The Expert Panel’s goal was to develop a framework, based on solid research, that would support the efforts of Ontario’s teachers to improve the quality of instruction for all their students, from Kindergarten to Grade 6. This report provides Ontario teachers with specific strategies that will help them teach literacy and numeracy more effectively to students with diverse strengths and needs; show them how to develop a learning profile of classrooms and of individual students; provide assessment, evaluation, and planning strategies; and provide detailed information on instructional support and assistive technology. To maximize its usefulness, the report complements existing ministry curriculum documents, resource documents, and guides to effective instruction, as well as previous expert panel reports on literacy and numeracy. This report can become an invaluable day-to-day resource for educators, a useful hands-on reference document that will enable every classroom teacher to fully support all the students in his or her classroom. At the same time, we recognize that its content is based on what we know now. Future findings, driven by new technologies, research, and teaching tools will continue to shape our own learning as well as the possibilities for Ontario’s students.

Electronic reproduction. Une publication équivalente est disponible en français sous le titre suivant : Le rapport de la Table ronde des experts pour l’ensignement en matière de littératie et de numératie pour les élèves ayant des besoins particuliers de la maternelle à la 6e année. This publication is available on the Ministry of Education’s website, at http://www.edu.gov.on.ca.

Introduction -- About This Report -- Historical Context -- Today’s Context -- French-Language Education -- What We Believe -- How to Use This Report -- Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs -- 2. Planning for inclusion: universal design for learning and differentiated instruction -- Universal Design for Learning (UDL) -- Core Concepts -- How to Use UDL to Plan Your Teaching -- Differentiated Instruction -- Planning for Inclusion -- 3. Assessment and evaluation of students with Special Education needs -- Purposes of Assessment -- The Process of Assessing -- Approaches to Assessment -- Types of Assessments -- Assessment in the Classroom -- Teacher Conferences -- The In-School Support Team -- The Out-of-School Support Team -- The Psycho-educational Report -- Reassessment -- 4. Developing learning profiles: know your students: Why Develop a Class Profile? -- Critical Steps in the Development of a Class Profile -- Why Develop an Individual Learning Profile? -- Steps in Creating an Individual Learning Profile -- Relationship Between Inattention and Academic Achievement -- Using a Psycho-educational Assessment to Develop an Individual Learning Profile -- Appendix 4-1. Class Profile Templates -- Appendix 4-2. Individual Learning Profile Templates -- 5. Professional learning communities: The Nature of Professional Learning Communities -- Why Promote Professional Learning Communities?-- Creating a Culture Favourable to a Professional Learning Community -- Suggestions for Getting Started -- The Role of the Principal -- 6. Research to practice: what works for both literacy and numeracy: The Importance of Basing Instruction on Evidence-based Instructional Practices -- The Tiered Approach to Early Identification and Intervention-- Essential Instructional Components for Both Literacy and Numeracy -- Specific Instructional Strategies Supported by Research -- Concrete Instructional Tools That Support Student Learning -- Involving Students in the Learning Process -- Providing Comprehensive Instruction That Focuses Specifically on Weak Academic Skills -- 7. Effective instructional approaches and teaching strategies for numeracy:Guiding Principles -- An Effective Mathematics Learning Environment -- The Importance of Teaching Through Problem Solving -- Instructional Approaches -- Communication and Mathematics Learning -- 8. Effective instructional approaches and teaching strategies for literacy: Guiding Principles -- Oral Communication -- Reading -- Writing -- 9. Organization and management: Shared Responsibilities for Inclusive Education -- Creating a Positive Learning Environment -- Organizing and Managing Instructional Variables -- Accommodations and/or Modifications -- Time Management -- Use of Human Resources -- 10. Computer-based assistive technology: Tools to Help All Students Learn More Effectively -- How Assistive Technology Can Benefit Students -- Specific Benefits for Literacy and Numeracy -- Limitations of Assistive Technology -- Assistive Technology Tools to Support Students With Special Needs in Reading -- Assistive Technology Tools to Support Students With Special Needs in Writing -- Assistive Technology Tools to Support Students With Numeracy Challenges -- Assistive Technology Tools to Support Students With Language Challenges -- Assistive Technology Tools to Support Students With Sensory Challenges -- Assessing the Quality of Assistive Technology Tools -- Where We Go From Here -- 11. Professional development -- Key Characteristics of Professional Development -- Maximizing Literacy and Numeracy Instruction -- Professional Development Models and Formats -- 12. Recommendations -- References.