Universal learning

School Services

We offer a variety of educational services adapted to the needs of children and school teams. Discover our different service offerings below. Each section provides detailed information about our services and how to contact us.

Short-term consultation

The intensive professional training program allows new teachers or recently graduated professionals in special education to acquire knowledge related to pedagogical methods.

  • Theoretical: We offer training sessions for teachers in small groups (online or in-person). OR

  • Practical: We offer classroom visits with students that include strategy assimilation activities directly with the students.

    • The strategies and activities presented aim to improve different skills in the learner such as:

      • The application of metacognitive, mindfulness, organizational strategies, and learning methods

      • Logic, mathematical reasoning, and problem-solving strategies and assimilation of various concepts in mathematics

      • The use of technological tools to reinforce written language in students

      • Reading strategies and the analysis of implicit and explicit texts

      • Text writing and self-correction strategies

      • The presentation of various phonological programs

      • Processes to reinforce self-determination and academic self-esteem

Intervention with the student or in class

  • Observation of behaviors and learning.

  • Evaluation of the student in their school environment.

  • Evaluation of the classroom environment, school atmosphere, and annual learning planning (curriculum).

  • In-class interventions in reading, writing, mathematics, or for the implementation of technological tools.

  • Collaborating with teaching staff to help them develop in-class screening methods and implement targeted interventions according to the RTI model.

  • Development and revision of intervention plans (IPs).

  • Consultation to improve the understanding of difficulties experienced by students with special needs.

  • Providing specific recommendations to school teams on RTI; such as suggestions for targeted support measures (flexibilities, modification, or adaptation), interventions to be implemented by the school team, changes in the classroom environment or in the procedure of work or organizational methods).

  • Difficulties versus learning disabilities
  • Presentation of the main DYS learning disabilities
  • Manifestations of these students’ difficulties
  • How to observe the student who presents learning and behavioral difficulties?
  • Some strategies to better help the student according to the observed difficulties or the learning disability
  • Deepening knowledge about learning disabilities
  • Dyslexia / dysorthographia
  • Dysphasia
  • Dyscalculia
  • Autism Spectrum Disorder
  • Attention Deficit Disorder with or without Hyperactivity
  • Developmental Coordination Disorder
  • Giftedness, etc.

  • Specific learning strategies to promote:

    • Attention, concentration

    • Reading

    • Writing, calligraphy

    • Mathematics

    • Note-taking

    • Work method and organization

  • Concrete means to use with different types of students

    • Role-playing, case discussion

  • What if it was a sensory disorder?

    • Sensory integration and modulation disorder

    • Definition and manifestations

    • The different types of sensory sensitivities (hyper and hypo)

    • Stimuli that can be disruptive

    • How to adapt my classroom to create a favorable learning climate?

    • Strategies for developing self-regulation

  • Clumsy child or motor coordination disorder?

    • Definitions and manifestations

    • Winning strategies and activity suggestions

  • ASD: Autism Spectrum Disorder

    • Better understanding: some facts about ASD

    • Manifestations

    • Possible strategies and interventions

    • Crisis management

  • Defining annual planning with teachers
  • Detailing the planning process step by step
  • Providing the necessary materials to ensure good planning
  • Support for teachers in this planning
  • Class profile and group dynamics
  • Definition of class profiles
  • How to establish a class profile
  • Case study
  • Group dynamics

  • Intervention plan

    • Defining its usefulness and the important stages of the RTI

    • Clarifying the process and interventions at each stage

    • Ministerial requirements

    • How to complete it, role-playing

    • How to use it as a daily work tool

    • When and how to revise

  • Pedagogical differentiation

    • Helping teachers perform micro and macro planning of pedagogical objectives according to the MEQ learning progression

    • Implementation of support measures (flexibility, adaptation, modification)

    • Concrete examples of implementation in class

    • Response to Intervention (RTI) (3-tier model)

    • Support for derogation requests

  • Gifted student and high potential

    • Giftedness vs. high intellectual potential: some definitions for better understanding

    • Comorbid disorders (ADHD, ASD, learning disabilities, sensory modulation disorder)

    • How to identify the gifted student?

    • The different profiles

    • How to support these students daily and adapt the school curriculum

  • Calm your stress

    • Stress versus anxiety

    • The different types of stress and anxiety

    • Causes and consequences

    • Manifestations in students

    • How to intervene

 

  • Bilingualism and multilingualism in a school context

    • Who are these students learning French?

    • Evolution in terms of oral language

    • Benefits of bilingualism, myths, and realities

    • Developmental disorders and multilingualism

    • Pedagogical strategies and approaches that facilitate the learning of an additional language

  • What sound do you hear? The development of phonological awareness

    • Prerequisites

    • Effective training factors

    • Link between letter and sound

    • Activity ideas

  • Language development

    • Normal language development

    • Screening for difficulties

    • Stimulation tips

    • When to refer to a speech-language pathologist

 

  • Cyber-addiction and social media

    • What is an addiction?

    • The positive and negative impacts

    • Establishing one’s level of digital consumption

    • Strategies to adopt

  • Management of emotions and difficult behaviors

    • Better understanding: some definitions

    • Tools and interventions

    • Communication strategies

    • Collaboration with parents

  • Conflict resolution (led by a psychoeducator)

    • Some theoretical elements

    • Basic principles related to intervention

    • Presentation of intervention avenues

    • Important elements of a surveillance plan

    • Conflicts in the playground

    • Presentation of existing programs

 

If you would like to know more, contact us.

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