EdVision - Special Education Strategies

  I created a brochure on intersectionality for my Special Education Specialist course, and I’ve included a screenshot of it below. It serves as a strong resource for educators, offering a clear picture of what intersectionality looks like in special education.

For my Special Education Specialist course we had to write a letter to a classmate. Here is what I wrote... Dear Classmate,  I’ve taken some time to reflect on a moment in my life, both as a student and as a teacher, when I felt an overwhelming sense of empathy. Two stories came to mind, but I want to share the one that nearly pushed me out of teaching three years ago. At the time, I was working in a particularly challenging Grade 5 class. That year tested me in ways I hope no teacher ever has to experience. The most difficult part of the year centred around one student, let’s call him Cameron. Before my contract began, the principal warned me that Cameron often had emotional outbursts and could become physically aggressive toward objects. On the first day of school, while I was establishing classroom expectations, he repeatedly interrupted. As a new teacher in a new school, I felt the pressure to set firm boundaries early. After trying several strategies with no success, I became ...

Within my Special Education Specialist course, we were invited to engage with this article and identify a section that meaningfully connected to our practice ( https://wallacefoundation.org/report/how-leadership-influences-student-learning ) In the Key Takeaways section of the Wallace Foundation article How Leadership Influences Student Learning, the quote that resonated most deeply with me was: “The common ‘basic’ practices of effective school principals are in establishing a vision and direction, supporting the professional growth of teachers and staff, and creating conditions in the school that support teaching and learning.” This statement reinforces my belief that leadership is not defined by a single style or by positional authority. Instead, it is rooted in the intentional shaping of conditions that allow people (students, staff, and families) to thrive. It also challenges a common assumption I once had; that leadership is primarily about direct action. The article reframes lead...

For my Special Education Specialist course, we were asked to review several resources provided by our professor and select one link that resonated with us for deeper exploration. Chosen Link:  https://www.air.org/GTL-Center The quote from the AIR - Center on Great Teachers and Leaders, “ Strengthening the educator workforce to meet the needs of today’s classrooms requires a deliberate effort to prioritize and integrate evidence‑based strategies, policies, and practices,” stood out to me because it affirms my belief that teacher leadership is not accidental. Instead it is intentional, strategic, and grounded in research-informed practice.  Resource 1: https://www.erudit.org/en/journals/ijepl/2025-v21-n3-ijepl010423/1121578ar.pdf   To deepen my understanding, I explored an article that examined a decade of research on teacher leadership and its impact on school and system‑level change. The review highlighted that, under the right conditions, teacher leadership can contribut...

UDL and DI have always been central to my teaching, but this weeks module deepened my understanding of how these frameworks directly support equity in special education. What resonated most is the idea that accessibility should be built into the design of learning and not retrofitted after students struggle. When classrooms are intentionally flexible, multimodal, and responsive, students with disabilities are not “accommodated”; they are included from the start. My key takeaway is that UDL and DI are leadership tools as much as instructional ones. They shape school culture by normalizing variability, reducing stigma around accommodations, and promoting environments where all students can demonstrate their strengths. As a future leader, I see myself using UDL to guide collaborative planning, support teachers in designing accessible assessments, and advocate for system‑level practices that honour student dignity. This topic also sparked new questions: How do we support educators who fe...

Culturally Responsive and Relevant Pedagogy (CRRP) continues to reshape how I understand my role as a special education leader. This topic resonated with me because it highlights a truth I see daily: students’ identities, cultures, and lived experiences are inseparable from how they learn. In special education, where students already face barriers, CRRP becomes not just good practice but an ethical responsibility. My key takeaway is that CRRP is not an “add‑on”, it is a lens that must guide decision‑making, programming, assessment, and collaboration. It challenges me to examine whose voices are centered, whose needs are overlooked, and how systemic biases show up in identification, placement, and expectations. As a future SERT or administrator, I see CRRP shaping how I advocate for equitable access, culturally relevant assessments, and learning environments where students feel seen and valued. This topic also prompted questions for my leadership practice: How do I ensure families fee...