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It covers learning objectives focused on the impact of differences, strategies such as UDL and differentiation, and inclusive practices. The content reviews disability categories including learning disabilities, other health impairments, autism spectrum disorder, and language/speech impairments, then reframes narratives toward strengths, neurodiversity, and what is possible with appropriate accommodations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-student-differences-designing-learning-experiences-that-engage-and-challenge-all-students/642739/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-student-differences-designing-learning-experiences-that-engage-and-challenge-all-students/642739.png","ImageObject",300,407,{"name":92,"@type":93},"River Wang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning objectives does the presentation highlight?","Question",{"text":112,"@type":113},"It focuses on understanding how student differences, including disabilities, impact learners, learning strategies such as UDL and differentiation, and building inclusive practices that engage and challenge all students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which disability groups are covered in the overview?",{"text":117,"@type":113},"The presentation reviews learning disabilities, other health impairments, autism spectrum disorder, and language impairment/speech impairment, including specific examples within each group.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the presentation recommend reframing attitudes toward disability?",{"text":121,"@type":113},"It emphasizes that disability is not inability, encourages strengths-based language, celebrates neurodiversity as an asset, and shifts from “what’s wrong?” to “what’s possible?” with appropriate accommodations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642739,1792945543,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","Understanding student differences Designing learning experiences that engage and challenge all students  \nAlana T. Hilkin, BCBA  \n16 & 17 June 2025  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nLearning objectives  \n• Understand the impact of student differences, including disabilities  \n• Learn innovative strategies like UDL and differentiation  \n• Develop inclusive practices that engage and challenge all students  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nIcebreaker  \n• Find individuals in the room that have the same card as you.  \n• Each group will have an assessment to complete as a group.  \n• You have 5 minutes to complete the assessment.  \nMath Reading Marshmallow Story with an “N”  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nOverview of disabilities  \n• Learning Disability  \n• Other Health Impairments  \n• Autism Spectrum Disorder  \n• Language Impairment  \n• Speech Impairment  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nCambridge Schools Conference, June 2025  \nFuture ready: preparing learners to thrive  \n| Disabilities (LD) |  |\n| --- | --- |\n| Learning |  |\n| • Fluency & comprehension\u003Cbr>• Dysgraphia\u003Cbr>• Dyslexia\u003Cbr>• Dyscalculia |  |\n\nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n| Other Health Impairment (OHI) |  |\n| --- | --- |\n|  |  |\n| • Attention Deficit Disorder (ADD)\u003Cbr>• Heart conditions\u003Cbr>• Epilepsy\u003Cbr>• Traumatic Brain Injury (TBI) |  |\n\nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n| & Language Impairments |  |\n| --- | --- |\n| Speech |  |\n| • Syntax\u003Cbr>• Pragmatic\u003Cbr>• Fluency\u003Cbr>• Articulation |  |\n\nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n|  |  |\n| --- | --- |\n| Spectrum Disorder |  |\n| • Impairments in social interactions,\u003Cbr>communication, and the presence of restricted, repetitive, and/or stereotyped patterns of behaviour, interest or activities. |  |\n\nAutism  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n“With the right accommodations,  \nstudents with learning disabilities can perform at or  \nabove grade level.”  \nNational Center for Learning Disabilities  \nJob title or affiliation  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nReframing the narrative  \n•Disability is not inability – it’s a different pathway to success  \n•Focus on strengths-based language  \n•Celebrate neurodiversity as an asset in schools and communities  \n•Shift from “what’s wrong?” to “what’s possible?”  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nThis Photo by Unknown Author is licensed under CC BY-SA-NC","cbCairWW0zgxGHyG","https://ap.wps.com/l/cbCairWW0zgxGHyG","pdf",1776479,22,"English","# Learning objectives\n# Icebreaker\n# Overview of disabilities\n## Learning disabilities (LD)\n## Other health impairments (OHI)\n## Language and speech impairments\n## Autism spectrum disorder\n# Reframing the narrative","[{\"question\":\"What learning objectives does the presentation highlight?\",\"answer\":\"It focuses on understanding how student differences, including disabilities, impact learners, learning strategies such as UDL and differentiation, and building inclusive practices that engage and challenge all students.\"},{\"question\":\"Which disability groups are covered in the overview?\",\"answer\":\"The presentation reviews learning disabilities, other health impairments, autism spectrum disorder, and language impairment/speech impairment, including specific examples within each group.\"},{\"question\":\"How does the presentation recommend reframing attitudes toward disability?\",\"answer\":\"It emphasizes that disability is not inability, encourages strengths-based language, celebrates neurodiversity as an asset, and shifts from “what’s wrong?” to “what’s possible?” with appropriate accommodations.\"}]","Understanding student differences - Designing learning experiences that engage and challenge all students | PDF",1792722755,55]