Teaching students with diverse needs has become the norm in most British Columbia classrooms. Decades ago, students who had difficulty achieving success in the school system simply quit and entered the work force. As the job market has become more competitive, high school graduation has become a minimum requirement. Over the years educators have worked to keep pace with this change. Making adjustments to the delivery of educational programs is one way to ensure that more students are able to achieve their full potential.

Effective teaching requires consideration of student differences. The challenge for teachers is to provide each student in their classroom with learning activities that:

• provide challenge and success
• promote growth
• involve the student as an active learner
• are age appropriate, and
• enhance self-concept

This manual is designed to support teachers as they strive to help students with learning and behavioural difficulties succeed in the classroom. This guide is not intended to be a detailed text of indepth technical information for students with severe learning disabilities. The introduction features information on in-class intervention, referrals and communication with parents. This is followed by three strategy sections:

• Academic Considerations: Strategies for Elementary Teachers
• Academic Considerations: Strategies for Secondary Teachers
• Behavioural Considerations

These sections detail some common concerns expressed by teachers and suggest teaching strategies to address each concern. Teachers should keep in mind that each student is an individual and, as such, will respond to instruction in a unique manner. The suggestions may work effectively for one student but fail to be effective with another. A number of suggestions are presented for most of the concerns so that teachers can select strategies that suit both the student and the structure of the classroom. These strategies can be used as:

• pre-referral intervention,
• ideas for the development of an Individual Education Plan (IEP), or
• coping mechanisms while the classroom teacher awaits specialist consultation and/or assessment.

"The primary goal of the

British Columbia school system

is to support the intellectual

development of students, with

the support of families and the

community. Enabling students

to achieve the goals of human

and social development and

career development is a

responsibility shared by schools,

families and the community.

These goals apply to all students,

including students with special

needs."

A Manual of Policies,
Procedures and Guidelines
Special Education Services
B.C. Ministry of Education