Our Story
About Us
It started in an inclusive experiential learning setting
Our story started many years ago when Diane attended the first alternative high school in Scarborough, Ontario called Alternative Scarborough Education (A.S.E.). A.S.E was a unique learning environment where students constructed their own learning through collaborative student-teacher relationships. After three years of experiential learning with other diverse learners, Diane professes her passion for life-long learning and her desire to be an educator and educational therapist was derived from her experience at A.S.E.
Recognizing and Supporting Diverse Learners
In 1998, Diane and Mike had their first child Matthew who was born with autism. Matthew’s first experience with formal learning was in a warm, caring, student centered Montessori school. Despite the learning challenges Matthew later experienced in the traditional public school system, Diane and Mike believe that this initial welcoming and inclusive school experience has contributed to Matthew’s positive outlook on life today. In order to meet Matthew’s learning needs, his roller coaster education consisted of segregated and integrated, small and large classes in private, public districts and separate catholic systems.
The educational experiences of Diane and Mike’s daughter were quite different. After being adopted from China as an infant, Molly strived to fit into the mainstream system so she went to the same elementary, middle and high schools with her neighborhood friends. Her assumption that fitting in meant getting the highest grades possible eventually led to undo text anxiety during high school.
17-27% of students across Canada require special education support
Although very different learners, Matthew and Molly both had a fear of standing out in class or receiving support that was different from everyone else. Even if warranted, they did not want to be accommodated with extra time for tests or assistive technology not available to everyone. Unfortunately, many students continue to face this issue today regardless of their learning diversity, making it sometimes difficult for teachers to identify and support the needs of all students in inclusive classrooms. With the growing number of 17-27% of students across Canada requiring special education support, it is becoming more challenging to provide students with the support they need (People for Education, 2019).
Diane attempted to tackle this challenge when she left a career of senior management roles in the financial services industry to make a difference in the lives of vulnerable children in the education sector.
Our Solutions
After successfully growing an in-home tutoring franchise, Diane returned to university to complete a Master of Education degree, followed by a Doctor of Philosophy in Educational Studies. Her interests include inclusive education, assessments and teacher professional development. Diane also maintains postgraduate certificates in Educational Therapy and Adult Training and Development. Diane is past Vice Chair of the Special Education Advisory Committee for the Toronto District School Board, and a member of Inclusion Action in Ontario and the Association of Educational Therapists.
Diane combined her skills in business and education to partner with her husband Mike in the formation of Study Smart. Mike is the technology expert of Study Smart with over 25 years experience in technology roles in large profit and non-profit organizations. Mike explores ways of enhancing technology to make learning easier for students and instruction effective for teachers. Diane’s research informs the content of Study Smart’s integrated solutions.
Teachers in Diane’s (Montgomery, 2022) inclusive education study who maintain thriving inclusive classrooms attributed their success to building strong student-teacher relationships and providing students with voice and choice in their learning. However, teachers in other studies (Alahmari, 2019; Cowan & Maxwell, 2015; Goodrow, 2016; Trembley & Belley, 2017) have expressed challenges in identifying and supporting the needs of students due to lack of time, and limited resources and training. Diane and Mike have developed solutions at Study Smart to try and address both the needs of students and challenges of teachers in inclusive classrooms. These include;
A student-initiated assessment for learning tool for students to communicate directly with their teachers
- An automated holistic class profile for teachers to build relationships with their students early in the school year
- A student-owned learning plan to help students enhance their academic and learning skills
- A library of universal design for learning (UDL) lessons created by teachers for teachers
- A collection of engaging activities to help students become more accountable for their learning
“If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you!”- Jeremiah Say
Inclusive education is the future
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More than 5 million students in Canada receive education in a public school setting
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At least half of all students requiring special education support do not have an identified disability
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xx% of students report being engaged in their classroom learning
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Start Collectively Engaging in Learning that Matters!
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