Learning for All

meeting the needs of every sudent

Parents are important!

This newsletter (as a part of an assignment for an imaginary school), is for parents in the community who wish to know more about the Special Education program your child will receive.


We know that every student is unique, and it is our job as educators to find ways to best meet the needs of your children so that they can reach their full potential.


In this newsletter there are links to Special Education parent resources from the Education Ministry of Ontario and Peel District School Board.


For those who are interested, teacher resources are also included - so that you can have access to some of the key resources that we use when planning effective programming for our students.


Please remember that home and school are a team, and that, as educators, we are all here to ensure "Learning for All".


Please help us know your child better. Help us to have all the information we need to make effective and informed decisions to put effective practices in place.


Thank you for your continued partnership as we work together towards our common goals of student success!


An Overview of Learning for All

Key Concepts in Learning for All


  • universal design - broad learning principles - effective practices and strategies that are good for all learners
  • knowing our students well so that we can best personalize the program, see the class & student profiles Appendix A&B
  • differentiated instruction - focused structures for instruction - targeting the program to appropriately challenge each student
  • a tiered approach to prevention and intervention - providing the just right amount of service and support required for student success
  • at the centre - assessment for learning (before and during learning) to help the teacher know where the student is at the exact moment and how to get to the next level of learning effectively


Tiered Support

(as described in Learning for All)


  • support for each student is personalized and flexible
  • student progress is continuously monitored and tiered support changes as the needs of the student change.


A Team Approach to Creating an Independent Learning Plan (IEP)

When creating an IEP for your child, we :


  • gather as much information as we can on strengths and needs
  • set the direction for learning
  • develop the IEP
  • implement the IEP
  • and continue to review and update the IEP as required
  • welcome parental input - in fact you have the legal right to input!

The IEP is a working document meant to meet the needs of your child. The IEP will change and evolve, as your child will!