We provide inquiry grant funding to support BC educators to research, design, implement, and share collaborative inquiry which improves educational outcomes for students with FASD.
Educators in B.C. are invited to apply for funding opportunities that are designed to support action research projects that focus on improving literacy outcomes for students with complex needs, particularly those affected by Fetal Alcohol Spectrum Disorder (FASD).
For this grant, literacy is defined as the ability to read, write, speak, and listen effectively, enabling individuals to communicate clearly and comprehend the world around them. Our goal is to develop these essential skills in students with complex needs, including those with FASD.
These projects will entail collaborative efforts to conduct thorough investigations into the use of screening tools for identifying at-risk students and to implement tailored, effective strategies for the benefit of students with complex needs.
How can adopting a consistent, systematic, and explicit approach to teaching foundational literacy skills positively influence the acquisition and retention of reading and writing in our most diverse learners with complex learning needs, including FASD? By implementing this structured method, are we able to effectively address the unique learning challenges of students with exceptional needs and promote significant progress in their literacy development?
How can we use evidence-based approaches and materials to support our school wide literacy initiatives? How can the use of decodable readers support the learning of students with FASD?
Will the implementation of the UFLI program, a program that explicitly focuses on foundational skills necessary for proficient reading, along with established instructional routines, foster the acquisition of reading skills with students with FASD as well as other diverse needs?
Will increasing our knowledge about evidence-based practices to support literacy with students diagnosed with FASD in conjunction with using a greater variety of decodable texts, better support both the development of word recognition skills and encourage engagement with reading for our students with complex needs?
Does early intervention in literacy using a multisensory, sequential, research-based approach benefit early learners with FASD or suspected FASD?
How can we obtain training and resources to support evidence-based assessment and practice to support all strands of skilled reading and writing within our school? How best can we use our support team members to meet the literacy needs of our students with FASD and other complex needs?
Which universal screener will support teachers to identify students who may be at risk of reading difficulties (including those with FASD and other complex needs) and also provide information that is useful when planning for literacy instruction?
How can we support classroom teachers to build learner-centered and evidence-based approaches to Tier 1 literacy instruction to better support students with FASD and other complex needs?