Andrew Kroon

Outcome

Outcome 4 — Inclusive pedagogy, human development, and evidence‑informed practice

Evidence and reflections demonstrating learner-centered planning, inclusive supports, and reflective inquiry grounded in human development.

Outcome 4 indicators

  1. 4.1Indicator

    An understanding of human development, including Indigenous perspectives of human development, in relation to teaching and learning.

  2. 4.2Indicator

    Knowledge of transitions from home to school, elementary to secondary school, secondary school to other life pursuits (e.g. post-secondary education, workforce), and across the lifespan

  3. 4.3Indicator

    The ability to focus on student strengths to address learning needs (through, for example, participating in all stages of the program planning process as well as implementing Individual Program Plans [IPPs])

  4. 4.4Indicator

    Awareness of and skill in using assistive and adaptive technologies to support student learning

  5. 4.5Indicator

    Awareness of and skill in using appropriate instructional methods and models (e.g., experiential learning, cooperative learning, inquiry-based learning)

  6. 4.6Indicator

    The ability to understand and critically analyze educational research and to engage in action research and reflective inquiry as part of educational practice

Artifacts & Captions

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1. Learning Differences — Certificate (PDF)

On October 17th, I attended a presentation dedicated to working with students that have learning differences. I have worked with people of varying disabilities for the past few years now, and making sure they are adequately supported in the education system is an incredibly titular part of my teaching philosophy. Being able to apply the knowledge and experience I already possess from my work prior to this session, while gaining further insight and information on such an important subject was very fulfilling and I look forward to potentially applying it all in the classroom in the future.

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2. Accessible Educational Materials (PDFs)

On February 20th, 2026, I attended a professional development session on accessible education materials. The session covered how we can make our lessons more accessible by making our lesson materials more accessible. In the session we examined how laws regarding accessibility in education have developed over time, and what it means for us as educators to make our classrooms/lessons accessible for all learners. The session included information and strategies to make our teaching more accessible for those with a wide range of abilities/disabilities, such as braille, extra descriptive details in explanations, closed captions in videos, voice to text software, using easy to read fonts and colours, and more. I found the information very useful and plan to apply it to my future lessons to ensure that any practices I have used in the past can be improved upon for the betterment of all learners in my classroom.

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3. Community Autism Supports — Certificate

On February 20th, 2026, I attended a professional development session on community autism supports hosted by a representative from Autism Nova Scotia. The session included a lot of information about autism Nova Scotia, including regions that chapters cover, office locations, how/where to obtain supports, what supports are present and resources available from their website. The session also mentioned some misconceptions and information about people who have autism, and as somebody who has worked with people with disabilities for a few years now, I really liked. I was happy to learn more about supports in place for members of the autistic community present throughout the province.

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4. Integrated Services in Schools — Certificate

On February 20th, 2026, I attended a professional development session hosted by a representative from the Northern Regional Coordinator of SchoolsPlus. The session covered resources and supports present in schools across Nova Scotia. The session facilitator talked about SchoolsPlus as an integrated initiative, taking an approach to supporting the whole child as well as the family through the journey of education. I found her presentation and passion for supporting our youth and those caring for them to be very insightful and I think SchoolsPlus is something that if not present in all schools, should be.

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5. Teacher Research Project — Pamphlet

On January 27th, 2026, I completed my teacher research project for my inclusive practices class. For the project we were required to use AI to obtain sources to use for our project and we were provided with sources to help us fine tune our AI prompts to provide us with most useful information. During my practicum placement I noticed that most of the students that were falling behind in class were the ones who had the poorest attendance. Because of this I chose to do my research on chronic absenteeism and how it can negatively affect students, not only in their progress in subjects or their grades, but also their social and emotional skills. From my research I was able to learn more about most common types of absence, what students are most commonly absent, how common chronic absenteeism is, and what schools/teachers can do to help.

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