Making a Difference

Part 2—Chapter 8–Students with Disabilities
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The next and smaller tier is made up of those students who will bene
fi
t 
from differentiated instruction but who also need more targeted supports 
and interventions such as levelled learning materials, small group and/or 
individualized instruction. Without these supports and interventions, this group of 
students is at risk of school failure, early school leaving and additional dif
fi
culties 
such as behaviour problems. Some of the students in this group will need different 
levels of support at speci
fi
c points in their schooling while, for other students, the 
level of support needed may 
fl
ucuate throughout the grades.
At the top of the pyramid is a small group of students who need intensive 
individualized supports and intervention that go well beyond differentiated 
instruction. These students will need specialized supports and services. 
Differentiated instruction may provide some social bene
fi
ts but the learning needs 
of this group of students go beyond what a differentiated instruction approach 
alone could provide.
It is essential that all students with disabilities, no matter where they might be on 
this pyramid, have high academic expectations set for them. The starting point of 
programming for all students in Alberta, whatever their particular ability or need, 
is the programs of study.
A team approach 
A
ll students with disabilities, particularly students with more specialized needs, 
require a collaborative and supportive team approach. This team, often called 
the learning team, is made up of people with various types of expertise who work 
together to:
support the student
• 
support the classroom teacher
• 
share information, insights and questions to identify strategies and 
• 
supports, that will increase the student’s learning success.
At a minimum, the learning team includes the classroom teacher (who is the key 
educator) and parents of the student. It also may include a school-based learning 
supports teacher (sometimes called a special education coordinator, a resource 
teacher or a learning coach), a school administrator and other school staff. This 
group should be informal and collegial.
Parents have essential information and important perspectives about their child’s 
learning needs. The support of parents has positive and pervasive effects on a 
student’s success in school, and parents should be encouraged to feel that their 
contribution is a valuable part of the learning team process. 
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