Helpful Resources
Roles
TEACHER
Including students with disabilties in classroom
activities and providing programs in which they
can be successful (1)
Developing IEPs and determining appropriate
modifications & adaptations
Identifying appropriate instructional resources &
strategies
Evaluating student progress according to their
IEP goals
Informing parents of student progress and
providing feedback & observations (7)
SUPPORT STAFF
Helping implement student plan and monitoring
progress
Facilitating student learning individually & in
small groups
Assisting students with learning activities and
accomodating individual needs
Sharing relevant information about a students'
performance & behaviour in regards to their IEP
goals (7)
PARENTS
The family is the expert on the child; they bring
an in-depth understanding of the needs of their
children
Participating in meaningful consultation with
teachers & support staff
Making decisions about their child's education
Communicating necessary information
Helping to create goals to work towards (6)
BCTF Designation Categories:
https://bctf.ca/publications/BriefSection.aspx?id=46986
Teaching Students with ID:
https://www.adcet.edu.au/inclusive-teaching/specific-
disabilities/intellectual-disability
http://www.projectidealonline.org/v/intellectual-
disabilities/ Inclusive
Teaching Students with ASD:
http://aspergers.ca/wp-content/uploads/media-
library/article/pdfs/teaching_students_with_autism.pdf
https://www.appliedbehavioranalysisprograms.com/what-
Classrooms
all-teachers-should-know-about-autism-in-the-classroom/ Isabella Abbinante
Shelley Moore:
https://blogsomemoore.com
References
1. BC Ministry of Education (2016). Special Education Services: A
manual of Policies, Procedures and Guidelines.
2. Strategies for Teaching Students with Intellectual Disabilities.
(2018, February 19). Retrieved March 9, 2021, from
https://therapytravelers.com/strategies-teaching-students-
intellectual-disabilities/
3. 5 Tips for Success With Students Who Have Intellectual
Disabilities. (2009, May 21). Retrieved March 9, 2021, from
https://www.brighthubeducation.com/special-ed-learning-
disorders/35921-five-tips-for-teaching-students-with-an-
intellectual-disability/
4. Kluth, P. (2010). Supporting Students with Autism: 10 Ideas for
Inclusive Classrooms. Retrieved March 9, 2021, from
https://www.readingrockets.org/article/supporting-students-
autism-10-ideas-inclusive-classrooms
5. Caring4OurKids. (2018, May 30). 5 Important Classroom
Accommodations For Children With Autism. Retrieved March 9,
2021, from https://caring4ourkids.com/important-classroom-
accommodations-for-autistic-children/
6. BC CASE (2008) Supporting Meaninful Consulation with Parents
7. BCTF. (2009) Roles and Responsibilities of Teachers and
Teacher Assistants/Education Assistants
Importance of an
Inclusive Classroom
Inclusion is beneficial for all students. Teachers can
differentiate and plan lessons using Universal Design
for Learning (UDL)
There are many reasons why students with special
needs should be included in classroom activities.
These are just a few of them:
Differences are made less "different"
All strengths and abilities are acknowledged
With purposeful and meaningful placement,
students are given roles and responsibilities
Peer connections
All students are able to be part of their
community and develop a sense of belonging
Classroom
Strategies
Low Incidence
Designations
CATOGORY C: INTELLECTUAL
DISABILITIES (ID)
Students with ID have general intellectual functioning
that is significantly below the mean, as well as
difficulties with adaptive behaviour, particularly in the
areas of:
conceptual skills; language & literacy, money, time
social skills; self-esteem, interpersonal skills,
gullibility
practical skills; activities of daily living, occupational
skills, health and safety (1)
INTELLECTUAL DISABILITIES
Most students with ID will benefit from being with age peers, Educational programs for students with ASD may take place in
but also require additional intervention. They will require
support and specific instruction in areas such as academic
skills, communication skills, life skills, and personal
independence. (1)
Have a quiet work space
Teach practical skills
Repetition of concepts; in different ways, and many
opportunities for practice
Hands-on learning; using all senses helps students
retention
Provide extra time to complete assignments
Allow students to work with a partner or in small groups
(2)
Break up lessons & tasks into smaller steps
Be as concrete as possible; present information verbally
& visually (3)
CATEGORY G: AUSTIM
SPECTRUM DISORDER (ASD)
ASD is a term that is used to describe a group of
lifelong neurodevelopmental disorders. It is
characterized by the manifestation of behavioural
characteristics across various areas of functioning.
Students with ASD may exhibit impairments in the
following areas:
Communication
Reciprocal social interaction
Restricted patterns of interest and behaviour
Some students with ASD may have normal levels of
intellectual functioning, while others may have
some level of ID (1)
AUTISM SPECTRUM DISORDER
a regular classroom, or may use different learning
environments. (1)
Have a quiet corner (or alternate setting); classrooms are
full of distractions that may be hard for students with ASD
to ignore
Breaks; help transition between tasks and can be used as-
needed to help students learn how to self-regulate
Sensory tools; can help students with sensory processing
disorders focus (ex: fidgets)
Provide a daily schedule to help with transitions
Modeling and demonstration of tasks with visual supports
Use alternatives for written work (ex: speech-to-text
technology)
Provide choice & teach to their fascinations (4)