Learning for All

Evidence of changes in practice (and attitudes)

At the end of the community of practice participants were asked: “What kind of changes (big or little) did you observe for students with significant disabilities (and the adults who support them) in your district over the course of this school year?”

Below is a sampling of the changes in practices (and attitudes) that participants reported.

Rethinking the role of educational assistants

  • At several jurisdictional meetings, staff used the Alberta Education video and followed up with discussion on how to use EAs in different ways
  • Schools were interested in fading supports and we summarized and shared strategies for doing this
  • Beginning to help educational assistants “reframe” their role
  • The increased use of visuals and assistive technologies (supported by related professional development) is changing the role of the EA
  • Using new ways (e.g., video clips, Google apps etc.) to monitor progress and share successes
  • Coaching of EAs to fade out prompting in some situations
  • Teachers feel more empowered to take charge of literacy instruction
  • Are helping EAs develop philosophical background so they can buy into new roles
  • EAs more involved in literacy activities; enjoying role more and seeing the impact they are having
  • More teaming with teachers
  • More practical professional opportunities have been made available to EAs