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Building Knowledge
Building Knowledge
 
 an image of a lightbulb with rays to show it is bright to identify the Building Knowledge pillar

Building knowledge requires enabling educators to be change agents by building evidence based knowledge and understanding of what a learning disability is and the necessary conditions to ensure student success.​

System Actions

  • Provide modern learning opportunities to support the natural curiosity of learners with a learning disability
  • Provide professional learning for educators with a focus on strategies to support positive mental health in all students (i.e. ADHD, anxiety) 
  • Develop leaders who believe that students have the potential to succeed regardless of their identification 
  • Increase knowledge of what components are needed in a rich transition plan and why are they valuable for student success 
  • Understand, honour, and value all pathways​

School Actions

  • ​​Understand and utilize equitable and effective assessment practices
  • Provide opportunities for students and educators to share effective, evidence-based practices, including the use of assistive technology
  • Facilitate opportunities for students to share evidence-informed practices for using technology as a tool to support learning
  • Develop school wide understanding of a wide variety of accommodations
  • Explore and understand the various learning pathways available that fit the needs of students with learning disabilities

Classroom Actions​

  • ​Understand the positive impact and needs for students to identify and connect with a caring and supportive adult and create conditions to support these relationships
  • Develop and utilize strategies to support equitable and inclusive classrooms
  • Understand how to develop individual and classroom learning profiles based on learners' strengths, needs and interests
  • Understand and utilize equitable and effective assessment practices
  • Understand that each student with a learning disability has a unique learning profile
  • Use learning profiles when planning assessment and when making instructional decisions
  • Use knowledge of the specific processing areas as identified on the Learning Disabilities Processing Skills Chart to inform all programming
  • Develop knowledge around the creation of detailed transiti​on plans​ that honour student voice
 
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