Learning for All
A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12
The Vision and Purpose of Learning for All, K–12 This resource guide outlines an integrated process of assessment and instruction designed to improve student learning at both the elementary and secondary levels. Educators from Kindergarten through Grade 12 can use this process to help plan and deliver instruction that benefits all students, from high achievers to those who need additional support and those who have special education programs that include alternative learning expectations or alternative courses.
IDENTIFICATION OF AND PROGRAM PLANNING FOR STUDENTS WITH LEARNING DISABILITIES
This memorandum sets out requirements for school boards for the identification of and program planning for students who have learning disabilities. It provides the ministry’s definition of the term learning disability, which must be used by an Identification, Placement, and Review Committee (IPRC) in the identification of students who have learning disabilities. Information in the “Program Planning” section on pages 4–6 of this memorandum also applies to any other students who demonstrate difficulties in learning and who would benefit from special education programs and/or services that are appropriate for students with learning disabilities.
The Learning Disabilities Association of Ontario’s (LDAO) mandate is to provide individuals with the right to learn, the power to achieve. With support from the Ontario Ministry of Education’s Special Education Policy & Programs Branch, LDAO has developed a bilingual resource designed to provide Ontario educators with meaningful information to help support students with learning disabilities, known as LD@school. LD@school is the first resource of its kind dedicated to serving the needs of Ontario’s educators. It provides educators with information, resources and research related to teaching students with learning disabilities.
Understanding Learning Disabilities
Waterfall ChartThis Your Waterfall Chart, developed by YCDSB, is designed to be used for starting points to think, plan and support programming in response to a student’s assessed areas of strength and/or need. For more information click here.
How Processing Affects Math Learning - A Companion Resource to the Waterfall Chart
2017-Math-LD-Waterfall.pdfUnderstanding Learning Disabilities: How Processing Affects Mathematics Learning, developed by the York Region District School Board, is a Companion Resource to the Understanding Learning Disabilities Waterfall Chart. Referred to as the “math waterfall chart”, this comprehensive resource is designed for educators to support students with learning disabilities in the area of mathematics, from kindergarten to grade 12; additionally, it provides the starting points to think, plan and support mathematics programming in response to a student’s assessed areas of strength and/or need.
Supporting Students with Learning Disabilities in Mathematics
The Intended Use Of This Resource Is To:
- Support teachers in developing, interpreting, and implementing Individualized Education Plans (IEPs) in mathematics.
- Develop understanding of the cognitive domains / processes involved in learning and how each of these impacts on student engagement in the mathematical processes, otherwise known as the actions of mathematics.
- Support teachers of mathematics and special education in working collaboratively to select, with precision and personalization, appropriate accommodations based on the unique profile of a student with a learning disability (ie. strengths and needs, as outlined in the IEP).
YCDSB_Supporting Students with LD in Math
This booklet provides an “at a glance” look at effective and differentiated instruction in Mathematics. It includes classroom scenarios that describe how teachers assess, plan and adapt their instruction to determine and address their students’ interests, learning needs and preferences.