{"id":268,"date":"2026-07-26T18:44:51","date_gmt":"2026-07-26T23:44:51","guid":{"rendered":"https:\/\/ccatt.ca\/?post_type=product&p=268"},"modified":"2026-08-11T10:53:11","modified_gmt":"2026-08-11T15:53:11","slug":"teaching-neurodivergent-learners-in-educational-settings-tnles","status":"publish","type":"product","link":"https:\/\/ccatt.ca\/index.php\/product\/teaching-neurodivergent-learners-in-educational-settings-tnles\/","title":{"rendered":"Teaching Neurodivergent Learners in Educational Settings (TNLES)"},"content":{"rendered":"

Teaching Neurodivergent Learners in Educational Settings (TNLES)<\/strong><\/h2>\n

Teaching Neurodivergent Learners in Educational Settings (TNLES)<\/strong> helps educators, educational assistants, support staff, and learning teams turn curriculum expectations, outcomes, competencies, and learning standards into accessible teaching and learning opportunities for neurodivergent learners. The learning series is built around one central purpose: helping educators keep learning connected to curriculum while adapting the activity, materials, pace, environment, response options, and support level to the learner\u2019s needs.<\/p>\n

The series uses pan-Canadian learning domains that can be adapted to any educational environment. Participants learn how curriculum language, planning processes, assessment practices, and support structures may differ, but the basic teaching question stays the same: what is the learner expected to learn, practise, understand, communicate, or demonstrate?<\/p>\n

Through practical examples, planning templates, classroom tools, and educator handouts, participants learn how to create teaching and learning experiences that are purposeful, flexible, curriculum-connected, and responsive to the learner\u2019s strengths and support needs.<\/p>\n

 <\/p>\n

Unit 1<\/strong>
\nFoundations for Teaching Neurodivergent Learners in School Settings is designed to help educators and school-based support staff build the basic understanding needed before planning inclusive, curriculum-connected instruction. It focuses on understanding the learner, creating supportive classroom conditions, using clear and structured teaching routines, and collecting early evidence of learning.<\/p>\n

Unit 2<\/strong>
\nCurriculum Language and Pan-Canadian Context introduces participants to the different curriculum terms, education language, and support wording used across Canada. It helps educators and school-based support staff understand how expectations, outcomes, competencies, and learning standards can be translated into practical, inclusive classroom goals for neurodivergent learners.<\/p>\n

Unit 3<\/strong>
\nCurriculum-Connected Teaching in Practice brings together the practical skills educators and school-based support staff need to turn curriculum requirements into accessible classroom learning experiences for neurodivergent learners. Across six modules, participants learn how to interpret curriculum goals, break learning into manageable steps, adapt tasks without losing the learning goal, plan structured instructional activities, and assess whether learning has taken place.<\/p>\n

 <\/p>\n

By completing this learning series, educators strengthen their ability to support neurodivergent learners through responsive, structured and inclusive teaching practices. The series builds practical understanding of learner profiles, regulation, readiness for learning, curriculum access, adaptation, instructional support and evidence of learning. Whether participants are new to neurodiversity-informed practice or experienced educators refining their approaches, each module supports greater confidence, reflective decision-making and flexibility in daily instruction.<\/p>\n

Upon successful completion, CCATT will provide:<\/p>\n