CAIS recognizes that every student is unique and that each student must have the opportunity to achieve success according to their own interests, abilities, and goals. It is also recognized that students who are identified as neurodiverse face greater challenges and are often at risk of not succeeding. To ensure that every student has the opportunity to succeed and narrow achievement gaps, this module will provide aspiring leaders with an overview of neurodiversity and best practices related to programming and support. While legislation may differ by province, this module will help aspiring leaders understand how to approach neurodiverse learners in an independent school setting.

Learning Intentions

Participants will:

• Gain a better understanding of the term neurodiversity: what it is and what it isn’t.
• Explore legislation, policy, and funding requirements and opportunities across the country.
• Develop an understanding of a multi-tiered system of support (MTSS), including how it functions within schools and the roles of support personnel within that system.
• Develop an understanding of various types of Student Success Plans, particularly focusing on the Individual Education (IEP) and its educational/legislative requirements.
• Discuss how external supports can be utilized in your school and in this model.
• Understand the need for staff professional development around neurodiverse learners.
• Support the understanding and building of transition plans, including the admissions process.

CAIS National Standards Alignment

Connections to the following Standards will be made:

• Standard 6 – Student Well-Being and Support
• Standard 4 – Education Program Foundation
• Standard 5 – Learning and Teaching

Facilitator Biographies

Kathryn Barnes

Kathryn Barnes is the Senior School Principal at The York School in Toronto. A K-12 educational leader with a deep commitment to inclusive, student-centred learning, Kathryn brings extensive experience in both academic leadership and student support.

Prior to joining The York School, Kathryn served as Associate Academic Dean and Executive Director of the Wernham West Centre for Learning at Upper Canada College (UCC). Kathryn distinguished herself as a passionate and skilled educator with expertise in special education and a strong ability to build trusting, supportive relationships with students, families, and colleagues. She has led the Wernham Centre for Learning with strong fidelity to its core mandates, an unfailing commitment to improve learning for all students and a keen eye to identifying opportunities to improve programs and practices. As a result, the Wernham West Centre for Learning continued to evolve as a lighthouse across Canada for best-in-class student learning support, professional learning to help teachers develop inclusive teaching practices, and programming.

Kathryn’s expanded responsibilities as the College’s Associate Academic Dean demonstrate her pedagogical leadership and experience in Ontario and IB (PYP, MYP, and DP) programs. She has also used her platform for wider impact, representing the College with a range of educational associations in Canada and globally, including CAIS and the International Boys’ School Coalition (IBSC), lending her expertise to assist in advancing professional learning and research in the areas of learning, well-being, and student support.

Kathryn holds a Master of Education (MEd) in Educational Leadership and Policy Development from the University of Toronto – Ontario Institute for Studies in Education (OISE) and is a special education specialist with additional qualifications in supporting students with Autism Spectrum Disorder and behavioral challenges.

James Burla

Jamie has been an independent school teacher and administrator for more than two decades. During this time, his focus has primarily been on leadership and supporting academically struggling students.

A long-time teacher/administrator at Rundle Academy in Calgary, Alberta, Jamie’s focus on neurodiverse learners has had him involved in continuous work on literacy remediation, student support plans, IPP goal setting and reformation. In addition, his work involves assistive technology and accommodation support and professional development focusing on teacher understanding of psychoeducational reports, differentiated instruction and assessment, Universal Design for Learning, and tiered intervention.

His leadership path has seen him in various roles including department head, divisional head, instruction and learning head, professional development lead as well as assistant principal and currently principal. Within the education community, Jamie has been a member of Calgary’s Learning Disabilities and ADHD network committee and held a board of director role with the Learning Disabilities of Alberta. Within CAIS, he has presented at national conferences and within a webinar series, has been a part of networks, and is a graduate of CAIS’s Leadership Institute and Next Steps program.