Curriculum for All
Welcome to Curriculum for All
Throughout these online sessions, we are seeking to answer or explore the following question: How can we, as educators, strategically and collaboratively plan to provide an inclusive learning environment for all students, regardless of grade, content or cognitive ability?
The goal of Curriculum for ALL is to provide a facilitated process for school teams to collaboratively develop a unit plan that is differentiated for multiple access levels including learners who are adapted and modified. Participants will be guided through frameworks that support diversity including Response to Intervention (RTI), backwards design, Differentiated Instruction, Universal Design for Learning and others.
This course has been developed for SET-BC by BC inclusion specialist, Shelley Moore. It is delivered asynchronously online. The pace of the course is self-determined so that the viewer can move back and forth at any time to learn and review all information.
Design and FAQ
This online learning series will be divided into 5 modules.
- Module 1: Inclusion: Who, What, Where, When, Why & How do we do it?! Is an overview and rationale of inclusive education;
- Module 2: Who are we teaching? Looks at the framework Response to intervention (RTI) and how we can use Class Reviews to get to know our students and help guide our planning specific to our classes;
- Module 3: What are we teaching? Using the Planning Pyramid to help us to set and prioritize unit content goals.
- Module 4: How can we support all students? Uses Universal Design for Learning to develop inclusive accommodations and supports;
- Module 5: How will students meet the content goals? Looks specifically at how we can design our lesson sequence so students can connect, process and transform/personalize their learning.
How do I get started?
- You can start the course at any time or at any point in the listed modules. However, we do recommend, to get the most out of the information presented and to understand the overall context of supporting technology in the classroom, you do start with Module 1 and progress through the modules sequentially. It is also suggested that you consider going through the course with one or more colleagues as there are opportunities for reflection and discussion and having others to share content understanding will make the course not only more enjoyable but also more meaningful.
- To get started, simply return to the course content and click on each Module link to go to the content and resources for that module.
Is there homework?
- In the activities area you will find downloadable workbooks for each module.
How can I extend my learning?
- Each module contains a resource area that contains links to further explore the concepts presented in the course. You can follow the links that interest you the most and that you feel would be helpful to your learning.
- Curriculum for All References
- Kindergarten Emergent Literacy Continuum: Numeracy
- Kindergarten Emergent Literacy Continuum: Oral Language
- Kindergarten Emergent Literacy Continuum: Reading and Viewing
- Kindergarten Emergent Literacy Continuum: Social Responsibility
- Kindergarten Emergent Literacy Continuum: Writing and Representing
Shelley Moore consults locally, provincially and beyond. Her presentations include school, district and provincial professional development days throughout British Columbia, as well as various leading conferences throughout North America, including CEC, IRA and NCTE. She is available for full day and after school professional development sessions, both as single workshops, as well as ongoing series. Her interactive presentations are constructed based on contexts of specific schools and communities and integrate theory and effective practices of inclusion, special education and technology.
If you have any questions about this course please contact:
Module 1 – Inclusion
Module 3 – What are we teaching?
This module reviews the components of an effective AT implementation plan, barriers that prevent implementation, conditions that foster implementation, and the role of the EA in AT implementation.
Module 4 – How to support students?
We discuss current educational trends that utilize general and assistive technologies, as well as examples of technology that support cognitive access to the curriculum (e.g. literacy and numeracy development).
Module 5 – How to meet content goals
This module looks at issues of supporting students with physical access or sensory (visual) impairments and examples of technologies that support physical and sensory access to the curriculum.
- Teaching Approach