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The 'Huh?'
The 'Huh?'
The most effective strategies are applied in a context of accessible content, proven outcomes, and practicality (Burns & Rouw, 2017). On this page, you will find a database of strategies organized by context and application. Each area contains direct links to the relevant BC Curriculum pages
Anticipating a range of teacher readiness and openness, the library includes different ‘sizes’ of suggestions so as to respect this and honour professional autonomy. In reviewing the library, you'll want to consider:
time investment/front loading required for implementation
demand-reducing vs -buffering
individual student profile
whole class dynamic
seasonality of the school year
If you want further reading, keep scrolling...
If you have a strategy suggestion for consideration, please complete the form at the bottom of this page.
BC Core Competencies
BC Core Competencies
Below is an overview of the Core Competency structure, and profile examples for each of the seven sub-competencies. Specific Facets of each Core Competency have been included in each of the above contexts.
core-competencies-structure.pdfsub-competencies-and-profiles.pdfUniversal Design for Learning is a framework for designing learning spaces that anticipate learner variability and barriers to learning. Instead of waiting for students to struggle, UDL suggests starting with flexible goals, materials, and assessments so all learners can access, represent, and express learning.
The Guidelines are organized into three Principles: Multiple Means of Engagement (motivation and interest), Multiple Means of Representation (presenting information), and Multiple Means of Action and Expression (ways for to demonstrate learning). Each Principle contains Guidelines with detailed Checkpoints that offer practical strategies for implementation. Checkpoints are organized into three layers designed to develop learner agency by creating Access, to providing strategic Support, and ultimately developing Executive Function.
Initially, I have focused on applying the Belonging Framework to the Access layer of the UDL Guidelines.
udlg3-graphicorganizer-digital-numbers-a11y.pdfCAST. (2024). Universal design for learning guidelines version 3.0 [Graphic organizer]. https://udlguidelines.cast.org
AFIRM offers free training modules in evidence-based practices. Most are about 2-hours to complete, and each has a Brief Packet of 'Tools and Resources' with a comprehensive evidence-base (organized by developmental level and context), professional implementation guide, planning and monitoring templates, and parent-facing information.
Select AFIRM modules and Evidence-Based Practice Brief Packets that are most compatible with the context of FI have been chosen specifically for the library; however, several more are available here.
Frank Porter Graham Child Development Institute. (n.d.). AFIRM modules: A collection of online learning modules on evidence-based practices for learners with autism spectrum disorder. University of North Carolina at Chapel Hill, National Professional Development Center on Autism Spectrum Disorder. https://afirm.fpg.unc.edu/afirm-modules
For a deeper understanding
For a deeper understanding
You might consider one of these resources:
Butorac, C. (2017). That’s Not Fair!: A Book About How Fair Is Not Always Equal. CreateSpace Independent Publishing Platform.
CAST (2024). Universal design for learning guidelines version 3.0 [graphic organizer]. Lynnfield, MA
Meyer, A., Rose, D. H., & Gordon, D. (2025). Universal Design for Learning: Principles, Framework, and Practice. Cast, Incorporated.
Moore, S. (2017). One Without the Other: Stories of Unity Through Diversity and Inclusion. Portage & Main Press.
Wormeli, R. (2018). Fair Isn’t Always Equal, Second Edition: Assessing & Grading in the Differentiated Classroom. Stenhouse Publishers.
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