DES-2.2 – Skills for Success Practitioner Tools & Resources

Culturally relevant and responsive

Diversity and InclusionDEL-1.2, DEL-1.3, DEL-2.1, DES-2.2, DES-3.1, SFS-2.9, SFS-3.1, SFS-3.2

Culturally relevant and responsive curriculum incorporates participants’ cultural experiences and perspectives for effective teaching and learning.

Inclusion Canada: Culturally Relevant Education: http://www.inclusioncanada.net/culturallyrelevantpedagogy.html
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. https://doi.org/10.1177/0022487102053002003 (login required)

Disability and Accessibility Standards

Disability, Diversity and InclusionDEL-1.1, DES-2.2, SFS-2.9

Disability and Accessibility Standards are standards that help participants live and learn in a barrier-free environment.

Accessible Canada Act: https://www.canada.ca/en/employment-social-development/programs/accessible-people-disabilities/act-summary.html
Accessibility for Ontarians with Disabilities Act: https://www.ontario.ca/laws/statute/05a11
Accessibility for Manitobans Act: https://accessibilitymb.ca/
Nova Scotia Accessibility Act: https://novascotia.ca/accessibility/

Intercultural competence

Diversity and InclusionDEL-1.2, DEL-1.3, DEL-2.1, DES-2.2, DES-3.1, SFS-2.9, SFS-3.1, SFS-3.2, SFS-3.3, SFS-3.4

Intercultural Competence is the ability to interact effectively and appropriately with people across different cultures.

Cultural Intelligence Center: https://culturalq.com/
Developing Intercultural Competence in my Classroom: https://www.edcan.ca/wp-content/uploads/Final_What-is-intercultural-competence_.pdf
What is Culture and Intercultural Competence? (2021) Canadian Settlement in Action: History and Future. NorQuest College. https://openeducationalberta.ca/settlement/chapter/introduction-4/

Self-regulation

Social-Emotional LearningDEL-1.3, DES-2.2, SFS-2.8

Self-regulation is the ability to monitor attention, thoughts and emotions. Participants who have the ability to regulate their emotions and behavior are able to better engage with other participants and respond to the varying activities of the day.

Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137(3), 421-442. https://doi.org/10.1037/a0022777 (login required).
Parrish, N. (2022). How to Teach Self-Regulation: To succeed in school, students need to be able to focus, control their emotions, and adjust to change. Edutopia. https://www.edutopia.org/article/how-teach-self-regulation

Universal Design for Learning

Disability, Diversity and Inclusion, Skills for Success Best PracticesASS-1.1, ASS-1.2, DES-2.1, DES-2.2

Universal Design for Learning (UDL) is a framework that helps give all participants an equal opportunity to succeed. This approach offers flexibility in the ways participants access material, engage with it and show what they know.

Universal Design for Learning: https://www.cast.org/impact/universal-design-for-learning-udl
Tobin, T. J., & Behling, K. T. (2018). Reach everyone, teach everyone : Universal design for learning in higher education. West Virginia University Press.