Introduction

Keeping Students Engaged and Challenged

Accommodating learners engaged in ISELP differs somewhat from supporting students with other exceptionalities and/or needs. Allowing the learner the opportunity to engage in meaningful learning is critical in their development. This, of course, is true of all students. As such, this section describes how teachers can work to effectively accommodate these students in the classroom and with specific strategies.

Key takeaways for the classroom conditions and teacher programming to support learners engaged in ISELP include:

1. Class work for learners engaged in ISELP should be based on the curriculum with the aim of working toward greater depth and breadth of the concepts being taught. Assessment and evaluation should be based on the curricular expectations of the standard grade level curriculum and not based on extensions beyond the expected work of their peers.
2. While teachers may feel a need for acceleration with students engaged in ISELP, it often benefits students to work with the same concepts at a more sophisticated level without acceleration through the curriculum.
3. Opportunities for extensions of course work should be provided, based on student interest, but should be monitored to ensure that students are not overwhelmed with additional tasks to complete.
4. Additional opportunities should stay in line with the same time commitments as their classmates, by bypassing instances of learning when the student can demonstrate proficiency.
5. Activities should foster student agency in their learning and opportunities for self-directed learning.

Summary and Highlights

Students engaged in ISELP need to take part in meaningful learning with the aim of working toward greater depth and breadth of concepts being taught during class time.

Early in a given school year, it is advisable that the classroom teacher collaborate with the ISSP teacher to build a comprehensive student portrait, based on the input from the student, family/caregiver(s), and all educators, in order get a sense of what the student’s strengths and preferences for extensions are to meet the accommodations set in their IEP.

The chart below highlights the importance of the classroom teacher, ISSP teacher, family, and student relationship:

Assessment Considerations

Students with a Gifted identification should be evaluated based on the Ontario Curriculum as with any student in their grade. While Gifted students may be given opportunities to go beyond the course material and work on modified activities, all assessments should be evaluated based on standard grade level curricular expectations, as for all learners.

Strategies for implementing extensions in the classroom

Many strategies may work differently within different subjects and will depend on the teacher and the student. Typically, extensions focus on the idea of developing various skills with students engaged in ISELP. Many of the practices focus on building critical thinking and analytical skills while helping students self-advocate and work towards collective and self-directed learning. Additionally, opportunities for extensions should work to foster the opportunity to explore subject expectations in greater depth and breadth.

In-Depth