to contextualize their mathematical understanding and allow them to take ownership of their own learning (Meyer, 2014)

3. Mathematical assessment should consider "Assessment for Learning" and "Assessment as Learning" as valid as "Assessment of Learning". The competencies surrounding mathematical understanding support the processes and products of math by adding in games, tasks, reflection, communication, and hands on projects.

Resources:

1. Peter Lilijedahl's Numeracy Tasks (peterliljedahl.com) & Graham Fletcher's 3 Act Tasks (www.gfletchy.com)

2. Dan Finkel's Math for Love Pro D & Games (www.mathforlove.com)

Strategies: Math is focused on content, but carefully designed games, technology, tasks, reflection, and assessment can help to make math class more inclusive.

Ideas for the Future: Dan Finkel's Math for Love Professional Development videos. Watch for more Liljedahl tasks to be released that are geared toward primary in later April.

1. Student programming should be developed using student voice, from a place of strengths while still addressing needs.

2. Programming must be personalized and relevant, but also comprehensive in its ability to be responsive to the student's needs. Flowcharts are valuable tools for charting that course.

Resources:

1. I & CB IEP: IEP Curricular Goal Flowchart www.blogsomemoore.files.wordpress.com (Moore 2021) for program planning

2. Stepping Stones for Translating Cognitive Development into Educational Skills www.openschool.bc.ca (Inclusion Outreach, n.d.)

Strategies: Considering the guiding question, "How do I make this meaningful and achievable for the student?" (Inclusion Outreach, n.d.) can help to guide the process of planning student programming. Using planning tools can help to keep the process organized and focused to help find purpose for the student.

Ideas for the Future:

1. Complete Inclusion Outreach "Stepping Stones for Translating Cognitive Development into Educational Skills" Assessment for practice to help find access points in the curriculum

Ideas for the Future: I continue every day to be reflective in my teaching and work towards a more inclusive and purposeful learning environment. I would like to include more STEAM learning as well as more provocation and inquiry-based learning. I am still working on being proficient in UDL lesson planning and I want to be more knowledgeable and proficient with assistive technology. During this course, I realized that my one-to-one student could show me a lot more of what he knows when I set up his learning through technology. Now his EA, the student and I are all working as a unit and he's feeling success, the EA is feeling effective and the student is taking ownership of his learning. Instead of feeling anxiety around literacy learning, the student is watching the visual schedule and not only letting the EA know that it's time for literacy, but knows which lesson is next! The results are real!

B.C. Ministry of Education (n.d.) A Framework for Classroom Assessment. www.curriculum.gov.bc.ca/assessment.

B.C. Ministry of Education(2019) British Columbia Early Learning Framework. Victoria, B.C.

B.C. Ministry of Education(2018b)B.C.’s new curriculum: Core competencies. Retrieved from: https:// curriculum.gov.bc.ca/competencies

Ferlazzo, L & Synieski, K. (2019). Differentiating Instruction: How to Plan Your Lessons. Education Week. www.youtube.com

Katz, Dr. J. Ph.D. (n.d.).The three block model of UDL. https://www.threeblockmodel.com/the-three-block-model-of-udl.html

Novak, K. (2024). UDL vs. DI: The Dinner Party Analogy. Novak Educational Consulting. www.novakeducation.com

Rick Hansen Foundation. (n.d.). Lesson Planning for Differentiated Instruction. www.rickhansen.com.

Rowell, L. (n.d.). Designing Interactive Learning with SEL & UDL. www.edutopia.org