*

Why the need?

Watch this video to see why.

Why the Need for Study Smart Inclusive Solutions?

The need for Study Smart was confirmed with educators, students and parents across Canada.

81.4% STUDENTS

reported their learning plans would help their teachers understand them better

84.2% students

reported they understand better how they learn after MINDspeak

83.7% students

reported having a choice and voice in their learning strategies was important

A Design-Based Research Study

Propelled by a SSHRC Doctoral Scholarship and Mitacs Research Award, this study was conducted at the Faculty of Education of the University of Prince Edward Island

*

Link to Full Research Study
Meet Dr. Montgomery
research Overview

development of assessment

2nd testing cycle

3rd testing cycle

SUPPORTING STUDENT MOTIVATION

*

Supporting students with diverse learning needs using universal design for learning in online learning: Voice of the students
link to article

Montgomery, D & Snow, K. (2024),  Journal of Teaching and Learning, 18(2), 55-72.

Theories of motivation to support the needs of all learners: Examining a family’s diverse educational experiences
link to article

Montgomery, D. P., Montgomery, M., & Montgomery, M. (2023). LEARNing Landscapes, 16(1), 213-227.

Integrating technology with instructional frameworks to support all learners in inclusive classrooms
link to article

Montgomery, D. (2022). The Open/Technology in Education, Society, and Scholarship Association Journal, 2(2), 1–16.

INCLUSIVE EDUCATION

Topics aligned to Study Smart Inclusive Solutions

*

How to make students (and teachers) want to go to school | Michele Freitag

Fostering Student Success Through Intrinsic Motivation

Kids do well if they can- Dr. Ross Greene

Publications

Montgomery, D. (2026). A student-directed holistic assessment approach to help teachers support the diverse needs of students and develop self-regulated learners in inclusive educational settings [Doctoral thesis]. University of Prince Edward Island. https://islandscholar.ca/sites/default/files/2026-05/montgomerydianne_dissertation_2026_redacted.pdf

Montgomery, D & Snow, K. (2024). Supporting students with diverse learning needs using universal design for learning in online learning: Voice of the students. Journal of Teaching and Learning, 18(2), 55-72. https://doi.org/10.22329/jtl.v18i2.7453

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 Journal, 2(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://www.erudit.org/en/journals/cje/2022-v45-n3-cje07386/1093001ar/

Montgomery, D. (2022). The tiered approach to support all learners in inclusive classrooms. Thesis, UPEI.  https://islandscholar.ca/sites/default/files/2024-12/ir_24372_pdf.pdf

*