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Inclusive Schooling

Focused on how to best support the unique talents and needs of each student, Yellowknife Education District No. 1 (YK1) strives to ensure that everyone feels welcome and successful. An inclusive school is a place where diversity is celebrated and valued. Programs are determined based on what the students will be able to learn. Various program options are available to meet a wide range of needs:

Regular Programs with Accommodations

Many students with special education needs can be supported with accommodations made in the classroom through instructional methodology or assessment practices. With the appropriate accommodations, most students can be successful using the regular, grade-level curriculum. 

Modified Education Program (MEP)

When students require instruction at a curricular grade level different from their grade placement, an individual Modified Education Program (MEP) is developed and written to identify specific modifications in one or more subject areas.

Individual Education Plans (IEP)

When a student requires very individualized learning outcomes, an Individual Education Plan (IEP) is developed in collaboration with parents, teachers and any specialists involved with the student. Meaningful individual goals, both long- and short-term, are set by the team to promote student growth and development. For most students with an IEP, learning goals do not include regular curricular outcomes.

Challenge Program

YK1 is committed to meeting the needs of all students, including the academically gifted. These students are identified in the early grades and provided with enriched classroom programs through differentiated instruction (DI).

One unique feature of DI is its effectiveness in accommodating the broad range of individual needs, special talents, and abilities within today’s classrooms. One of the main benefits of this innovative approach to planning and teaching is that the special learning needs of 'gifted' students are acknowledged throughout the school day.

A formal identification of academically gifted students occurs just following grade two. Students who achieve results at very superior levels in performance, achievement and cognitive ability are recognized as requiring individual consideration for their special abilities.

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