Making Connections

I admit this is one area that I have not had much experience with or have been very good at addressing. When possible I connect with our Indigenous advocate to create lessons, however due to only teaching 2 days a week and focusing on more of a science content curriculum, she does more work with my job share partner. I do believe that using an UDL format will be able to reach learners of all types and can use an Indigenous view to reach vulnerable students. I recognize that this is one area that I need to grow with.

My Learning:

I did not realize the background of the Indigenous People and how they raise their children to follow their own paths and how UDL embraces this cultural diversity. I found the FNMI and 3 Block Model webpage interesting and informative. As I declared before, this is not an area that I am very familiar with. These pages and videos have opened my eyes to a variety of new learning.

• https://sites.google.com/a/epsb.ca/fnmi-universal-design-for-learning/home

• http://www.threeblockmodel.com/fnmi-aboriginal-education--the-three-block-model-of-udl.html

• https://firstpeoplesprinciplesoflearning.wordpress.com/

• 
  

The First Principles of Learning is a framework for approaching learning. It is more than a poster on a wall.

This approach to education is not new to the Indigenous People. It reflects common values and perspective about education held by First Peoples in BC.

• Connected Indigenous educators, knowledge-keepers, scholars in BC

• Encompass both the how and the what

• Works for Indigenous and non-Indigenous learners

• Connect-Educators practice to students learning to place and people

• example of Indigenous knowledge

• principles are interconnected-lead to healthy, powerful education experiences

• Original "inclusive" approach to education access for all learners to meet their needs

• rely on educators philosophy/disposition-patience, respect, humility

We should use authentic First Peoples Resources (must be critical and use ones that are "from" and "about".

www.fnesc.ca

• teacher resource guides

• amazing source of information (new to me!)

Should try and locally based resources if possible. Work may be uncomfortable and mistakes will be made. Language is changing (Aboriginal to Canadian Indigenous), and should be explicit if possible (Metis, First People, etc).

In my own teaching, I think that Block 2 (Instructional Practice) is the most meaningful to me. I believe that focusing on student strengths, growth mindset and a strong instructional practice will make a difference in the classroom. Through an UDL principle, teaching will be diverse and be able to reach all levels. This is one area that I also believe is the most difficult to encompass and develop. It takes a great deal of time and effort in order to reach all the learning needs of a classroom.

Assisstive Technology

• Are there grants involved?

In our school most of our AT is obtained from school funding or PAC. Currently our school has 1 teacher ipad per teacher, ipads (a class set for intermediates and a 2:1 set for primary), 6 laptop/Chromebook carts and other technology such as Osmo kits. I do know that 8 of the ipads that were purchased were done through a SETBC grant a few years ago.

• Can a student take home the AT?

In our school, students only take home AT when it is necessary for learning. During distance learning, we supplied any families who were without laptops or Chromebook with technology so they could participate. Currently only a few are being lent out with the majority remaining in school.

• Who is included in the school-based team when AT becomes involved?

The school based team does not need any additional teachers present when AT is involved since we have a wide variety of technology available. If any updates or apps are needed, then the Tech lead teacher can add them to the iPad or a district work order is created.

https://www.setbc.org/

• program that assists school districts with technology for students who require or would benefit from technology to access the curriculum

• has a 3 tiered service model

https://cayabc.net/

• for adults 19 + with severe communication disabilities

• currently only funding until Mar 2022

https://dyslexiaida.org/instructional-and-assistive-technology-maximizing-the-benefits-for-students-who-struggle/

• IT (Instructional Technology)

  • • for all types of learners

    • used to reinforce or provide additional practice for skills already taught

    • help expand academic skills by

      • • independent learner practice

        • explicit teacher-led instruction

• AT (Assistive Technology)

  • • allows a learner to complete a task that a learner could not complete independently

    • access is vital tool for student learning

    • not appropriate for every task

    • SETT Framework

      • Student

      • Environments

      • Tasks

      • Tools

Other instructional strategies for LD

• LD Learning Strategies

• Successful Strategies for Teaching

• Understood - Articles on teaching LD Students

• LD Online

How will I use AT:

As my role is changing next year to a RT, I would investigate more programs that can be used as AT to support classroom teachers. I believe that many teachers are very good at using IT to supplement their programs but are at a loss for AT programs to support struggling students. Some of the programs that I would like to investigate more are Clicker, Note taking programs and other supportive apps for language arts and math. If I stay at my current school, I would like to have the set of SETBC ipads (8) in my Resource Room and use those ipads specifically to support my students.

Transition Planning

SD23 School Inclusion Policy

​Mission Statement

We believe trust relationships are the key to effective educational services. These relationships can only be built through honest, effective, respectful and frequent interpersonal contact. The needs of students are best met through a collaborative consultation approach where students and parents have the right to be, and should be, involved in the decision-making process and education of their children. Personal wants must become secondary to the needs of students. Therefore, a team of equal status educators working in a consensus or majority decision model is likely to be most effective.

http://www.sd23.bc.ca/ProgramsServices/StudentSupportServices/Pages/default.aspx#/=

How is the service provided?

Resource teachers may:

• support students in inclusive classrooms

• provide strategies

• consult with the school-based team to review student needs and assist with problem-solving

• provide resource materials, student instruction strategies, and assessment to support classroom teachers and students

• help organize, maintain, and integrate services in the school and provide access to support services available at district level

• develop and present or facilitate workshops/in-service to staff working directly with students who have special needs in the regular classroom

• collaborate with the classroom teacher, parents, and other members of the school-based team to design Individualized Education Programs (IEPs) for assigned students

• provide direct service to students

• facilitate transition from one level of schooling to another and from school to adulthood

• facilitate work experience placements and community access programs

• train and direct the work of paraprofessionals who assist students with exceptionalities

• consult with Provincial Outreach Programs

• work with middle and secondary school counsellors to develop timetables for students receiving resource services

• act as a case manager/liason between home/school and community service providers