All students can benefit from an inclusive learning environment that is enriched by the diversity of the people within it. Opportunities for success are enhanced when provincial learning outcomes and resources are developed with regard for a wide range of student needs, learning styles, and modes of expression.

Educators can assist in creating more inclusive learning environments by attending to the following:

• activities that focus on development and mastery of foundational skills (basic literacy)
• a range of co-operative learning activities and experiences in the school and community; and application of practical, hands-on skills in a variety of settings
• references to specialized learning resources, equipment, and technology
• examples of ways to accommodate for special needs (e.g., incorporating adaptations/extensions to content, process, product, pacing, and learning environment; suggesting alternate methodologies or strategies; making references to special services)
• a variety of ways for students to demonstrate learning, not just through paper-and-pencil tasks (e.g., dramatizing events to demonstrate understanding of a poem, recording observations in science by drawing, composing/performing a music piece)
• promotion of the capabilities and contributions of children and adults with special needs
• participating in physical activity

An Adapted Program addresses the learning outcomes of the prescribed curriculum, but provides adaptations so the student can participate in the program. These adaptations can include alternate formats for resources (e.g., Braille, books-on-tape), instructional strategies (e.g., use of interpreters, visual cues, and learning aids), and assessment procedures (e.g., oral exams, additional time). Adaptations may also be made in areas such as skill sequence, pacing, methodology, materials, technology, equipment, services, and setting. Students on adapted programs are assessed using the curriculum standards and can receive full credit.

A Modified Program has learning outcomes that are substantially different from the prescribed curriculum, and specifically selected to meet the student's special needs. For example, a Grade 5 student in language arts could be working on recognizing common signs and using the telephone. In this case, the learning outcomes are substantially different from those that most other students are working on. A student on a modified program is assessed in relation to the goals and objectives established in the student's IEP.

Ministry Publications to Support Teachers of Students with Special Needs

The following publications are currently available from the Learning Resources Branch, or are under development and will be made available soon:

The Universal Playground: A Planning Guide (Ministry of Education, 1991, FCG 129)

Hard of Hearing and Deaf Students-A Resource Guide to Support Classroom Teachers (Ministry of Education, 1994, RB0033)

Special Education Services-A Manual of Policies, Procedures and Guidelines (Ministry of Education, Response Draft-December 1994)

I.E.P. Planning Resource (Ministry of Education, 1995)

Students with Visual Impairments-A Resource Guide to Support Classroom Teachers (Ministry of Education, 1995)

Gifted Students-A Resource Guide to Support Classroom Teachers (Ministry of Education, 1995)

Foundation Studies Supplement: Essential and Supportive Skills for Students with Intellectual Disabilities - A Resource Guide to Support Classroom Teachers (Ministry of Education, 1995)

Teaching for Student Differences-A Resource Guide to Support Classroom Teachers (Ministry of Education, 1995)

Resource Handbook for Adapted Curriculum Software (Ministry of Education, 1995)

Awareness Series (Ministry of Education, 1995)

This summary is derived from the Handbook for Curriculum Developers (February 1994), and Special Education Services - A Manual of Policies, Procedures and Guidelines(Response Draft, December 1994).

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