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The way I interact and respond to students in our classroom sets the stage for the way everyone else responds and interacts. One of my daily goals is to help students be more patient and understanding with others.

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Working with parents has always helped me succeed with students with disabilities. I remember meeting with a parent before the school year 12 years ago. She gave me a copy of The Curious Incident of the Dog in the NIght-Time before I worked with her son who was both gifted and autistic. Ever since that positive experience, I like to fall back on parents to help me gain a new perspective and find out what success means for that student. It's not always perfect, but it's a great jumping-off point.

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I try to adapt activities to include all students regardless of their abilities whenever possible. I've also worked hard to establish good relationships will all of the students to help them feel comfortable within my classroom. Disabilities vary greatly from student to student; some are more obvious than others. I always hope that my inclusive actions and attitudes will be something that other students will emulate to help everyone feel comfortable and accepted in the classroom.

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I love this article. I think this is something that is really hard for teachers, especially if they have never had an experience working with and getting to know someone with different needs. There are so many demands on the teacher that sometimes it is hard to change perspective. However, I believe that successfully including and meeting the needs of a diverse classroom is one of the most important things a teacher can do, one of the most important things that will truly have an impact on our lives, the lives of our students, and the lives of our community now and for years to come.

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It is really important to me that my students know that I care about them as students but also as people, and this includes all of my students. For students that may struggle academically or behaviorally, it is important for them to feel comfortable asking me questions or advocating for themselves. If my students know and understand that I want what is best for them, they are more willing to help themselves and help me help them. The first step I always taking in reaching that level of comfort and understanding is talking to my students and talking to my students about their personal writing. I try to include as much personal writing during the first two months of school as possible. This gives me an insight into how the students think and feel. I am able to use this to develop relationships that lead to positive interactions in the classroom. It always surprises me how effective it is to have students know that you have read what they wrote and remember enough to talk about it. This may seem small, but it goes such a long way in developing relationships and opening doors for other welcoming and inclusive strategies. Just implementing a strategy isn't fully beneficial unless the teacher and students are open to it.

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This has been harder this year than I expected. I was always the 2nd set of hands as an IA that could jump in and take lead for or I could help any kiddo that needed the extra help or adapted work. The first couple of days of school I kept waiting to see that glorious IA step in and they never did... I was all alone and with collab classes. I knew what my kids needed but I had to find ways to completely rethink how I could work with each student since I am only one person. I make sure to keep the bond I have formed with my students along with building new ones too. I try to add time in where I get to talk to each student every day just to check in with them and see how they think things are going. I study their MODS to guarantee that they are provided all tools needed. And what I have learned the most is that every single day is a new day. One day is not going to be the same as the next for my kiddos and I have to give them time to process and respond in their own ways.

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I just try to welcome everyone. I try to treat everyone as equally as possible and include everyone in all the activities that we do in class. I start at the top with high expectations for everyone and modify assignments as I see fit so that everyone can still participate and learn. When in doubt, start with kindness and ask lots of questions.

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I love how you put the different colors as the background for this. I often compare my classes to a box of colors. We talk about how each color is needed and how each person in the class is their own color and we could create a picture with only a few colors but how much prettier it is when we have the ability to use as many colors as possible. I also agree that getting to know your students is really the key to inclusion in the classroom. I think teaching students to not only understand individual differences and the strengths and weaknesses that come along with those, but to embrace the true beauty that is in each individual and to help them understand that each person regardless of their personal difficulties has worth is one of the most important things that I teach in a business and computer science classroom.

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I believe that getting to know your students is the greatest key to the equation. Special needs students can be intimidating at first, because, as teachers we fear we are not equipped to handle some of the curve balls that can come when working with them. I think this fear comes mostly from not knowing enough about the conditions or abilities that students with special needs possess. The best way to combat this is to get to know them. Just like the article a few weeks ago when we heard from Chimamanda Ngozi Adichie about the dangers of a single story- we should also be careful not to apply a one-size fits all bandaid when working with students with special needs. You have to get to know them and learn what they need in order to be successful.

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I learn and adapt for those students to have fun in my class and succeed. I do not treat them any differently, I just learn how to make changes in my lesson to help them understand the material better. When it comes to PE I may use a different piece of equipment for all the students that might not be having success. I ask questions and ask advice from their case managers or ask the parents. I truly learn from them as i hope they are learning from me. We are all human. I want them to enjoy the class and want to be there.

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I often think of the paradox that appears when Michael Jordan  was asked to coach.  He was, undeniably, the greatest basketball player that ever lived, yet, in his short career as a coach, and currently, as an owner and general manager, he has failed and failed miserably.
And I am not Michael Jordan.
I think, at the root of the article comes the notion that we need to care about these students.  I do think, sometimes, we see the rolls at the beginning of the year and there is a deep breath that comes with the challenge, and sometimes, I think that deep breath turns into frustration when that "one special ed class" we took didn't provide us with the much needed foundation that we all wish we had.
Letting these students know we care is first.  Welcoming, inviting, the smile... it simply has to be bigger.  Many come in, frustrated with their school experience.. and need to feel desired... as if truly. they were our own.
Resources are all around. Learning to use my students, my parents, and most importantly, my co-workers and administration are growing, but far from an expert level.