Special Education Module #2: Learning for All, K-12

Renewed Vision for Education in Ontario Achieving excellence Ensuring equity Promoting well-being Enhancing public confidence ec/speced/learning.html

What We Believe All Students Can Succeed Classroom teachers are the key educators for a student’s literacy and numeracy development Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students Successful instructional practices are founded on evidence-based research tempered by experience Each child has his or her own unique patterns of learning Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs Fairness is not sameness

An integrated process of assessment and instruction to support the learning of all students from Kindergarten to Grade 12. personalization precision professional learning

Universality and equity Flexibility and inclusiveness Appropriately designed space Simplicity Safety Universality and equity Flexibility and inclusiveness Appropriately designed space Simplicity Safety Content Process Product Affect /environment Content Process Product Affect /environment

The Core Concepts of Universal Design for Learning (UDL) Universality and equity Flexibility and inclusiveness Appropriately designed space Simplicity Safety Examples: Full Day Kindergarten: Rethinking the learning environment Financial Literacy in Grade 10 & 11 Social Sciences and Humanities: Food and Nutrition Differentiated Instruction Content Process Product Affect/ Environ ment Grade 9 Applied Math

Assessment for Learning

Class Profiles

Student Profiles

Tier 3: Intensive support specific for a small group of students Tier 2: Additional support necessary for some (UDL, DI) Tier 1: Good for all strategies (UDL, DI) The Tiered Approach

Professional Learning

Learning for All K-12 EduGAINS