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Education For All Part One - Coggle Diagram
Education For All Part One
UNIVERSAL DESIGN FOR LEARNING
All learning as a continuum.
Every student is unique and will therefore benefit from a flexible curriculum that provides him or her with the appropriate pathways for reaching learning goals, as well as fair and accurate assessment.
Teaching will meet the needs of all students.
Teachers communicate consistent expectations, arrange information sequentially to clarify its relative importance, break instructions down into small steps, and provide effective feedback during and after tasks.
Classrooms must be safe, with minimal hazards and no elements that might cause accidents.
DIFFERENTIATED INSTRUCTION
Variety of groupings to meet student needs
Providing accommodated instruction/assessment activities where required
Learning goals must be adjusted to the
abilities of each individual
ASSESSMENT AND EVALUATION OF STUDENTS WITH SPECIAL
EDUCATION NEEDS
THE CONTINUOUS ASSESSMENT PROCESS
Classroom Teacher selects instructional strategies and interventions to promote learning. If concerns continue, the teacher seeks assistance from the In-School Support Team.
Classroom Teacher selects instructional strategies and interventions to promote learning. If concerns continue, the teacher seeks assistance from the In-School Support Team.
Assessment by the In-School Support Team - Observations - Individualized Assessments - Intervention Strategies
In-School Support Team provides more detailed assessment information and recommends individualized in-school interventions. It may seek further information from the Out-of-School Support Team.
Assessment by the Out-of-School Support Team - Psychoeducational - Medical - OT/Speech/PT - Community Agencies
Out-of-School Support Team (or professionals supporting the student) provide recommendations for highly specific interventions and/or instructional strategies.
Assessment by the Classroom Teacher - Observations - Ontario Student Record data - Checklists - Assessments - Parent information
INCLUSION
The practice of placing students with special needs in the regular classroom but ensuring that teachers assist every student to prepare for the highest degree of independence possible
APPROPRIATELY DESIGNED SPACE
All students have a clear line of sight
Adequate s/pace for the use of assistive devices or teachers’ assistants
Classroom tools accommodate variations in hand grip size
Classrooms minimize distraction