Our Story

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 who was born with autism. Their son’s first experience with formal learning was in a warm, caring, student centered Montessori school. Despite the learning challenges he later experienced in the traditional public school system, Diane and Mike believe that this initial welcoming and inclusive school experience has contributed to their son’s positive outlook on life today. In order to meet his learning needs, a 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, their daughter 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 test anxiety during high school.

17-27% of students across Canada require special education support

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. 

  • A student-initiated web mobile screening tool for students to communicate their strengths, needs, interests, learning preferences and motivations
  • An automated class profile for teachers to build relationships with students early in the school year
  • A student-owned learning plan for students to take action in enhancing their academic and learning skills
  • A library of universal design for learning (UDL) lessons created by teachers to save teachers time in lesson planning
  • A collection of engaging activities to increase student motivation and 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

Publications

Montgomery, D. P., Montgomery, M., & Montgomery, M. (2023). Theories of Motivation to Support the Needs of All Learners. LEARNing Landscapes, 16(1), 213-227. https://doi.org/10.36510/learnland.v16i1.1098

Montgomery, D. (2022). The integration of technology with UDL and RTI in inclusive classrooms. Conference Proceedings of the Open/Technology in Education, Society, and Scholarship Association Conference, 2022. https://doi.org/10.18357/otessac.2022.2.1.70

Montgomery, D. (2022). Integrating technology with instructional frameworks to support all learners in inclusive classrooms. The Open/Technology in Education, Society, and Scholarship Association Journal2(2), 1–16. https://doi.org/10.18357/otessaj.2022.2.2.31

Montgomery, D. (2022). (Review of the Book: Colour Matters: Essays on the Experiences, Education and Pursuits of Black Youth, by C. James). Canadian Journal of Education. Vol. 45, Issue 3, Autumn 2022. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5819

Montgomery, D. & Snow, K. (In review). Ontario students share experiences of virtual learning in a pandemic. Journal of Teaching and Learning.

Montgomery, D. (2022). The tiered approach to support all learners in inclusive classrooms. Thesis, UPEI.  https://www.islandscholar.ca/islandora/search/mods_author_lastname_first_mt%3A%22Montgomery%2C%5C%20Diane%22

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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