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:

Balancing functional and academic instruction

• Literacy is being perceived as a life skills
• More focus on literacy and numeracy at the junior/senior high level
• Beginning to build core vocabulary
• More use of story starters
• Teachers are embracing Erickson strategies and materials (e.g., from Spring workshop, 4-Blocks)
• Focus on literacy is providing inspiration and new energy for teachers, and therefore EAs and students benefit
• Using “engagement” as a criteria when selecting instructional materials
• Identified opportunity at high school for students to do authentic and meaningful tasks related to money, organizing deliveries and food preparation
• Offered professional development sessions to learning coaches, using Quick Guides and focusing on academic instruction
• Observed that strategies from professional development are being put into practice in classrooms
• Observed decrease in behavioural concerns as learning activities are more meaningful and, as a result, students are more engaged and motivated