Awareness of Students with Diverse Learning Needs,
What the Teacher Needs to Know, Volume 1

The principle of inclusion adopted by British Columbia schools supports equitable access to learning for all students and the opportunity to pursue their goals in all aspects of their education.

This resource book contains information intended to assist classroom teachers in understanding the implications for classroom instruction and management of a number of diverse learning needs. Some students may have more than one of these needs in combination. Each section includes a definition, recognition signs, classroom strategies and contacts for more information. The three ring binder format has been used so that new or updated sections can be inserted as they become available and so that the reader can insert other information pertinent to an individual district, school or classroom.

This resource book is meant to be a practical support, building awareness of specific needs. It is not intended that this document be used as a resource for the reporting of students for supplemental special education funding purposes. It is not intended to be used as the final resource for teachers in this area, but rather as an introduction. It is important to emphasize that teachers are not responsible for diagnosis. They may, however, be the first to recognize symptoms and behaviours in the classroom. The focus is on ways that teachers can modify the learning environment to facilitate learning. Many of the suggestions are of a general nature.

The needs of a student with a diverse learning need such as has been described in this document will vary, depending on the type of learning need, the severity and, in some cases, the length of the time that the student has had the learning need. Individual students have individual needs. It is important for teachers to be available to meet with a parent, and where appropriate, the student, to discuss any problems that may occur in the classroom, hopefully before they occur. The student may have already faced challenges in school and a solution may have already been found that works for him/her.

The strategies submitted are not, for the most part, suggestions of major changes to a teacher's style of teaching. However, it is hoped that the suggestions offered will help facilitate discussion and sharing of important information between the teacher and school-based team, teacher and parent and, as appropriate, teacher and student.