Learner Agency and Voice: Moving Beyond Compliance

True inclusion goes beyond meeting requirements—it empowers students to participate meaningfully in their own learning. This course explores how to foster learner agency across a range of abilities and communication modes. Participants will examine strategies to support autonomy, choice, self-expression, and voice in classroom routines, planning, and assessment. Grounded in dignity and trust, this course reimagines what it means for students to lead their learning, even in the context of significant support needs.

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Co-Creation and Self-Advocacy for All Learners

When students are invited into the design of their own learning and empowered to express their needs, strengths, and goals, they become co-creators—not just recipients—of education. This course explores strategies for supporting self-advocacy, co-planning, and participatory goal setting for students with a wide range of communication abilities and support needs. Emphasis is placed on modeling agency, offering scaffolded opportunities to practice it, and honoring students' lived experiences as central to inclusive learning design.

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Dignity in Documentation: Inclusive IEPs, BSPs, and Transition Plans

Documentation in inclusive education—whether an Individualized Education Plan (IEP), Behaviour Support Plan (BSP), or Transition Plan—must serve as a living document that reflects the voice, humanity, and aspirations of the student. This course explores how to reframe documentation from a compliance task to a meaningful, dignity-affirming tool. Emphasis is placed on collaborative processes, inclusive language, and the use of documentation to empower students and families while guiding intentional instructional decisions.

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Inclusive Assessment Practices That Empower

Assessment can either reinforce dependency and compliance or foster agency and growth. This course explores inclusive assessment practices that honour student voice, recognize diverse ways of showing understanding, and support learners in taking ownership of their progress. Participants will examine formative, summative, and self-assessment strategies that align with Universal Design for Learning (UDL) principles and are accessible to all students, including those with significant disabilities or complex communication needs.

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Student-Led Conferences and Portfolios in Inclusive Classrooms

Student-led conferences and portfolios can transform classroom assessment into a process of reflection, ownership, and celebration. This course explores how to design inclusive conferences and portfolio systems that are accessible to all learners—including those with significant disabilities, limited speech, or support needs. Participants will examine practical strategies for supporting student voice, scaffolding reflection, and engaging families meaningfully in the learning process.

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Supporting Choice and Autonomy for Non-Speaking Students

Students who do not use speech as their primary mode of communication have the same right to agency, autonomy, and participation as their speaking peers. This course explores inclusive strategies to support choice-making, communication, and self-expression for non-speaking students, including those who use AAC (augmentative and alternative communication), gestures, or other methods. Emphasis is placed on presuming competence, designing opportunities for authentic participation, and avoiding learned helplessness.

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Facilitating Peer Interactions and Friendships for Students with Significant Disabilities

​Friendship is a foundational part of school belonging. For students with significant disabilities, meaningful peer connections often require intentional facilitation. This course explores inclusive strategies that foster reciprocal relationships, support peer interaction, and move beyond proximity toward authentic belonging. Participants will learn to design classroom structures and social opportunities that affirm the value of every student as a friend, contributor, and community member.

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Planning Inclusive Instruction in Virtual Learning Environments

​Online and blended learning environments present unique opportunities and challenges for inclusive education. This course explores how educators can plan for access, agency, and connection in virtual spaces—ensuring that students with disabilities, language differences, and other diverse needs are fully included in digital learning. Participants will learn how to design accessible content, embed multiple means of engagement, and support communication and collaboration in online contexts.