My partner Joan and I have both had the privilege of educating students with cognitive impairments during our teaching careers.
I currently lead the Alternative Program at a large rural Saskatchewan high school in northwestern Saskatchewan. The Alternative Program is a program for students in grade 10-12 who have various levels of cognitive impairment which severely limit their ability to participate in the regular or modified academic programming at the school.
As a member of the Student Services Department at the school as well as the lead teacher in the Alternative Program, I have come to witness and experience the challenges that surround providing effective academic and social programming for students with cognitive impairments. Each student exists on a spectrum within their stated diagnosis, and some students have multiple diagnoses related to cognitive impairment. I have also witnessed the particular challenges that regular program instructors have in providing level and strength appropriate academic programming for these students, as these students comprise only a small fraction of the students they work with in their teaching assignments. Without levels and strength appropriate content and assessment methods, these students can become very disengaged, discouraged, and are at risk of not attending. I believe designing a toolkit of information regarding the strengths and limitations of various cognitive diagnoses, effective instructional methods and accommodations to suit the spectrum of diagnosis, and information on implementation using the principles of Universal Design could be highly effective as a pedagogical and professional development tool for educators.
My partner Joan has had the privilege of teaching in a specialized school for students with autism for four years, up until December 2023. Her experience was profoundly impactful, allowing her to develop a deep understanding of the complexities involved in designing effective academic and social programming for students with unique cognitive and behavioural needs. Each student brought a distinct set of strengths and challenges, requiring an individualized and flexible approach to instruction and engagement.
During her time at the school, she observed that many students thrived in structured environments supported by visual aids, hands-on activities, and predictable routines. These settings enabled them to build confidence and develop essential skills at their own pace, highlighting the importance of thoughtful instructional design tailored to individual needs.
Below is our PechaKucha presenting our journey through the Empathy and Define stages of the Design Process which resulted in our problem statement: High school students with cognitive impairments need flexible, differentiated, and interactive learning experiences that are tailored to their unique cognitive abilities to sustain their engagement and promote student success.